Asperger's
Goes
to
College
Rhonda L. Waterhouse, M.Ed.
Main Topics
• Common signs of students who may be on
the Autism spectrum
• Differing thinking processes with students
on the spectrum
• Teaching strategies that might be helpful
with a student who has high-functioning
autism (HFA) or Asperger’s Syndrome
(AS)
• Resources for students or professors
The Spectrum
• Classic Autism
• Rhett Syndrome (rare – usually girls)
• Childhood Disintegrative Disorder (rare –
later onset than Autism)
• PDD-NOS (Pervasive Developmental
Disorder – Not Otherwise Specified)
• Asperger’s Syndrome (HFA is not an
official diagnosis)
Asperger’s Syndrome
Diagnostic and Statistical Manual of Mental Disorders (DSM IV)
I.
II.
III.
IV.
V.
VI.
Qualitative impairment in social interaction, as manifested by at least two of the following:
A. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze,
facial expression, body posture, and gestures to regulate social interaction
B. failure to develop peer relationships appropriate to developmental level
C. a lack of spontaneous seeking to share enjoyment, interest or achievements with other
people, (e.g.. by a lack of showing, bringing, or pointing out objects of interest to other
people)
D. lack of social or emotional reciprocity
Restricted repetitive & stereotyped patterns of behavior, interests and activities, as manifested by
at least one of the following:
A. encompassing preoccupation with one or more stereotyped and restricted patterns of interest
that is abnormal either in intensity or focus
B. apparently inflexible adherence to specific, nonfunctional routines or rituals
C. stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or
complex whole-body movements)
D. persistent preoccupation with parts of objects
The disturbance causes clinically significant impairments in social, occupational, or other
important areas of functioning.
There is no clinically significant general delay in language (E.G. single words used by age 2
years, communicative phrases used by age 3 years)
There is no clinically significant delay in cognitive development or in the development of ageappropriate self help skills, adaptive behavior (other than in social interaction) and curiosity about
the environment in childhood.
Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.
Common Signs in Plain English
Socially “odd” –

lack of or over-extended eye contact, odd facial
expressions, body positions or gestures

Difficulty making friends

Doesn’t seek out friendships or doesn’t know how
to approach people

Carries on only one-sided conversations where he
dominates the topic and flow with little interest in
the other’s opinions, experiences, or feelings – can
interfere with classroom discussions

Appears to have little or no empathy –
unconcerned when others are hurt or having
difficulties
Common Signs (cont.)
 Restricted repetitive behavior, interests and activities
 Intensely preoccupied with one topic – only interested
in major classes, computer games, etc.
 Strongly dislikes change in routine
 Repetitive movements: arm flapping, finger waving,
running – not as obvious in adults with AS
 Preoccupied with parts of objects (spinning the wheel
on a bicycle)
 the behavior must seriously interfere with the ability to
function socially or in the classroom
 No speech delay (difference between HFA & AS)
 Average or above IQ (difference between classic autism
& AS)
 Not Schizophrenic
How Thinking Processes Differ
• Things that make sense to us, don’t necessarily
make sense to them. (Retelling stories, verbal
classroom assignments)
• Sensory avoiding or seeking can interfere with
learning (florescent lighting)
• Need direct instruction for things most of us
innately understand – social skills
• Difficulty with invention for open ended tasks
• Difficulty with breaking down larger projects
• Small motor difficulties can interfere with writing
tasks (dysgraphia)
Teaching Strategies
• Written course outline
• Direct instruction on classroom expectations–
don’t assume they understand
• Preferential seating – with helpful classmate,
alone, in front, in back, away from distraction,
near natural or incandescent light
• Alternative locations and/or extended time for
exams/in-class assignments
• One-on-one time with professor and/or trusted
tutor – regular appointment
• Use obsessions & interests as a hook
Teaching Strategies
• Assign or Help Find a Mentor
• Break down large assignments
• Allow for use of laptop in classroom
• Allow time for written tasks to be typed & printed
• Give explicit written assignment sheets
• Universal Course Design
Classroom & Dorm Resources
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Disabilities Coordinator
ASA York chapter
Asperger’s Support Group
Academic Advisor
Other Professors
Resident Assistant/Tutor
Professor’s Guide on YouTube
http://www.youtube.com/watch?v=2333jtEZck&feature=channel_pageUnderstandingAsperger%20Sy
ndrome:%20A%20College%20Professor's%20Guide