Transcript Slide 1
Strategies for Advisors Autism is a set of neurodifferences in processing and experiencing sensory input In Autism Spectrum Disorders, the brain is wired differently than it is in people with neurotypical nervous systems Asperger’s is high functioning autism Diagnostic criteria are changing; Students in the future will most likely have a diagnosis of “Autism Spectrum Disorder” Autism Asperger’s ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Significant cognitive and language delays Self-isolation or rigid social approaches Preoccupations, rituals and repetitive activities Marked distress with change No significant cognitive or language delays “Eccentric, one-sided” communication with others (p. 83) Pursuit of circumscribed interests Rigidity and distress with change ◦ (DSM-IV-TR) May or may not be diagnosed in childhood Are often diagnosed as having learning disabilities, ADHD, obsessive compulsive disorder, and/or behavior disorders Have received varying treatment approaches by the time they reach the university Your advisee may not reveal that he or she is on the autism spectrum. It is up to the student whether or not to disclose his or her diagnosis The student may not want to reveal his or her diagnosis due to past rejection, stigma and misunderstanding of the challenges Each person has a unique configuration of characteristics and autism exhibits differently in each person It can be hard to tell whether behaviors are a result of autism or other factors ◦ Difficulty with eye contact Difficulty with reciprocal conversation Difficulty understanding curriculum requirements Personal hygiene issues Missed appointments Difficulties finding your office and/or recognizing you Repetitive behaviors and compulsions “Meltdowns” or emotional outbursts Sensory experience may be unusual Spatial orientation challenges may occur Relationships may be exhausting and perplexing ◦ (especially when the student has co-occurring disorders) Organizational skills may be challenging Life skills may be lacking There may be frustration due to uneven academic performance (such as a sophisticated understanding of grammar, but challenges writing an essay) Visual fields distorted and broken up or print may “jiggle” (may not show up on vision test) May have a very dominant learning style (visual, auditory, kinesthetic, etc.) So detail-oriented that student may not understand the “big picture” Sound may fade in and out or seem jumbled ◦ Delay in understanding what is heard or may hear only last part of a sentence There may be sensitivity to light, touch, sound and smell ◦ e.g. fluorescent lighting, running water, and scents Noisy and/or unpredictable environments may be overwhelming due to inability to filter input Clothing can be painful to wear and touch/eye contact can hurt May have difficulty getting from place to place or finding way to new places Disorientation in new places is common Lack of a sense of direction (“north” may not mean anything) is typical Student may have difficulties finding your office even if he or she has been there several times Be exhausted by small talk Talk non-stop about particular interests and not engage in conversational give and take Have difficulty reading body language and facial expressions Have difficulty recognizing people, especially out of context Have frustration about not understanding how relationships work Experience loneliness and fear of rejection (history of bullying) May misinterpret intentions of others Anxiety and panic attacks are common ◦ Fear is the most common emotion of autism – T. Grandin (Autism & Asperger’s syndrome: an insightful presentation by Dr. Temple Grandin.) Student may not recognize signs of an oncoming “meltdown” (especially due to frustration, anxiety and fear) Student may have difficulty identifying and expressing feelings Challenges with ◦ Scheduling ◦ Remembering to bring, complete, or turn in paperwork ◦ Personal hygiene ◦ Paying bills/financial management ◦ Inflexibility (rigid thinking and taking things literally) Literal interpretation of instructions with little flexibility Difficulty with changes to routine (field trips, guest speakers, library tours, etc.) Difficulty with understanding the give and take of class discussions ◦ Monopolizing discussions Anxiety about participating in group projects with other students Fear of interactions with professors If the student self-identifies as being on the autism spectrum, you can encourage him/her to discuss what will be helpful Whether or not your advisee self-identifies, it may still be very helpful to try some of the strategies in this presentation if you can see that the student is struggling with some of these challenges If your advisee reveals his or her diagnosis, ask about his/her preferred way to get information Photocopy paperwork or instructions on colored paper to make instructions easier to read Provide written instructions to accompany oral directions If you suspect that oral information is hard for advisee to process, you can prime by saying “Now we are going to talk about . . .” If your office has a lot of noise or activity, it might be helpful to move to a quieter area or private room. In academic planning, help advisees schedule down time between classes in order to de-stress It may even be helpful to help advisee identify “safe places” in between classes Provide a campus map with your office and your advisee’s classes highlighted Provide a list of contact people/offices Use landmarks and street names to orient the student Use straightforward speech and be direct Set and model clear boundaries and expectations If your advisee doesn’t recognize you out of context, remind them who you are Help student identify faculty mentors Encourage participation in natural cohorts (like student clubs) where interests are shared Help student put schedule in academic planner Remind students that schedules can change, classes can be cancelled, rooms can be changed, etc. Encourage students to ask faculty for heads-up on class changes Help advisee identify a person to contact in case of confusion/changes Encourage participation in workshops (college success, budgeting, etc.) Schedule challenging subjects early in day to help with fatigue (or later if student has problems starting day) If possible, consider advising into upper division classes first to engage student (It improves motivation) It is better to take lighter load and succeed Reinforce the use of planners to prioritize daily tasks Encourage students to schedule enjoyable and destressing experiences If you have an opportunity, teach classroom culture and acceptable behaviors Encourage communicating with faculty Encourage tutoring for difficult subjects Academic and Organizational Skill Acquisition Daily/Weekly Meetings Life and Social Skills Acquisition Campus and Community Awareness Mentoring Collaboration with Faculty and Staff Social and Life Skills Class Study Table Tutoring Social Events (Autism Spectrum Alliance) Service Learning Autism Awareness Events Collaboration with High Schools Conference Presentations and Trainings American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Revised 4th ed.). Washing, D.C.: Author. Future Horizons. (2009) Autism & Asperger’s syndrome: an insightful presentation by Dr. Temple Grandin. [Videorecording]. Arlington, TX: Future Horizons. Dawn Prince-Hughes, E. (2002). Aquamarine blue 5; personal stories of college students with autism. Athens, Ohio: Ohio University Press. Grandin, T., & Barron, S. (2005). The unwritten rules of social relationships. Arlington, Texas: Future Horizons. Harper, J., Lawlor, M., & Fitzgerald, M. (2004). Succeeding in college with Asperger Syndrome. London and Philadelphia: Jessica Kingsley Publishers. National Education Association. (2006). The puzzle of autism. Washington, DC: National Education Association. Wolf, L. E., Brown, J. T., & Bork, G. R. (2009). Students with Asperger Syndrome: A guide for college personnel. Shawnee Mission, Kansas: Autism Asperger Publishing Company. Zaks, Z. (2006). Life and love: Positive strategies for autistic adults. Overland Park, KS: Autism Asperger Publishing Company. Elizabeth Miles, M.Ed. Manager, Raven Scholars Program University of Idaho Idaho Commons 347 PO Box 442537 Moscow, Idaho 83844-2537 (208) 885-9107 copyright © 2012 Elizabeth Mary Miles