An ASD-­‐Friendly Campus: Strategies and Systems for this Emerging Popula<on * Chris(ne Arieta * Debbie Hayward * Lena Jahn *Patrice Nolan Landmark College -­‐ Putney, Vermont The Annual Conference on The First-­‐Year Experience, February 7-­‐10, 2015 Dallas, Texas Objec<ves for the session •  Provide general sta(s(cs •  Briefly introduce the theories explaining Au(sm Spectrum Disorder (ASD) •  Iden(fy how college students with ASD present •  Share effec(ve prac(ces for working with students in the classroom and in 1:1 seWngs •  Introduce an ins(tu(onal response through campus-­‐wide systems 2 General Sta<s<cs about ASD Occurrence •  More children diagnosed with an Au(sm Spectrum Disorder •  2014 -­‐ Approximately 1 in 68 •  2012 -­‐ Approximately 1 in 88 •  2000 -­‐ Approximately 1 in 150 (CDC -­‐ Centers for Disease Control and Preven(on, 2014) 3 General Sta<s<cs about ASD Occurrence (cont’d) •  ASD occurs across racial and socio-­‐economic groups but more o]en in white children compared to La(no or African American children •  ASD is more prevalent in boys -­‐1 in 42 compared with girls -­‐ 1 in 89 •  Almost 50% of children with ASD have average to above average intelligence compared to 30% in 2004 •  Within last decade more high-­‐func(oning students with ASD enter college •  Students with ASD can be a greater risk for developing psychiatric issues like depression or anxiety •  Students with ASD are more likely to drop out of school (CDC – Centers for Disease Control and Preven(on, 2014) 4 More students with ASD aHending college •  Civil Rights legisla(on resulted in passing of ADA (Americans with Disabili(es Act) in 1990 •  ADA en(tled students with ASD to inclusion in public educa(on •  Students with ASD qualified for special educa(on services and an IEP (Individualized Educa(on Program) •  Students with ASD acquired skills and independence to afend post-­‐secondary ins(tu(ons, while also tending to be naïve and vulnerable •  Increase in public and ins(tu(onal awareness of ASD via media and prominent figures with ASD such as Temple Grandin •  Easier to diagnose higher-­‐func(oning individuals with ASD who may have been overlooked in the past (www.au(smspeaks.org) 5 Theories explaining ASD Anatomical Psychological 6 Disrup(on of Synap(c Connec(ons Salience Landscape Theory Anatomical Theories Reduced Structural Connec(vity Mirror Neuron Dysfunc(on 7 “Theory of Mind” Weak Central Coherence Psychological Theories Execu(ve Dysfunc(on Context Blindness and Context Sensi(vity 8 How Students with ASD Present “If you’ve met one person with ASD, you’ve met one person with ASD.” -­‐ Stephen Shore While the informa>on presented here applies to many students with ASD, profiles and skills levels vary greatly between individuals, and it is important to be careful about making generaliza>ons and assump>ons. 9 How Students with ASD Present (cont’d)
•  Rela(ve strengths in and preference for processing visual informa(on (compared to auditory processing, par(cularly of language) •  Frequent afen(on to details, but difficulty understanding the meaning of how these details fit together •  Difficulty combining ideas (www.TEACCH.com ) TEACCH® Au(sm Program developed the concept of the “Culture of Au(sm” as a way of thinking about the characteris(c paferns of thinking and behavior seen in individuals with Au(sm Spectrum Disorders (ASD).
10 How Students with ASD Present (cont’d) •  Difficulty with organizing ideas, materials and ac(vi(es •  Difficul(es with a3en4on (some individuals are very distrac(ble, others have difficulty shi]ing afen(on when its (me to make transi(ons) •  Difficulty with concepts of 4me, including moving too quickly or too slowly, and having difficulty recognizing the beginning, middle or end of an ac(vity. (www.TEACCH.com) 11 How Students with ASD Present (cont’d) •  Communica4on problems which vary by developmental level, but always include impairments in the social use of language (called “pragma(cs”) •  Tendency to become a3ached to rou4nes, with the result that ac(vi(es may be difficult to generalize from the original learning situa(on and disrup(on in rou(nes that are upseWng, confusing or uncomfortable. •  Very strong interest and impulses in engaging in favored ac(vi(es, with difficul(es disengaging once engaged •  Marked sensory preferences and dislikes (www.TEACCH.com ) 12 Working with Students •  Faculty Approaches and Mindset •  Strategies for the Classroom •  1:1 mee(ngs 13 Faculty Approaches and Mindset • Structure • Non-­‐judgmental, mafer-­‐of-­‐fact • “Intercultural” frame of mind 14 Strategies for the Classroom •  Use fewer words when explaining assignments •  Check for understanding of sarcasm, innuendoes and double meanings •  Provide a clear and detailed syllabus •  Alert the student ahead of (me when the syllabus changes •  Make (me to meet with the student on a weekly basis (Freedman, 2010) 15 Classroom Strategies – Faculty Sugges<ons A study of faculty with experience teaching college students with ASD yielded the following sugges(ons: Provide structure: •  Clarify direc(ons and ques(ons •  Follow rou(nes •  Preview what is to come (especially changes) •  Directly explain format of course •  Build in opportuni(es to exercise strengths / follow interests (Gobbo & Shmulsky, 2014) 16 Classroom Strategies -­‐ Faculty Sugges<ons (cont’d) • Emo(onal needs: •  No(ce heightened anxiety •  Reduce triggers for anxiety •  Allow for breaks •  Non-­‐judgmental approach •  One-­‐on-­‐one discussion with instructor for feedback (Gobbo & Shmulsky, 2014) 17 1 : 1 Mee<ngs -­‐ Examples • Faculty in office hours • Advising • Disability Support Services • Student Life / Residen(al Life • Counseling • Health Services • Peer mentors 18 1:1 Mee<ngs -­‐ Opportuni<es 1:1 mee(ngs provide the opportunity to facilitate development of: •  Self-­‐understanding •  Self-­‐advocacy •  Independence •  Anxiety management •  Social pragma(cs 19 1 : 1 Mee<ngs -­‐ Make no Assump<ons To set up a mee<ng: •  Rather than wait for the student to take the ini(a(ve, invite him / her to meet with you •  Make sure that the student has recorded the required informa(on to access you in planner or phone (your name, office number and loca(on, date and (me of appointment) 20 1 : 1 Mee<ngs -­‐ Make no Assump<ons (cont’d) During the mee<ng: •  Pay afen(on to possible anxiety •  Pay afen(on to possible sensory triggers (e.g. ligh(ng, scent, noise) •  Avoid open-­‐ended ques(ons •  Give students op(ons •  Pause and give students (me to reflect and respond, especially those with auditory processing difficul(es 21 Social Pragma<cs: Social Stories •  Social StoriesTM , or Social Ar(cles describes situa(ons, skills or concepts •  Purpose: to disseminate informa(on in an overall respecsul manner •  10 defining criteria guide format, voice, content and process •  Content is descrip(ve, meaningful, physically, socially and emo(onally safe for the “Audience” •  Meant to inform, not change the individual •  Informa(ve sentences outweigh sugges(ons by at least 2:1 •  Most effec(ve when paired with visual support, such as Comic Book Strips and video modelling •  Examples of Social Ar(cles available on www.wrongplanet.net (www.CarolGraySocialStories.com) 22 Social Pragma<cs: Social Thinking •  Social Thinking is a cogni(ve approach used to teach social observa(on skills to individuals with ASD by taking abstract social concepts and teaching them in a more concrete manner. •  Acronym: I LAUGH -­‐ Approach to Social-­‐Cogni(on Training (Michelle Garcia Winner, www.socialthinking.com)
23 24 Ins<tu<onal Response •  Accommoda(ons •  Expanded Services •  Beyond Accommoda(ons •  Programming 25 Accommoda<ons for College Students with ASD •  Extended (me on exams •  Reduced course loads •  Assistance with registra(on and financial aid •  Preferen(al sea(ng in the classroom •  Taping and note-­‐taking assistance •  Specialized housing – single room •  Tutoring •  Advisor for mentoring 26 Expanded Services for College Students with ASD •  Residence Hall •  Ability to leave class when symptoms begin to occur •  Environmental considera(ons such as special ligh(ng and acous(cs •  Peer networking •  Student success course •  Reduced course load •  Priority registra(on •  Early Orienta(on 27 Beyond Accommoda<ons -­‐ Campus-­‐Wide Approach Academic Affairs Student Affairs Security Health Servics Disability Services Office of the President Admissions Marke(ng 28 ASD / Social Pragma<c Programming •  Professional development for faculty and staff •  Establishment of Office of Social Pragma(c Programming •  Designa(ng experts •  Iden(fying prac(ces •  Crea(ng student groups •  Classes •  Advisories •  Social groups •  Peer Mentors •  Research •  Assessment 29 ASD / Social Pragma<c Programming: Social Language Courses
Through Academic Advising: •  Sec<on 1: Social Pragma(cs (the conversa(on hierarchy, personal and procedural narra(ves, ac(ve listening and mirroring, and related skills) •  Sec<on 2: Analysis of neuro-­‐typical (NT) culture through media •  Sec<on 3: Social-­‐Cogni(on (Social Reasoning) through role-­‐play and problem-­‐solving complex social situa(ons 30 ASD / Social Pragma<c Programming: First-­‐Year Courses •  Special Sec(ons of First-­‐Year Seminars for students with social pragma(c needs •  Special Sec(ons for First-­‐Semester English Composi(on •  Introduc(on to Interpersonal Communica(on with emphasis on social pragma(cs 31 ASD / Social Pragma<c Programming: Social Groups Through Office of Social Pragma(c Programming: •  Social Groups facilitated by Peer Mentors who are also students with ASD •  Workshops for all students facilitated by individuals trained in social pragma(c coaching 32 Landmark College -­‐ Ins<tu<onal Response to Increased Number of Students with ASD programming, including evening social groups and one Spring 2009 -­‐cSpecial redit elec(ve course in Social Pragma(cs Fall 2010
-­‐Program planning in consulta(on with Advising and Counseling -­‐Presenta(ons and trainings on campus by ASD experts in the field -­‐Early Orienta(on pilot with no addi(onal charge •  Tour of campus •  Educa(onal and Residen(al planning in advance of semester •  Establishment of allies and safe places •  Peer Groups •  PATH TM exercise with Advisors for goal seWng, etc. (The P.A.T.H Process, www.northstarfacilitators.com) -­‐Social Groups formed for evening programming 33 Landmark College -­‐ Ins<tu<onal Response to Increased Number of Students with ASD (cont’d) June 2011 -­‐Oversight and steering group meet regularly for upda(ng and planning: •  ASD Advisory Board con(nues the work of the steering commifee •  ASD Program Development Task Force •  ASD Marke(ng Task Force •  ASD Professional Development Task Force •  ASD Research Task Force •  Social Pragma(c Prac((oners Group Fall 2013 -­‐Piloted ASD sec(on of First-­‐Year Seminar: Perspec(ves in Learning created for credit students Fall 2014 -­‐Piloted ASD sec(on of First Year Seminar: Founda(ons in Learning created for “par(al-­‐credit” 34 students Works cited Au(sm: Sensory Overload Simula(on. hfps://www.youtube.com/watch?v=IcS2VUoe12M Au(sm Speaks. www.au(smspeaks.org Baron-­‐Cohen, S. (1995). Mindblindness: An essay on au(sm and theory of mind. Cambridge, MA; London: The MIT Press. Centers for Disease Control (CDC). (2014). hfp://www.cdc.gov/ncbddd/au(sm/facts.html Freedman, S. (2010) Developing college skills in students with au>sm and asperger’s syndrome. London and Philadelphia: Jessica Kingsley Publishers. Gobbo, K. & Shmulsky, S., (2014). Faculty experience with college students with au(sm spectrum disorders: A qualita(ve study of challenges and solu(ons. Focus on Au>sm and Other Developmental Disabili>es, 29:1, 13-­‐22. 35 Works cited (cont’d) Gray, C. (2010) The New Social StoryTM Book. Future Horizons. Arlington, TX. Happe, F., & Frith, U., (2006). The weak coherence account: Detail-­‐focused cogni(ve style in au(sm spectrum disorders. Journal of Au(sm and Developmental Disorders, 36(1), 5-­‐25 The University of North Carolina TEACCH Au(sm Program. www.TEACCH.com Vermeulen, P., (2010). Au>sm as Context Blindness. AAPC Publishing. Shawnee Mission, Kansas. Winner, M. G. (2006) Inside out: What makes a person with social cogni>ve deficits >ck? (3rd ed.). Thinking Social Publishing. Inc. San Jose, CA. 36