Conduct and Students Conduct and Students on the Autism Spectrumon the Autism Spectrum

Jane Thierfeld Brown, Ed.D., University of Connecticut School of Law

Yale Child Study

College Autism Spectrum

Lisa KingSt. Katherine University

College Autism Spectrum

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Behavioral DisabilityBehavioral Disability

Rigid, stereotyped behavior and/or mannerisms

Unusual, repetitive preoccupation with objects or ideas

Social behavior may be awkward or misunderstood

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Interpersonal DisabilityInterpersonal Disability

Core social skills Lack social awareness, naïve, indifferent or

anxiousApproach often awkward & effortful“Intuitive social knowledge” (Tanguay,

2001)Bully magnets

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CommunicationCommunication

Processing incoming information

Reading between the linesDetermining implicit as well as

explicit directionsAsking too many questions

Clear Behavioral RequirementsClear Behavioral RequirementsBehavioral standards & expectations must

be explicitStudent & family need to understand

because this is different from high schoolStandards are not subject to

accommodationMake sure student understands the rules

and the consequences for breaking them

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Conduct codes:Conduct codes:We tell students what not to do…

We do not tell student what they should do!

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Conduct code reversalConduct code reversal

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          Practice civil and courteous behavior wherever you are on campus, in and out of the classroom            Arrive and be ready to learn when the class is scheduled to begin (notebooks and pens ready, cell phones off.)          Only leave and re-enter the classroom for a very good reason, and get the instructor’s permission before the class begins. Classroom disruption is difficult for both the instructor and the other students.          Read and understand the class syllabus.Andrew Cox, Cayuga Community College

Conduct Code ContinuedConduct Code Continued

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         Understand and practice the rules and expectations of the instructor regarding the use of cell phones and electronic devices          Respect what other students and instructors have to say, and listen to viewpoints other than your own .          Be aware of your own body language as 90% of communication is non-verbal.  Avoid rolling your eyes, sighing loudly or folding your arms in disgust. 

ContinuedContinued

Practice good e-mail etiquette, especially Practice good e-mail etiquette, especially for on-line courses in which e-mail may be a for on-line courses in which e-mail may be a primary method of communication. Read all primary method of communication. Read all email and respond (if necessary) in an email and respond (if necessary) in an appropriate manner.appropriate manner.

Andrew Cox, Cayuga Community CollegeAndrew Cox, Cayuga Community College

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Classroom strategiesClassroom strategiesCards

White boards

5 point scale

Clear instructions

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Campus Public SafetyCampus Public SafetyConduct codesStalkingPersonal safetyEmergency procedures (fire

drills, etc.)

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Counseling CenterCounseling Center

Might get calls about AS student◦From faculty◦From public safety◦From administrative offices

Can be an important allyBut, may not really “get” AS and need

information

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Judicial and ConductJudicial and Conduct

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Judicial AffairsJudicial Affairs

Conduct codes are strictly applied◦Academic◦Residential◦Community

Disability is not an excuse for breach of conduct

Some behaviors may be translated to judicial affairs so that they may understand the context (e.g. stalking)

Make sure student understands the rules and the consequences for breaking them

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ANDAND

DISABILITY NEVER EXCUSES BEHAVIOR

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Some Conduct is Caused by Some Conduct is Caused by OverstimulationOverstimulation

Sensory Integration DysfunctionLightsMusicBeds and furnitureGeneral residence hall noiseFire alarms/lock downs

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Conduct Boards and HearingsConduct Boards and HearingsAccommodate the Process

Train Judicial Board

Use a trained advocate/”interpreter”

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Academic Misconduct ???Academic Misconduct ???Claim by Student 5/14:“It has been noted that many students

with ASD do have trouble with false plagiarism charges because of their memory.  Those that have this problem are not able to distinguish what they memorize and what are their own words. We see these words as our own in our thoughts, and we do not go to sites or books to copy.”

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Cases

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Leave with a challenge…Leave with a challenge…

The student is not the only locus of change

21Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce

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Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce

College Autism Spectrum 2015 Do not use without permission

Questions and CommentsQuestions and Comments

Thank you for coming.

Jane Thierfeld Brown, Ed.DLisa King, MEd

www.CollegeAutismSpectrum.com