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 Ac<vator Show of hands: -­‐  How many of you work with students in a classroom? -­‐  How many of you work with students 1:1? -­‐  How many of you are administrators? Objec<ves for the session •  Provide general sta(s(cs •  Briefly introduce the theories explaining the manifesta(on of 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 seXngs •  Introduce an ins(tu(onal response through campus-­‐wide systems 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 General Sta<s<cs about ASD Occurrence (cont’d) ASD occurs across racial and socio-­‐economic groups but more occurrences 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 l ast d
ecade 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 More Students with ASD aHending college Civil Rights legisla(on resul(ng 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 Plan) Students with ASD acquired skills and independence to adend 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 high-­‐func(oning individuals with ASD who may have been overlooked in the past Ac<vator -­‐ 30 seconds •  Share with your neighbor one thing you know, or one thing you would like to know about Au(sm Spectrum Disorder (ASD) Theories Explaining ASD Anatomical Psychological Disrup(on of Synap(c Connec(ons Salience Landscape Theory Anatomical Theories Reduced Structural Connec(vity Mirror Neuron Dysfunc(on “Theory of Mind” Weak Central Coherence Psychological Theories Execu(ve Dysfunc(on Context Blindness and Context Sensi(vity 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. Experience: Sensory Overload hdps://www.youtube.com/watch?v=IcS2VUoe12M • Think about 2 or 3 words describing your reac(on to this simula(on. hdps://www.youtube.com/watch?v=IcS2VUoe12M Au(sm: Sensory Overload Simula(on How Students with ASD Present
•  Rela(ve strengths in and preference for processing visual informa(on (compared to auditory processing, par(cularly of language) •  Frequent aden(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 paderns of thinking and behavior seen in individuals with Au(sm Spectrum Disorders (ASD).
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 shiqing aden(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 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 upseXng, 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 Working with Students •  Faculty Approaches and Mindset •  Strategies for the Classroom •  1:1 mee(ngs Faculty Approaches and Mindset • Structure • Non-­‐judgmental, mader-­‐of-­‐fact • “Intercultural” frame of mind 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) 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) 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) 1 : 1 Mee<ngs -­‐ Examples • Faculty in office hours • Advising • Disability Support Services • Student Life / Residen(al Life • Counseling • Health Services • Peer mentors 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 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). 1 : 1 Mee<ngs: Make no Assump<ons (cont’d) During the mee<ng: •  Pay aden(on to possible anxiety •  Pay aden(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 TM
Social Pragma<cs: Social Stories •  Social StoriesTM, or Social Ar(cles describe situa(ons, skills or concepts •  Purpose: to disseminate informa(on in an overall respectul 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) Social Pragma<cs: Social Thinking •  Social thinking is a cogni(ve approach used to teach social observa(on skills to individual 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 Ins<tu<onal Response •  Accommoda(ons •  Expanded Services •  Beyond Accommoda(ons •  Programming 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 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 Beyond Accommoda<ons -­‐ Campus-­‐Wide Approach Academic Affairs Student Affairs Security Health Servics Disability Services Office of the President Admissions Marke(ng ASD / Social Pragma<c Programming •  Professional development for faculty and staff •  Establishing Office of Social Pragma(c Programming •  Designa(ng experts •  Iden(fying prac(ces •  Crea(ng student groups • 
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Classes Advisories Social groups Peer Mentors •  Research •  Assessment 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 ASD / Social Pragma<cs Programming: First-­‐Year Courses •  Special Sec(ons of Perspec(ves in Learning and Founda(on for Learning for students with social pragma(c needs •  Special Sec(on for First-­‐Semester English Composi(on •  Introduc(on to Interpersonal Communica(on with emphasis on social pragma(cs ASD / Social Pragma<cs 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(cs coaching 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 • 
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Tour of campus Educa(onal and Residen(al planning in advance of semester Establishment of allies and safe places Peer Groups PATHTM exercise with Advisors for goal seXng, etc. (The P.A.T.H. Process www.northstarfacilitators.com) -­‐Social Groups formed for evening programming 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 commidee •  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 special ASD sec(on of First-­‐Year Seminar: Perspec(ves in Learning created for credit students Fall 2014 -­‐Piloted special ASD sec(on of First Year Seminar: Founda(ons in Learning created for “par(al-­‐credit” students Objec<ves for the session today •  Provide general sta(s(cs •  Briefly introduce the theories explaining the manifesta(on of 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 seXngs •  Introduce an ins(tu(onal response through campus-­‐wide systems Ques<ons and Answers •  Chris(ne Arieta [email protected] •  Debbie Hayward [email protected] •  Lena Jahn [email protected] •  Patrice Nolan [email protected]