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![Page 1: Preparing Students with Autism Spectrum Disorders for Post- Secondary Education: The Social, Emotional, and Behavioral Impact Sandy Kerrigan & Bri Bonday.](https://reader036.fdocuments.in/reader036/viewer/2022062520/5697c0091a28abf838cc6f8a/html5/thumbnails/1.jpg)
Preparing Students with Autism
Spectrum Disorders for Post-Secondary Education: The Social,
Emotional, and Behavioral Impact
Sandy Kerrigan & Bri Bonday
Harford County Public Schools
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Objectives To review the updated diagnostic criteria for Autism
Spectrum Disorders (ASD) To examine the social, emotional, and behavioral
impact of ASD on students as they transition from the school system
Discuss struggles related to transitioning to post-secondary education from parent, professor, and student perspectives
Provide strategies for successful transitioning
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DSM-5 Diagnostic Criteria
A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text):
1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth
conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.
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DSM-5 Diagnostic Criteria
B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day).
3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g, strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest).
4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/ temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).
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DSM-5 Diagnostic Criteria
C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).
D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
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Components of Autism
Social
Interaction
Restricted,
Repetitive
Behaviors
Social Communi
cation
ASD
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Diagnostic Changes
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Statistics
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Why the rise?
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Social Challenges
Difficulty using social skills to interact with others in expected ways
Struggle with nonverbal social learning of social routines and norms
Lack theory of mind Difficulty building appropriate relationships
Friendships Romantic relationships Teacher-student relationships
76% of recent graduates with ASD have had socialization in the past year
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Communication Challenges
Ranges from lack of speech to full vocabulary Verbal speech may lack expression and appropriate
flow Often unable to understand sarcasm or jokes Difficulty with nonverbal communication-
understanding and using gestures, eye contact, body language, etc.
Difficulty summarizing or seeing the “big picture” May lose words or skills they have used before Often use behavior to communicate
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Emotional Challenges 60% of students with ASD have co-morbid health or
mental health conditions, such as anxiety or depression Anxiety is most common comorbid condition; often
impacts many aspects of daily living
Extreme difficulty regulating emotions Trouble expressing emotions appropriately Difficulty understanding and interpreting emotions Often lack empathy and shared emotion Trouble coping with stressors
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Behavioral Challenges
Urge to carry out specific routines & rituals Sensory challenges & sensitivity to environmental
stressors Often a reaction to anxiety Do not consider the consequence of their behavior Inappropriate behavior may be the only way they
can communicate emotions Behaviors may increase in settings or activities that
lack structure
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ASD in college
A 2015 study revealed 36% of youth with ASD have attended some type of postsecondary education (30% have attended 2- or 4- year college)
It is estimated that students with ASD comprise anywhere from 0.7 percent to 1.9 percent of the college population (2008)
Some colleges have started to recruit ASD students However, studies show students with ASD have an
80% incompletion rate, compared with <40% incompletion rate for neurotypical peers
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Brainstorm- What’s the impact?
Group Discussion: Knowing what you know about ASD, what potential impacts could these challenges have on a student transitioning to postsecondary education?
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Social/Emotional/Behavioral Impacts Problems adjusting to new social situations and making social
connections
Making introductions
Adhering to social norms
Knowing how to become a participant of social groups and activities
Difficulty transitioning to independent/dorm living
Making connection with roommate
Keep up with cleaning, cooking, doing laundry
Trouble with daily routines and skills
May have difficulty with daily schedule changes
Lack of time and money management skills
May not know how to structure free time
Trouble managing finances
Trouble setting priorities
Difficulty with long term planning
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Academic/Executive Function Challenges
Difficulty planning for long term assignments Difficulty focusing during lectures and seminars May require extended processing time to respond to
questions in class or take exams Dislike of small group assignments and discussions Lack of class participation (planning for and
articulating a response in an appropriate amount of time)
Trouble with bstract verbal reasoning, flexible problem solving, social reasoning
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Parent Perspective
Click here for video
Often feel loss of control or report feeling “stuck” Students do not often communicate struggles or seek
assistance
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Participant Experience
Divide into 2 groups Role play activity
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Discussion
How did it feel to try to accomplish the task with so much disruption?
How did it feel to be pressured to do the work in the middle of experiencing so much disruption?
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Student Perspective
Click here for video
Can be easy to forget basics of bathing and grooming without someone around to remind them
Utilize visuals, checklists, and other types of reminders
Easy to fall into anti-social tendencies when work builds up and social connections are delayed
Must self-impose structure, but also practice flexibility
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Professor Perspective Fidget behaviors Lack of eye contact Difficulty following along Difficulty articulating questions or explaining
knowledge orally Off-topic questions or other disruptive actions Students may be resistant to accommodations “What can I do to make your life easier in my
class?”- Written list instead of oral explanation Written expression > verbal expression Timely, good attendance, eager to learn. intelligent
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We do a great job of getting students ready to graduate from high school, but do we do a great job at getting students ready for college?
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So What Do We Do? First Steps:
Start preparing early!
Find out what the student wants and what their goals are
Use IEP Team to problem solve and create in-depth transition plan
Make sure student is involved in all IEP meetings
Use counseling services to role play, brainstorm, and create a toolkit of strategies for the student
Person-Centered planning
Fade out support or guidance by senior year
Scaffold participation in post-secondary education
Explore the options
“Post-graduate” program
Dual enrollment
Find out what documentation and assessment information is required
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Strategies: CBT
Appropriate for older children, teens, and young adults
Takes into account the thoughts, or cognitions, we have about things, the feelings that result, and the behavior that follows
Helps students with ASD regulate their emotions, develop impulse control, and improve their behavior
Structured, goal-directed approach that focuses on present situations
Adapt using visuals, role playing, etc. Use consistency when possible
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Strategies: Promoting Self-Advocacy Family Educational Rights and Privacy Act
Once a student turns 18, they become overseers of their own records, including grades, special learning tools, and accommodations
Need to learn to advocate for themselves, including: When and to whom to disclose their ASD diagnosis
Understanding of their rights
Determining when they need assistance
How to ask for assistance
Must first have self-awareness and self-monitoring Essential for student to know they have autism and what
that entails before they can effectively advocate for themselves
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Teaching Self-Advocacy Activities to teach Self-Advocacy:
role playing coaching/verbal rehearsal creating a disclosure letter for professor learning when and how to ask for accommodations talking about what is not working giving/receiving feedback identifying options for resolving problems negotiating effectively how to use resources available
Build self-advocacy into every day life
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Strategies: Social Narratives
Interventions that describe social situations in detail by highlighting relevant cues and offering examples of appropriate responding
Can help with transitions, new activities, and activities of daily living
Assists with learning unwritten rules of social interaction
See example
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Strategies: Community-Based Training Safety training
Crossing the street at crosswalks, walking on sidewalk
How to ask for help
Independently navigating public transportation How to order at a restaurant and buy appropriate
foods while grocery shopping “Safety Plan” for what student should do if they are
overwhelmed in a large crowd Trial run to college campus to practice applying
skills
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Strategies: Transition Plan
Each student should have a transition plan as part of the IEP process Transition planning is not a single conversation,
but a process that should evolve over several years
Learning the skills necessary for college should be a part of this plan, starting before junior year
Use person-centered planning approach PATH MAPs
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Before the Transition
Develop clear, systematic organizational strategies for academic work (calendars, checklists, other visuals)
Provide guidance in finding the right social groups, clubs, activities, and friends and help with the initial steps of becoming a participant
Brainstorm aspects of daily life on campus and provide written guidelines, checklists, or advanced training/preparation
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What Can Colleges Do? 504 Plans v IEP
IDEA requirements no longer apply once child leaves high school
Section 504 will still protect the student In order to receive 504 accommodations, student or
advocate must request them Provide documentation
Section 504 does NOT required an institution to compose a written plan
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What might a 504 Plan look like?
Common accommodations include: Extended time Testing in separate/quiet location Use of computer or other assistive technology
device Note-taking assistance Recording lectures Books on tape Preferred registration for courses Reduced course load Preferential seating
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Other Auxiliary Services
Academic tutoring Advising College mentoring program Personal counseling sessions Career counseling services Self-determination and self-advocacy opportunities Social skills groups
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Post-Secondary Educational Opportunities Three main types of post-secondary education models:
1. Mixed/hybrid model
Participate in classes and/or social activities with typically developing peers
Also participate in classes or experiences with other students with disabilities (transition classes, employment experiences)
2. Substantially separate model
Participate in classes only with other students with disabilities
Some opportunity to participate in social activities on campus
May be offered pre-established employment slot to provide work experiences
3. Inclusive individual support model
Receive individualized services (tutor, accommodations) in college courses, certificate programs, or degree courses, for audit or credit
No program based on campus
Focus on student-identified career goals and collaborative approach between adult service agencies, disability support office, and student/family
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Characteristics to Look for in a Post-Secondary Program Size- Smaller schools may be easier for students who
learn better in small classes and quiet settings and who may become overwhelmed by crowded, over-stimulating environments
Location- For students who exhibit adaptive skill deficits, it may be helpful to live at home for the first 1-2 years of college and gradually make the transition to independent or dorm living
Cooperative education programs- Students alternate between taking academic courses and working in related jobs in order to explore potential careers and develop work skills
Good disabilities services program and access to counseling center
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College Programs Rutgers University College Support Program- Douglass
Developmental Disabilities Center
MoSAIC Program at University of Tennessee Chattanooga
Marshall University College Program for Students with Asperger’s Disorder
Kelly Autism Program (KAP) at Western Kentucky University
University of Connecticut Strategic Education for Students with Autism Spectrum Disorder (SEAD)
Bridges to Adelphi at Adelphi University
College Program for Students with Asperger Syndrome at Marshall University
REACH Program at University of Iowa
Autism Support Program at Drexel University
Rochester Institute of Technology Spectrum Support Program
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Resources
The Autistic Self-Advocacy Network (ASAN) Autism Speaks
Transition Toolkit
Autism NOW Transition planning resources
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Resources
Review of handouts in folder
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ReferencesCBS News staff, (2015). Retrieved from http://www.cbsnews.com/media/autism-awareness- college-programs-for-students-on-the-spectrum
Herman, (2015). Autistic Spectrum Disorders: Social Behavior Problems. Retrieved from http://www.autisticspectrums.com
Hurewitz, F. & Berger, P. (2008). Preparing Students with Autism for College, and Preparing Colleges for Students with Autism. Speaker’s Journal, 8(11), 109-117.
Kelley, L. M.& Joseph, B.C. (2014). Rethinking Higher Education for Students with Autism Spectrum Disorders: The Importance of Adult Transitions.
Murray, N. (2015, May 14). High School Sets up Autistic Kids to Fail in College; Here’s how to Fix the Problem. Vox. Retrieved from http://www.vox.com/2015/5/14/8594375/high- school-sets-up-autistic-kids-to-fail-in-college-heres-how-to-fix
Preparing for Postsecondary Education. (2013). Autism Speaks Inc. Retrieved from https://www.autismspeaks.org/family-services/resource-library/post-
secondary- education-resources
Zaks, Z. (2013). Interventions for Children with Autism-Related Disorders. John Archer School Presentation.