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Serving Students With Autism: Serving Students With Autism:

Serving Students With Autism: - PowerPoint Presentation

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Serving Students With Autism: - PPT Presentation

Strategies For Inclusion Engagement amp Success Missouri State University September 14 2018 Brad Cox Founder and Executive Director Lee Burdette Williams Director of Higher Education Training and Development ID: 784593

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Slide1

Serving Students With Autism: Strategies For Inclusion, Engagement & Success

Missouri State UniversitySeptember 14, 2018

Brad Cox, Founder and Executive Director

Lee Burdette Williams, Director of Higher Education Training and Development

College Autism Network

Slide2

Where we are now:

A new era in higher ed

Increased visibility of ASD

Commitment to diversity and inclusion in higher ed

Expectations of federal law (ADA)

Slide3

Today’s learning outcomes

Gain increased familiarity with Autism Spectrum Disorder/Asperger Syndrome (ASD/AS), especially its common characteristicsIncrease understanding of strategies commonly used to work with students with ASDUse this understanding to think through programs and services to be more inclusive of students with ASD

Increase your confidence to interact one-on-one

Slide4

The Global/National Landscape

Increase in the diagnosed populationVisibility and advocacy on the riseAppearance of ASD in popular culture

Slide5

Television series

Slide6

TV’s newest efforts

Slide7

Best sellers and Broadway

Slide8

Sesame Street’s Newest Character, Julia

Slide9

Steady improvement

Funded research on infants and children with ASD, neuroscience breakthroughsPre-kindergarten and K-12 services responding to the IDEAIEPs (Individualized Educational Plans) in K-12 settings

Slide10

The “service cliff”IDEA v. ADA, the end of the IEP

What parents hear vs. what we say“Small, personalized, we know our students,” etc.

And then…

Slide11

Students with Autism Coming to College

Estimates range from 16,000 to 400,000 (depending on “diagnosis”)Around one-third of these students graduateCollege support ranges from

none

to comprehensive programs

Slide12

The Autism Spectrum

Slide13

The Autism Spectrum

High-Functioning Autism

Slide14

The Autism Spectrum

High-Functioning Autism

“Asperger Syndrome”

Slide15

What is Autism Spectrum Disorder?

“Autism” generally refers to a developmental disorder that is most commonly characterized by certain traits that affect: Social interactions

Language

Behavior

It is a set of

adaptive

responses to the way the brain sees the world.

Slide16

Is it a disability?

There are many people who meet one or more of the criteria for Autism Spectrum Disorder.They live, learn and work without formal accommodations.Autism characteristics are a problem when they impede a person from achieving their goals, or disrupt others in a way that impedes their pursuit of their goals.

Slide17

The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person. These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.

Slide18

The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.

These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.

Slide19

The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.

These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.

Slide20

The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.

These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.

Slide21

The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.

These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.

Slide22

The CAN Definition of AutismAutism Spectrum Disorder (ASD) is a neurological variation that is characterized by qualitative differences in the development of cognitive, language, social and/or motor skills. Autism is a spectrum disorder, so the characteristics of ASD appear differently in each person.

These differences are often observed through challenges in social communication, forming relationships with other people, and grasping abstract concepts. With the appropriate support, people with ASD can be successful in educational settings, participate in activities they enjoy, and experience fulfilling careers.

Slide23

Understanding Autism

A hard-wired, brain-based difference

Slide24

Autism is brain-based and hard-wired

Slide25

Understanding Autism

A hard-wired, brain-based differenceNot a disease or disorder to be “cured” but differences to be understood and supported“1 in 68” says the CDC

Great potential for learning and growth

No two students are the same

Slide26

A critical understanding:

Our brain-wiring determines our response to the environment. Our brain-wiring is not a moral choice.The common characteristics of ASD are not moral failings.

Slide27

Common Traits of “Asperger Syndrome”

Slide28

Dan’s List

Finger-flickingChange in routine is hard

Very particular about food

Smells can cause anxiety, nervousness

Noises, too

Hyperfocus on a subject

Likes to wear the same thing

Doesn’t always get sarcasm

Doesn’t tolerate crowds well

Talks really fast

Slide29

Dan’s List

Finger-flickingChange in routine is hardVery particular about food

Smells can cause anxiety, nervousness

Noises, too

Hyperfocus on a subject

Likes to wear the same thing

Doesn’t always get sarcasm

Doesn’t tolerate crowds well

Talks really fast

Slide30

Common characteristics…and how they show up

Difficulty reading body language, facial expressions, “reading the room”:Awkward social interactions leading to social isolation

Misunderstanding with peers, roommates, authorities

Poor boundaries and apparent lack of response to limit-setting

Classroom disruption

Slide31

Common characteristics

Difficulty with any change in routine:Heightened anxiety, anger, “acting out”

Fear of trying something new

Roommate difficulties (roommates can interrupt routines)

Slide32

Common characteristics

Literal, concrete thinking; hard to recognize sarcasm:Misunderstandings with peers

Vulnerable to bullying and deceit

Difficulty with abstract concepts

Slide33

Common characteristics

Sensory sensitivity (sounds, light, smells, touch, taste)Hygiene issues

Residence hall conflicts over noise

“Unreasonable” requests

Dining hall issues

Slide34

Common characteristics

Difficulty in sequencing of activities*:Problems with what might appear to be simple tasks (laundry, getting up on time)

(*common

Executive Function

disorder trait; EF often co-occurs with ASD)

Slide35

Common characteristics

Odd speech mannerisms; “hyperfocus” or obsession with singular topics:Social isolation

“Blurting” or interrupting others

Annoyance of peers, faculty can lead to dismissive response, anger, conflict

Slide36

So in the classroom…

Communication can seem odd or different:Talks too much, goes on and on about a topicStruggles with abstract concepts and different perspectives

Slide37

So in the classroom…

Can be challenged by assignments:Seeks very specific instructions, is challenged by vague or flexible tasksWork may not be turned in on time, or at all

Generalizing skills and concepts is difficult

Slide38

So in the classroom…

The social aspect of class may be stressful or difficult to manageWorking in small groupsPresenting in front of class

Critiquing others’ work, or being critiqued

Slide39

And around campus…

Student activitiesSeeks social interactions through organizations and activities, but communication and social differences cause conflicts

Slide40

And around campus…

Student conductOften accused of stalking or other unwanted attention“Meltdowns”

Gets into arguments with peers or authorities over seemingly small issues

Slide41

A way to think about this:

For someone on the Autism Spectrum, most campus environments are stressful because:They are unpredictable

They are stimulating to the senses

They are full of people who “know the rules” and the language

Slide42

Depression and anxiety rates in ASD/AS population are extremely high—perhaps twice what the non-ASD population experiences

Which is why:

Slide43

The Good News is:

We can change the environment

We can change our own behavior

We can help students with ASD adapt, learn and succeed

Slide44

Because…

Students with ASD want to learn and succeed.They have overcome tremendous odds to be in college in the first place.

Slide45

We can change the environment

Single roomsKeeping “quiet” lounges quietWellness housing

Staff training that includes ASD issues

Alternatives to traditional dining options

Slide46

We can change our own behavior

Always assume some program participants are on the spectrumConsider sensory issues (volume, lights, touch) and allow students to opt outExplain things…and explain them again. Use multiple means of explanation

Be alert for students who remove themselves or are exhibiting anxiousness

Slide47

We can help ASD students adapt, learn and succeed

Three sources of reassurance for ASD students:

Rules

Routine

Prediction

Slide48

We can help ASD students adapt, learn and succeed

RulesRather than respond to a fluid environment, people with autism often rely on “rules” to structure their activities, so…

Provide “rules” for a situation, e.g. “When you eat in a dining hall, you have to wait your turn to get your food.”

Slide49

We can help ASD students adapt, learn and succeed

RoutinePredictability and stability are important; interruptions to routine can cause stress, so…

Support a student’s routine, rather than encourage them to “be flexible.”

Slide50

We can help ASD students adapt, learn and succeed

PredictionSurprises are stress-inducing, so…

“We are going to have a guest speaker tomorrow who will show a short video and then discuss it, and you will have an opportunity to ask questions”

Slide51

Other useful strategies

Be blunt…but kind. Sugarcoating is wasted and frustrating.Be aware of your own eye contact bias.Be as objective as possible. Watch for your own niceness bias.

Slide52

When giving directions:

“Chunk” directions into small pieces.Write things down, even what seems obvious to you.Ask the student to repeat back to you what you’ve said.

Predict, or “storyboard” possible outcomes of their actions (including sanctions).

Slide53

From Aspergers 101 (Facebook group)

Slide54

From Aspergers 101:

Slide55

Your meeting agenda

Consider two meetings instead of oneGive breaks more often than usualInvite student to bring a “translator”

Slide56

Helping educate other students, faculty and staff

All of us benefit from these strategies, so not necessary to label anything “Autism”-related. CRITICAL that people understand that vague or ambivalent or sugar-coated instructions are problematic for some students.

Role-play with concerned peer (maybe faculty) what a conversation will be and how it will feel.

Faculty instructions should be written down, repeated, checked for comprehension.

Slide57

And for training and supervision:

Make understanding “neurodiversity” a goal for your campus. Invite experts on ASD to speak to RAs, orientation leaders, professional staff.Educate yourself (TED Talks, videos and websites, etc.).

Slide58

Changing the conversation

High-functioning Autism is not inherently a disability.Neurodiversity is as valuable to a college community as other types of diversity.

It is not the sole responsibility of disability services staff to support the success of ASD students.

Success on the Autism Spectrum is a win for everyone.

Slide59

College Autism Network

Slide60

Slide61

The College Inclusion Summit

For administrators of programs and services that support students with autismPreconference workshop for those starting new programs

Sponsored by CAN, Mansfield Hall and the University of Vermont

Slide62

Thank you!

Brad Cox, Executive Directorbrad@collegeautismnetwork.org

Lee Burdette Williams

,

Director of Higher Education Training and Development

lee@collegeautismnetwork.org