Autism Spectrum Disorders: Outreach and Training for Service Provision in Post-Secondary Education...

Autism Spectrum Disorders:Outreach and Training for Service Provision in

Post-Secondary EducationLisa King, M.Ed.

Jane Thierfeld Brown Ed.D. (in absentia)

Lorraine Wolf Ph.D. (in absentia)

[email protected]

March 25, 2010

Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce

mailto:[email protected]


Learn strategies to work directly with students with AS (and their families)

Train the campus community about students with AS

Findings of SEAD:Strategic Education for Students with Asperger Syndrome: Pilot program at University of MN, UCONN 2005-2008)

Two-pronged approach:

Wolf, Thierfeld Brown, King Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce

Behavior management

Profs don’t get it

Students don’t disclose

Environment is barrier

Challenge for The Campus


Training the Campus

Upper AdministrationStudent Affairs (Dean of Students)Academic Affairs

AdvisingDepartment headsFaculty

RegistrarStudent Health & Counseling


Academic accommodations

• There are no clear cut guidelines

• Accommodations flow from understanding:

• Nature of student’s functional

impairment

• Domains where having difficulty

(academic, behavioral, interpersonal)

• Fundamental requirements of the course


In theory…

• Academic difficulties in AS directly related to deficits in integration, executive dysfunction, and self-regulation

• If we understand why, we can figure out when and how to best accommodate


For example…• Some are quite common

– Distraction reduction– Extra time– Computer for exams

• Some need more analysis:– Other means of demonstrating mastery of

course objectives without compromising fundamentals of the course

– Alternative to essay exams which require taking another perspective

– Videotaping presentations vs. in class– Professors need to be involved


Fundamental Requirements

Academic requirements that are essential to programs of instruction (e.g. spelling for teacher education, math for engineering major)

Modifications should not fundamentally alter educational programs or compromise academic standards


Support for Faculty

Use of syllabus statement

Refer to DS before Judicial Affairs

Work with DS to identify essential standards and

avoid compromising access

Consider Universal Design strategies

Provide Faculty Fact sheet

Understand behaviors as functional (reasons

underlying manifestation of symptoms), i.e. head on

desk

Housing Issues for Students with AS

• Communal Living- imposed interaction. bathroom etiquette, social

• Roomates- rituals,conflict resolution, hygiene, different schedules

• Space- shared space,need for sameness,structure, organization

• Overstimulation- sensory integration issues, lights, noise, fire alarms

• Policies/Procedures- need concrete rules, use conduct code

• Schedules- dining halls, food and eating rituals, change causes stress

Residence Halls

Room assignments

Disclosure

Independent living skills

Roommates, suitemates, and others

Meltdowns

Parental involvement


Orient Student and family to Res Life

• Introductions to Res Life Staff (RA, RD)

• Understanding procedures

• Point people / buddy

• Explanations of social programming

• Explanations of social behavior

• Tour of residence hall

• Safe spaces

• Emergency plan

Dorm set up

Important to be aware of how room is

organized

Involve family in side of room/bed placement,

etc.

Ask family to set the structure for the

student’s room

Roommates

Single or Double

Assigned or chosen

Social integration or isolation

Hygiene

Rituals

Study Time


Policies and Procedures

Know and use the student conduct code

Create rules sheet

Create social/ res life reminders

BE SPECIFIC and concrete

Scripts: Fire Drills, lock downs


Educate Housing Staff

ASD Fact Sheet:

Definition

Typical Symptoms

Possible Dorm Behaviors

Strategies

Train C.A.s, orientation leaders

Support early move-in, private rooms

Copyright: Bork, King, Thierfeld Brown, Wolf, 2007


Student Affairs

• Offices with the most out-of class contact with students on campus– Housing & Residence Life– Judicial affairs– Tutoring service– Student Activities Office– Career Services

• Some behaviors need to be translated to understand the context (e.g. stalking, meltdowns, stimming, etc.)

• Students’ behavior under stress and what they might say


Counseling Center

• They might get calls about the AS student

– From faculty

– From public safety

– From administrative offices

• They are an important ally


Community Education

• Judicial affairs

– Prepare them for “wildfires”

– Code of conduct

• Academic affairs

– Working with the academic advisor

– Getting started during the first few terms: choosing courses

– Keep them informed of the students’ challenges

– Bending the rules a bit


Judicial Affairs/ Conduct Code Conduct codes are strictly applied:

Academic

Residential

Community

Disability is not an excuse for breach of conduct (TG story)

Some behaviors may need to be translated to judicial affairs so that they may understand the context (e.g.

stalking) Disability does not exempt student with AS from

sanction for violations

Campus Public Safety:Dennis Debbaudt

Beyond Accommodations

Wolf & Thierfeld Brown, 2007

“Strategic Education for Asperger Students” Model

Demonstration Project (SEAS)

Recently completed pilot between BU,

UConn, and UMN

Strategic Education for Autism Spectrum Disorders (“SEASDS”)

Wolf & Thierfeld Brown, 2005

Existing interventions do not address the needs of this

population

SEAS is a targeted intervention specifically designed for

college students with AS

Based on current research in deficient use of internal

speech and strategy selection in adults and adolescents

with AS Evidence based practice

Strategic Education Training Interprets the campus to the student and the student to the

campus environment.

Provides support through transition from home to college

Creates a structure for the student to follow

Assists the student with social issues/ isolation

Eases out parental involvement to develop independence

Communicates with parents and family

Educates the student on issues possibly not covered in high school or at home i.e. hygiene, social skills, social appropriateness, etc.

The Role of Disability ServicesNarrow role

Policy eligibility determination

Academic accommodations, referral

Broader role

Assess availability and use of resources

Refer on and off campus

Function as point person

Teach campus community about AS

Teach skills to manage ASCopyright: Bork, King,Thierfeld Brown, Wolf, 2007

Role of Disability Specialist

Initial interview and intake with student, family,

Documentation review

Accommodations determination

Letters to faculty

Provide training, mentorship, supervision for Seas trainer

Lead meetings with family, student, others at transition

points

Training to campus community

Roles and Benefits of SEAS Intern

Work with student in or outside of DS office to address housing, dining hall, transportation issues

Is closer in age and perspective to student (buy in)Can address social goals, friendships, club

participationExpands the capacity of DS specialist to support

studentProvides role modelLiaison to parents (more than specialist has time for)Seeks out appropriate resources for students (mental

health, tutors, clubs,writing centers, etc)Teaches procedures to access campus resourcesCopyright: Bork, King, Thierfeld Brown, Wolf, 2007

SEADS Bridge from Secondary Settings

Completion of Intake Questionnaire and Stress Test with

assistance

Meeting with DS, student, parent, case manager, VR

counselor and others

Visits to campus, residential housing, dining hall, etc.

Accommodations for placement tests

Sitting in on a class

Meeting with college advisor

Possible early move in

Regular meetings with DS and parents as needed

Enroll in summer course and possible on-campus job

SEADS for Student

• Both SEADS trainers guide and assist students via sequenced modules including:

Relationship Building and Transition

Setting Goals

Functional & Resource Assessment

Accommodations

Building Skills and Strategies

Psychoeducation about AS

Evaluation & Planning

copyright Wolf, Thierfeld Brown, Bork 2009Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce

SEADs Findings

Success at College:

Earlier start to transition

More resilient, deals with change

Higher motivation, self determination & self

efficacy

Well trained campus

Quotes:• “My daughter would never made it through this year without SEADS

support”. parent

• “He was certainly smart enough, but navigating the campus community

without this support would have been a disaster” academic advisor

• “This support should be at ALL colleges” student

• "My sons university has not recognized that the needs of autistic students

are quite distinct and separate from those required of other disabled

students. The SEADS model acknowledges and honors the critical

components of support, typically unrecognized by most disability service

models". parent

• I now know what to look for, whether the student discloses or not”. Faculty


ConclusionsAS poses unique challenges

Areas of need cross multiple domains of impairment & student life

Accommodations & interventions reflect nature of impairment and area of difficulty

Needs change over time given:Skills trainingDevelopmentEnvironment


Questions and Comments

Thank you for coming.Lisa King, M.Ed.

Higher Education and Autism Spectrum Disorders, Inc.612-730-1806

[email protected]

www.CollegewAutismSpectrum.com

mailto:[email protected]

Autism Spectrum Disorders: Outreach and Training for Service Provision in Post-Secondary Education...

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