Speaker, Mathew Eberly
Speakers: Lisa Crabtree, Daniel Grieves & Janet DeLany
I’m Toni Braxton, and I encourage you to learn the signs of Autism at
http://www.autismspeaks.org/”
This frequently featured PSA has rekindled many people’s interest in Asperger Syndrome popularly known as autism. Though Toni Braxton stated, “I became determined to join Autism Speaks in its battle against this devastating disorder when autism became a part of my family's reality,” because her son, Diezel, has the disease, many of us are just curious to know more about this disease that seems to be affecting so many kids these days.
I was recently opportuned to attend the Project Access Conference held at Howard Community College. The speakers were: Daniel Grieves, Mathew Eberly, Joseph Nielly, and Lisa Crabtree, PhD, OTR/L and Janet DeLany, DEd, OTR/L, FAOTA of Towson University's Department of Occupational Therapy and Occupational Science.
The event was organized by Linda Schnapp, Learning Disabilities Specialist and Assistant Director of Howard Community College's Project Access, whose mission is to improve the delivery and outcomes of postsecondary education for individuals with disabilities. Project Access is designed to significantly facilitate the transition of high school students with disabilities into postsecondary education, to increase the success rate and retention of freshman students with disabilities at Howard Community College, and to improve career counseling and job placement services for students with disabilities.
Speaker, Daniel Grieves shared his honest opinions from his experience on what can be done to help others. He discussed what behaviors and quirks to look for such as hypersensitivity to light and sound, and anxiety which leads to shaking and the support strategies and services that are beneficial to people like him in the Autism spectrum.
He also talked about finding the best school for him. He was at Villa Julie College, but lasted only one semester, however, he's now at Towson University, where he is thriving. He advised that students might be better off starting at a community college, getting a two year associates degree and then proceeding to a four year college.
Below are excerpts of the discussion at the event:
You can read about the disease and the kids and research them as much as you want, but it's not the same till you meet and work with them.
All the students expressing how they view self acceptance and feeling good about themselves, which all people ultimately need, is very important. High school is a late place to look at teachers and how the students will be taught, because the students will have more diversity of study at that point. For example, the extra challenges the system puts on them can be overwhelming, so something in place at high school is too late. It must be earlier. Also a more humane perspective of teaching is needed. However, who is teaching the teacher? We need to teach teachers, so they know how to teach autistic students. We are saddling teachers with enough as it is. They must be food allergy experts, behavior therapy experts, psychology experts, but when teachers put kids on time out, their parents come in to complain. So should we reward students for being obnoxious? School systems are under enough pressure as it is and there are social norms that are incorrect.
As a person with autistism, a team approach and color coded cards have helped me.
As a parent of an autistic child I said, “We expected you to go to college. So, go to college.” Be passionate about something and follow that passion.
They said they were in the mentoring program when they were in college. I was wondering, did they wish that happened when they were younger, such as when they were in middle school or high school or it doesn't matter? I'd just like to hear their opinion, so maybe we can do better or are we doing fine?
The ISA Program that I mentioned was developed by Valerie Paradiz. She starts the program in elementary, middle, and high school, because she feels it's really, really important to start them off young. That transition process can't wait until the transition at college. It's got to happen early, so they can receive adequate mentoring and the support system can be in place. This can even happen in pre-school and then that student has a support system all the way through.
What I'd like to suggest is that some of our traditional mentoring programs should be reviewed. Whether it is the peer buddy system or whatever it is, we should not have set it up where the peer buddy is the expert and the person on the autism spectrum is to be the recipient of the services. I think what's so critical and valuable and actually, Daniel and Joey described this, is what Lisa set up at Towson, where it is a co-learning process, where one person is not the recipient only, but both are recipients, learners, and educators in the process, and it so values the talents of both people in that diad and that's how most relationships are formed.
To go along with what she said, it would cut down a lot of the anxiety that occurs during that transition when that relationship occurs towards the end of high school. And not just for the students, but for the parents too, because I think there's a level of anxiety that a lot of the parents go through, instead of letting go. It’s difficult for a lot of the parents that I have worked with in the past.
He's right. Anxiety brings anxiety. If the kid’s anxious, the parents get anxious. They have enough to worry about. Their boss is breathing down their necks, and then their kid isn't doing what they want to do. It's no wonder parents act the way they do. The kids don't respect their parents and their parents don't respect the kids or the teachers and it just goes on and on and on. Then it’s you suck, you suck, you suck, no you suck. You have to get to the cases early. Anyone who knows a lot about psychology knows that the critical learning periods ends about age 12 or 13. You notice that when someone is at 10 years old, that's pretty much who they are.
Case in point, I have a picture of my sister at Christmas, the before and after photo, when she's 9 years old before and then she got her boom box after and that's who she is to this day. She's now 25. That's who people are. By the time people get to the age of 12 or 13 it’s pretty much who they are. Then adolescence changes their brain and then you're raising them and they finish developing at about 25. It’s pretty much who someone's going to be. So if you don't get to someone early, then it’s never going to happen. Do you think Einstein learned all this stuff at a later age? No, you have to learn to think scientifically at an early age. Learning about gadgets and gizmos isn't science. Science is doing the experiment and verifying it. We all do this. I do this all the time. For example, I think, I don't like this person. My hypothesis is, this person is not someone I'm not going to like. I’m talking to them, saying hi, but in my mind I’m saying, go away, I was correct, and on to the next experiment. That's all it is, really.
I'm a teacher at Hanmore School and my colleagues are professors at community colleges. The one thing we all agree on is that students on the spectrum tend to have problems with executive dysfunction and as a result organization is an issue. For students going into the community colleges or 4 year colleges, they're experiencing a syllabus for the first time and this is an issue. So, one of the suggestions that I offered was using technology. Make it the first class and tell them, “Pull out the cell phones and this will be the only time you are allowed to do this, because we are going to put the syllabus into the cell phone, and therefore you will hopefully remember what the deadlines are during the semester.
My comment goes back to organization. If you don't have any technical gadgets or way to put it on a computer or PDA, it might be helpful to put the entire syllabus together. Depending on what type of school or college your kid goes to, if they have a lot of syllabuses, it is quite easy for them to do something that Mrs. McCraig did and is doing for me this semester, which is, get a calendar with all the months of the semester, even if its not a digital calendar format, any type of calendar is fine and then combine the syllabuses in it and write each assignment down for each day on the calendar, so if you have an exam and also a feature article for a feature writing class and some type of paper due, on the same day, it would help them prepare ahead by having an actual visualization, at least calendar wise of when it is due. That isn't entirely organization, but it will help them better prepare and get their priorities straight to some extent.
Another thing are the barriers to implementation. For me, with the teenager I work with, it’s a lack of will, a lack of motivation. In his life I'm the motivation. I don't really like that, but it is what it is, but I'd like to see a change to where he's his motivation. So the more you put on the child, I think the better, as long as he's able to do it. You don't want to frustrate him, but there are certain things he certainly can do. Something like being at this event, caring for his environment, moving his room around, changing the lighting, door open, and door close. Our teenage autistic nephew loves to listen to music while he works and he does better with it, because it blocks out all the other noise. So he's just concentrating on one noise. That's a personal coping strategy already that he's using that’s working for him.
When you talk about the environmental strategies, I'd really liked what you had to say about the issue of self advocacy for the student, because I think a lot of times when we give them too much, they’re going to be lazy and not perform to their utmost ability, so for a personal setting, let your child develop as anyone else in the environment. Let him set it up, let him work to set it up. Let him do the things that need to be done to make it happen.
With regard to environmental strategies, we talked a little bit about opportunities for high school students to sample a college setting. I think that is very important and programs like project access here unfortunately are not available in a lot of campuses in Southern Maryland where I am. Transportation is a barrier and lack of dissemination of those programs is a barrier. The other thing on programmatic strategies, we talked a little bit about how we need to address these issues much earlier than the transition period, and I think the students would agree that what would have been helpful to them, would have been social thinking and learning how to think socially, rather than just learning social skills. Also learning how to be flexible is necessary especially those times when you start teaching explicitly in elementary school, which would be of help through out their adult lives.
I feel like there should be some kind of support especially like what the last person just said for elementary and middle school students, I've been hearing the same points and I've said I'm not expecting them to go full force yet, but its probably better to at least get them prepared at elementary and middle school levels, especially after hearing all the comments about if they start learning too late. It might be too late to change their way of thinking, get them organized in a whole bunch of aspects. But if you give them support services early enough, they could be better prepared for high school and even college. So, I agree with everything you said about that point entirely.
The thing is, if you bombard kids with support at an early age, they're going to lean on that to the point that they can't support themselves. I myself had this problem at one point. I leaned on my parents and my friends so much that I was like, wait how am I supposed to solve my own problems? Now I can deal with my own problems, but I guess I just lucked out. That's what happens when you sit in a room all day, you figure stuff out.
You can't give them full force support; you have to just give them small amounts, unless they absolutely need a whole lot of support.
The ultimate goal is to help them support themselves. Basically, you don't want to hold their hands for the rest of their education. Give them a little help, a little nudge in the right direction. That is all they need.
What I'd also like to suggest is that if we look at the politics of the educational system, not in a negative way, but the cultural politics that occurs, educators in the elementary and high schools are somewhat different. Elementary grades are more focused on the art of teaching, as you move into high school, there's a shift from the art of teaching into content expertise. Then when you move into college and university, the emphasis is on content expertise and a little less on the art of teaching. So see the burden that places on the student to be able to shift from that process in terms of what the expectations are. So as much as you are having support or not, and you are sometimes having challenges, in your elementary and middle schools, please understand that the faculty at universities and colleges are good intending people, but their experience and knowledge base of working with folks with diverse differences, may not be part of their initial thinking. So it really does place the responsibility on the students to be able to figure out how to self advocate, and as Daniel and Matthew shared, to help students prepare to do that and help families prepare them for that process would be a wonderful gift in terms of success.
In closing, I think the rules of the day were self determination, self advocacy and self confidence, which are concepts that have not been emphasized as much as they should have. That's our take home from this discussion.
For more on Project Access visit, http://www.howardcc.edu/students/academic_support_services/project_access
For more on Autism Speaks, visit http://www.autismspeaks.org/
To down load the powerpoint presentation used at the event, visit www.towson.edu/chp/caasd/pdfs/Life%20After%20IDEA%2011-19-10.pdf
In the event that the PDF referenced above becomes unavailable, the contents are below as well.
Life After IDEA
by Lisa Crabtree, PhD, OTR/L & Janet DeLany, DEd, OTR/L, FAOTA
Project Access
November 19, 2010
Asperger Syndrome in College
Outline
Presentation (75 minutes)
Overview of Autism Spectrum Disorder
Strengths and challenges of high school students with ASD that continue into college
Models of successful people with ASD
Assessment and intervention frameworks
Strategies to support high school students
Strategies to support college students
Break (15 minutes)
Panel discussion of college students with ASD (30 minutes)
Small group work (35 minutes)
Large group discussion (25 minutes)
Historical Background
1943 Leo Kanner manuscript in USA-―autistic disturbances of affective contact
1944 Hans Asperger manuscript in Europe ―autistic psychopathy
1981 Lorna Wing describes ―autistic triad
Deficits in social, behavioral, and language domains
1991 Uta Frith translation of Asperger monograph
1994 Asperger Syndrome coded into the Diagnostic and
Statistical Manual of Mental Disorders (DSM-IV)
(Wolf et al., 2009, p. 11)
Definition- Pervasive Developmental Disorder
• According to DSM IV - a cluster of symptoms that
• Ranges in type and severity
• Qualitative impairment in social interaction
• Communication disorders
• Stereotyped, repetitive patterns of behaviors or a restricted range of interest
• Includes Autistic Disorder, Asperger Disorder,
Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), Rett Syndrome, Childhood Disintegrative Disorder
• Three diagnoses are often referred to as autism spectrum disorder (ASD) rather than PDD
(APA, 2000)
Definition - Autism Spectrum Disorder
According to proposed DSM V - Must meet criteria 1, 2, and 3:
1. Clinically significant, persistent deficits in social communication and interactions, as manifest by all of the following: (a) Marked deficits in nonverbal and verbal communication used for social interaction; (b) Lack of
social reciprocity; (c) Failure to develop and maintain peer relationships appropriate to developmental level
2. Restricted, repetitive patterns of behavior, interests, and activities, as manifested by at least TWO of the following: (a) Stereotyped motor or verbal behaviors, or unusual sensory behaviors; (b) Excessive adherence to routines and ritualized patterns of behavior; (c) Restricted, fixated interests
3. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities) (APA, 2010)
IDEA Definition - Autism
According to The Individuals with Disabilities Education Improvement Act of 2004
A developmental disability significantly affecting verbal and non-verbal communication and social interaction generally evident before age 3 that adversely affects a child‘s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to
environmental change or change in daily routines, and unusual responses to sensory experiences (IDEA, 2004, §300. 8[c][1][i])
Prevalence
• 2009 CDC prevalence for ASD- 1:110
• Lowest prevalence: WV
• Highest prevalence: NJ
• 210% increase in autism referrals in California 1999-2009
• 2009 prevalence of ASD based on parental report – 1 :91
• 2006 Survey of 42 colleges with Asperger syndrome
• 4.28 students with AS at four-year institutions
• 8.9 students with AS at community and technical colleges
(CDC, 2006; ; Kogan et al., 2009; Wolfe et al., 2009)
Increased Prevalence Theories
Increased awareness of parents, medical professionals, educational system
Increased number of referrals
Increased public awareness/recognition
Formal codification of diagnostic criteria
Inclusion in DSM-IV
Broadening of diagnostic categories
Variance in study methodologies (Wolf et al., 2009)
Increased Prevalence
• Rutter‘s (2005) epidemiological studies
• ¼ have classic autism; ¾ had another ASD
• ½ had mild to severe intellectual disabilities
• Increase in prevalence is directly related to broadening of autism spectrum to include individuals who are not diagnosed with intellectual disabilities
• CDC sample
• ASD is three to 7xs more prevalent in males than females
• Gender distribution is common in neurodevelopmental disorders
• Male prevalence increases with intelligence
(CDC, 2009; Rutter, 2005; Wolf et al., 2009)
No single factor seems to account for the rise [in the diagnoses of autism]. Nor should any single factor be
accepted at face value. For example, if we accept that scientists are counting cases more accurately than
before, we should look into how and why they started counting them better. If we accept that new diagnostic
criteria are responsible for the increase in prevalence rates, how and why did the new diagnostic criteria
emerge at this time in our history? And if we believe that autism awareness is at an all-time high, how did this
happen? Richard Roy Grinker (2006, p. 10) as cited in Paradiz (2009, p. 25)
DSM- IV Diagnostic Characteristics for Asperger Syndrome
1.Qualitative impairment in social interaction in 2 of the areas: Nonverbal behaviors, peer relationships,
spontaneous sharing interest with others, social or emotional reciprocity
2. Restricted, repetitive patterns of behavior in one area: restricted interests that are abnormal in focus or intensity; inflexible routines; stereotypical or repetitive motor movements; persistent occupation with parts of an object
3. Clinically significant impairment in social, occupational, or other areas of function
4. No clinically significant delay in language, cognition, self-help, adaptive behaviors
(APA, 2000)
Value of Terminology
Medical Model vs. Advocacy Model
Cognitive Characteristics Associate with Asperger Syndrome
Strengths
Average to above average intelligence
Strong rote memory
Sustained interest on specific topic
Sustained attention to detail on specific topics
Skilled problem solving in area of interest
Challenges
Theory of mind challenges
Executive functioning challenges (planning, organizing, shifting focus, multitasking, generalization)
Integrative processing
Challenges
Abstract problem solving challenges
(ASA, 2010; Myles, 2001)
Communication Characteristics Associated with Asperger Syndrome
Strengths
Well developed vocabulary
Well developed structural language skills (correct syntax and pronunciation)
Visual patterns among concepts and data
Challenges
Pragmatic language challenges
Difficulty understanding nonverbal cues, using gestures, sustaining eye contact
Difficulty using language to initiate and sustain conversation
Interpreting language only literally
Difficulty with perspective taking
Difficulty understanding hidden curriculum and implicit rules
Unusual speech patterns
(ASA, 2010; Myles, 2001)
Sensory and Motor Characteristics Associated with Asperger Syndrome
Strengths
Heightened attention to subtle variations and differences
Heightened awareness of patterns among apparent disparate details
Sustained focus to precision of movement patterns for a particular task
Challenges
Over or under responsivity to tactile, visual, auditory, gustatory, olfactory, vestibular, or proprioceptive input
Flight or fight responses to sensory overload
Clumsy or awkward movements
(Myles, 2001)
Social Characteristics Associated with Asperger Syndrome
Strengths
Loyal friend
Desire for friendships
Capacity for empathy
Forthrightness in communication
Alternative perspectives for seeing behaviors of others
Challenges
Difficulty knowing how to initiate and sustain friendships
Limited opportunities to form friendships
Difficulty understanding social nuances
Difficulty coping with large groups of people
Behavioral Characteristics Associated with Asperger Syndrome
Strengths
Adherence to rules and routines
Attention to details
Sustained commitment to a task of interest
Challenges
Difficulty accommodating to changes
Difficulty adjusting behaviors to various contexts
Difficulty with developing multiple strategies to manage stress
(Myles, 2001)
Task Challenges that Continue into College
• Organizing time effectively
• Balancing tangential or deep interests with other tasks that need to be completed
• Knowing how to subdivide tasks into manageable chunks and to allocate sufficient time for task completions
• Balancing sustained attention to one task with simultaneous attention to several tasks
• Knowing where to find and how to use resources
• Viewing issues from multiple perspectives and understanding the nuances of those perspectives
(Harpur et al., 2005)
Environmental Challenges that Continue into College
Coping with:
• crowded classroom and hallways
• too bright lighting
• noisy venues, study and living spaces
• multiple smells- perfumes, food, classroom supplies, cleaning supplies
• shared educational, work, and living spaces
• fast paced and shifting focus of conversations and discussions (Wolf et al., 2009)
Social Challenges that Continue into College
• Distinguishing between appropriate / inappropriate attitudes and behaviors
• Managing social aspects of group projects
• Anxiety with meeting new people, making friends, and fitting in
• Recognizing false friends who exploit trust and social naiveté
• Interpreting social cues
• Distinguishing between safe and risky environments and situations
• Negotiating physical, personal, and emotional space
• Coping with loneliness and social isolation
(Harpur et al., 2005)
Health & Behavioral Challenges that Continue into College
• Sleep patterns
• 43%- 83%
• Sleep apnea, fragmented sleep patterns
• Gastrointestinal difficulties
• 45%
• Abdominal pain (59%), constipation, diarrhea, nausea
• Behavioral
• 24%-57% on psychotropic medications
• Attentions span, hyperactivity, anxiety, repetitive behaviors
(Autism Treatment Network, 2010)
Co–occurring Mental Health
Challenges
Social anxiety disorder
Often begins in adolescence,
may involve amygdala, panic attacks
Triggered by stressful events
May be genetic
Generalized anxiety disorder
Nervousness, restlessness
Poor concentration
Irritable or depressed mood
Muscle tension, disturbed sleep
ADHD
Difficulty shifting focus whole
Difficulty modulating sensory
intensity
Obsessive compulsive disorder
Obsessions: unwanted, repetitive,
intrusive thoughts
Compulsions: carry out rituals
Depression
40 to 80% higher than general
population)
Coexists with anxiety problems
Alcohol and drug abuse
Use as self-medication
May result from being misguided by others or trying to fit in socially (Harpur et al., 2005)
We Should Care
Intellectually ability + area of passionate interest = Academic success
―People on the autism spectrum are integral members of their families and communities, and have the right to fully participate in the educational, social, cultural, political, and economic life of society‖ (Towson University, 2010) (Harpur et al., 2005)
We Should Care
• University education is necessary for students with HFA and AS to succeed in the work world, achieve their potential, and become active participants in their communities
• Currently, many students with HFA and AS who have the capacity to work do not because of difficulties with social demands
• Current employment options may not fit students‘ talents
• 2004 US Bureau of Labor Statistics: service sectors have the largest anticipated job growth over the next decade
• As many people with ASD have difficulty with social skills this may not be the best area for them
• Detail oriented jobs may be a better fit (Wolf et al, 2009)
Notable People Who had Asperger Syndrome:
Nikola Tesla Inventor, Mechanical engineer, Electrical engineer, Helped develop electromagnetism
Contributed to Second Industrial Revolution
Albert Einstein: Theoretical physicist, Philosopher, German-Swiss Nobel laureate Father of modern
physics, Discovered law of the photoelectric effect
Isaac Newton: Physicist, Mathematician, Astronomer, Natural philosopher, Alchemist, Theologian, Universal gravitation and Three laws of motion
Wolfgang Amadeus Mozart: Classical era composer Composed over 600 works
Bela Bartok: Composer Studied folk music Founded Ethnomusicology
Erik Satie: Composer Most famouscomposition, Gymnopédies Inspired later artistic movements – minimalism, repetitive music, Theatre of the Absurd
Gregor Mendel, Monk, Scientist, Studied inheritance of traits in pea plants who established Mendel‘s
Laws of Inheritance
Naturalist, Charles Darwin, developed the theory of natural selection, Unifying theory of life sciences
Established evidence of evolution
Post-impressionist painter ,Vincent Van Gogh: Produced over 2,000 works of art including a self portrait, 1887
Artist, Laurence Stephen Lowry: Painted England‘s industrial districts, urban landscapes, unpopulated landscapes, and portraits Huddersfield, 1965 including Oil on canvas by L.S. Lowry
Antonio Gaudi - Architect Art Nouveau or Modernisme period. Began with gothic architecture, later
developed his own style. His works include the Casa Milà.
Transition
Avoid Tunnels and Cliffs: Longitudinal process that includes
• a vision for the future
• inclusive experiences
• a ―blueprint for navigating the waters of the community, workplace, finances, life, and home‖ (Wehman, 2006, p. 10) Podmostko, 2007
Transition
Avoid Tunnels and Cliffs. Attend to the
• person‘s strengths and challenges
• supports and barriers of the social, physical, political, and cultural environments
• tasks to be accomplished and potential modifications
Transition Frameworks
• Transition to Independence Process (TIP)
(Clark, Koroloff, Geller, & Sondheimer, 2008)
• Mental health recovery model
• Online training modules
• PATH Process (Bunch, Finnegan, & Pearpoint, 2009)
• Begin with a dream for the future
• Plan possible and positive actions
• DO-IT (Disabilities, Opportunities,
Internetworking and Technology) (Burgstahler, Lopez, & Jirikowic, 2007)
• Create optimum learning environment
• E-mentoring
Core Themes of Transition Frameworks
• Self-determination
• Person-centered planning
• Tailored services
• Enhancement of competencies
• Social responsibility
• Focus on the outcome
• Networks of support
Assessment:
Ziggurat Model
Individual Strengths and Skills
Inventory
Underlying Characteristics of
Autism
Classic
High Functioning (Aspy & Grossman, 2008)
Assessment:
Integrated Self-Advocacy
• The Sensory Scan
• The Social Scan
• Self-Advocacy Portfolio (Paradiz, 2009)
Goals of Transitioning Youth
Increase personal independence and social responsibility (Kavale & Forness,1999)
Become productive and welcome members of their community (Erdman, 2008)
Live lives of competency, quality, and dignity(Gerhardt, 2008)
Outcomes
Increase in services for children has not resulted in significant improvement in adult outcomes
The majority of adults on the autism spectrum
Live at home (85%)
Have few friendships
Are unemployed (75%-95%)
People, rather than particular methods, made a difference
Billstedt, Gillberg,& Gillberg, 2005; Eaves, & Ho, 2008; Howlin, Goode, Hutton, & Rutter, 2004;
Muller, Schuler, & Yates, 2008
Contextual Barriers
―What disables people with autism…is the contextual barriers built around them‖ (p. 53) David, 2010
“I think the mentors learned as much from me about autism as I learned from them about improving my own skills.”
“It is important to have group and work experiences to prepare individuals for life after graduation”
Strategies to Support Transition
Personal growth
Social skills coaching
Generalized practice
Environmental modifications
Safe, welcoming environments
Peers, job coaches, social coaches, peer navigators, ambassadors to ‗neurotypical culture‘
Opportunities for participation
Address isolation
Exposure to new experiences
High School Students Strategies
Academic
College preparation & organizational strategies
Investigation of accommodation options
Life Skills
Self-monitoring
Self-programming
Self-correcting
Social
Acquaintances & Friends
Communication strategies
Alcohol & drugs
Academic Strategies
Organizational strategies and visual supports
Academic support services identification
Intrinsic reward systems
College student & graduate speakers
Campus visits
Formal communication strategies
Predictability and preparation for change
(Harpur et al., 2005; Wolf, et al., 2009)
Life Skills Strategies
Self-advocacy
Resource Identification
Time management
Stress management
Anger management
Creation of explicit sets of routines, rules, scripts, expectations
(Harpur et al., 2005; Wolf, et al., 2009)
Social Strategies
Learning social interactions can be like learning a second language
• College activities
• Sex and sexuality
• Extracurricular activities
• Social communication: Hidden Curriculum
• Parent relationships
• Co-curricular needs and accommodations
(Harpur et al., 2005; Wolf, et al., 2009)
College Students: Legal Issues
Section 504 of the Rehabilitation Act of 1973 http://www.hhs.gov/ocr/504.pdf
The Americans with Disabilities Act www.ada.gov
Federal Education Rights and Privacy Act www.ferpa.gov
Disclosure and confidentiality
University rights and responsibilities
Student rights and responsibilities
College Students Strategies
Academic
Interactions with advisors and faculty
Pace of assignments
Goal is transition to work
Life Skills
Housing (on-campus or off)
Campus resources
Social
Campus activities & peer navigators
Roommates, clubs, study groups
Intimate relationships
Academic Strategies
Academic advisors provide support & resources
Students learn to structure education without
IEP
• Attendance
• Lectures
• Group work
• Lab classes or tutorials
• Relationships with faculty & staff
(Harpur et al., 2005; Wolf, et al., 2009)
Life Skills Strategies
Schedules
Time management
Exam preparation
Residence life
Domestic responsibilities/hygiene
Money management
Stress and anxiety management
(Harpur et al., 2005; Wolf, et al., 2009)
Social Strategies
Family support
Self-assertion
Difference between acquaintances and friends
Drinking
Drug use
Communication with roommates, classmates,opposite sex
Emergencies
Sensory emergency kits
Advanced planning & preparation
Simple explanations (Social Scripts)
Escape routes (the socially acceptable way out and the physical way out
Towson University Center for Adults with Autism Provides
• Peer support model for high school and college students
• Co-engagement to support participation
• Reciprocal teaching and learning
• Educational models for changing attitudes and knowledge
Student volunteers
Service learning
Course assignments
Internships
Post-Baccalaureate Certificate in Autism Studies
Participant Feedback
―I enjoyed teaching the mentors about autism
from an inside perspective.‖
―Some of us communicate our thoughts withgreater struggle than others, but we all have something to say. The true test of any program or organization aiming to support
autistic people is the approval of the autistic people being served.‖
Invitation
In spite of our good training or highly developed
insight of our students, clients, and loved ones with
autism, we cannot assume we know what it is like
to be in their shoes, to live their sensory lives, or to
feel social experiences the way they do. We cannot
assume that we always know what might constitute
an improvement in quality of life for an individual.
We must learn to trust that they themselves, if
given the training, opportunity, and
permission to do so, will open doors of
understanding to us that we never imagined.
(Paradiz, 2009, p. 8)
Contact Information
Lisa Crabtree, PhD, OTR/L
Janet DeLany, DEd, OTR/L, FAOTA
Lcrabtree@towson.edu
Jdelany@towson.edu
Department of Occupational Therapy & Occupational Science
College of Health Professions
Towson University
8000 York Rd
Towson University, MD 21252
Presentation can be accessed at www.towson.edu/chp/caasd
References
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders
(Fourth Edition—Text Revision). Washington, DC: Author.
American Psychiatric Association, (2010). DSM V development: 299.0 autistic disorder.
Retrieved October 31, 2010 from
http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=94.
Aspy, R., & Grossman, B. (2008) Designing comprehensive interventions for individuals withhigh-functioning autism and Asperger syndrome: The Ziggurat Model. Shawnee Mission,KS: Autism Asperger Publishing Company.
Billstedt, E., Gillberg, C., & Gillberg, C. (2005). Autism after adolescence: Population-based 13-22 year follow-up study of 120 individuals with autism diagnosed in childhood. Journal of Autism and Developmental Disorders, 15(3), 351-360.
Bunch, G., Finnegan, K., & Pearpoint, J. (2009). Planning for real life after school: Ways for teachers and families to plan for students experiencing significant challenge. Toronto:
Inclusion Press.
Burgstahler, S., Lopez, S., & Jirikowic, T. (2007). Creating a transition program for teens: How
DO–IT does it, and how you can do it, too. Seattle: University of Washington.
Centers for Disease Control and Prevention (2009). Prevalence of Autism Spectrum Disorders-
Autism and Developmental Disabilities Monitoring Network, United States, 2006. Morbidity
and Mortality Weekly Report (December 18), 58, SS-10.
David, A. (2010). Mission possible: Preparing youth with special needs for life. Autism
Advocate, 57 (4), 51-54.
Eaves, L. C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of
Autism and Developmental Disorders, 38, 739-747.
Harpur, J. Lawlor, M., & Fitzgerald, M. (2005). Succeeding in college with Asperger syndrome.
A student guide. Philadelphia, PA: Jessica Kingsley.
Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism.
Journal of Child Psychology and Psychiatry, 45(2), 212-219.
Individuals with Disabilities Education Improvement Act (IDEA) of 2004. Public Law 108–446,
20 U.S.C.
Kogan, M.D., Perrin, M., Ghandour, R.M., Singh, G.K., Strickland, B.B., Trevathan, E., Van Dyck,
P.C. et al., (2009). Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder
Among Children in the US, 2007. Pediatrics, 124, 1-9.
References
Muller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the
perspective of individuals with Asperger syndrome and other autism spectrum
disabilities. Autism: The International Journal of Research and Practice, 12(2), 173-
190.
Myles, B. (2001). Asperger syndrome and adolescence: Practical solutions for school
success. Shawnee Mission, KS: Autism Asperger Publishing.
Paradiz, V. (2009). The integrated self-advocacy ISA curriculum: A program for emerging
self-advocates with autism spectrum and other conditions. Shawnee Mission, KS:
AAPC.
Podmostko, M. (2007). Tunnels and cliffs: A guide to workforce development
practitioners and policymakers serving youth with mental health needs. Washington,
DC: National Collaborative on Workforce and Disability for Youth, Institute for
Educational Leadership.
Rutter, M. (2005). Incidence of autism spectrum disorders: Changes over time and their
meaning. Acta Paediatrica, 94, 2- 15.
Wolf, L., Brown, J., & Bork, G. (2009). Students with Asperger syndrome: A guide for
college personnel. Shawnee Mission, KS: Autism Asperger Publishing.
Zaks, Z. (2006). Life and love: Positive strategies for autistic adults. Shawnee Mission,
KS: AAPC.
Recommended reading: The Autism Transition Guide: Planning the Journey from School to Adult Life by Carolyn T. Bruey (Psy.D.) & Mary Beth Urban (M.Ed.)
No comments:
Post a Comment