Reaching Our Students on the Autism Spectrum C-TIE Presentation Christina Castronovo M.S., CCC-SLP, TSSLD MMC Adjunct

Objectives: To deepen an understanding of the Autism Spectrum To understand and identity characteristics of individuals on the Autism Spectrum To explore Executive Functioning challenges as they relate to individuals on the Autism Spectrum To deepen our individual practice and reflect on our course work in order to be more aware of the challenges faced by our students

Breakout: At your tables discuss the following: What comes to mind when you think of someone with Autism? What are traits or characteristics you associate with these students? How often are you experiencing students with Autism in your classrooms?

What is Autism Spectrum Disorder? Neurodevelopmental disorder characterized by deficits in: Social communication and social interaction across contexts Nonverbal Communication behaviors used in socialization (i.e., eye contact, body language, gestures, facial expressions) Developing and maintaining relationships Failure of normal back and forth conversation Restricted and Repetitive patterns of behavior Motor movements Speech Special Interests Distress with change/transition Hyper-or-Hypoactivity to sensory information American Psychiatric Association. Diagnostic of mental disorders. 5th ed. Arlington, VA: American Psychiatric Association;2013 New DSM Definition removes Aspergers Syndrome,

Characteristics impacting College Success: Executive Functioning Challenges Planning, Organizing, Task Initiation, Task Breakdown, Prioritizing, Time Management Socialization Group work dynamics, advocacy, finding a friend group, difficulty processing/following the Hidden Curriculum Anxiety Hidden Curriculum: unofficial and often unintended lessons, values, and perspectives that neurotypicals learn as we go.

Strategies to Support Executive Functioning Be explicit with your expectations and directions and anticipate hidden tasks (inferences) students will need to make in order to complete a given assignment Highlighting explicit due dates and providing verbal and visual reminders Posting Dates when necessary Providing benchmarks for check in on longer term assignments Tangible strategies to support all students Focusing on EF Skills because social deficits may vary and are nuanced

Be explicit with your expectations and directions and anticipate hidden tasks (inferences) students will need to make in order to complete a given assignment Case Study Assessment/Treatment Plan Group Project: Students will be required to work with a partner for this project. Case studies will be distributed to groups in February. Students will be required to: Read case distributed on 2/25 Come to class prepared to present the diagnosis they believe is being described in the case with a clear rationale (In class on 3/18) Create an assessment and treatment plan with clear rationales for materials selected. (Outline due 4/1) Verbally present their case study to the class in a 15-20 minute presentation with the following information included: Etiology of disorder Symptoms of the disorder Full assessment plan including formal and informal assessments used (with clear rationales for why these assessments were selected) Potential treatment method/plan backed by relevant and current evidenced based research (with clear rationale for why this treatment could be selected) Example of anticipating the hidden curriculum and planning for the challenges faced by out students on the Spectrum What are the hidden rules or hidden plans that are not explicitly stated, yet are inferred or implied by most students?

Be explicit with your expectations and directions and anticipate hidden tasks (inferences) students will need to make in order to complete a given assignment Students will be required to work with a partner for this project. Students need to find their own partner and ask their partner if they would like to work with them. Considerations of partnerships might include: schedule similarities/ differences, familiarity of the person, commuter vs. dorm residence student. 2. Case studies will be distributed to groups in February. Students planning their semester might search for a partner ahead of the case distribution date. Others might wait until that class (when they are reminded of the project) to pick a partner 3. Read the case distributed on 2/25 After 2/25, students working together will need to meet to read their case and begin problem solving and researching based on the case information provided Students will come to class prepared to present the diagnosis they believe is being described in the case with a clear rationale. (In class on 3/18) Students will need to meet outside of class time to research their case information to come to an agreement (by compromising) on the etiology of their case. They need to also prepare a rationale ahead of class on 3/18 5. Create an assessment and treatment plan with clear rationales for materials selected. (Outline due 4/1) Plan time to research and create an assessment and treatment plan with rationales with partner outside of class time. Example of anticipating the hidden curriculum and planning for the challenges faced by out students on the Spectrum Red: Indicates my thinking and planning to show them how we can be thinking about our course work and carefully plan our directions

Be explicit with your expectations and directions and anticipate hidden tasks (inferences) students will need to make in order to complete a given assignment 6. Verbally present their case study to the class in a 15-20 minute presentation with the following information included: Etiology of disorder Symptoms of the disorder Full assessment plan including formal and informal assessments used (with clear rationales for why these assessments were selected) Potential treatment method/plan backed by relevant and current evidenced based research (with clear rationale for why this treatment could be selected) Students need to: Meet with their partners to divide the workload and to put their presentation together. This might be done in person initially, and then a digital presentation might be created and shared so group members can add to a joint document. Utilize time management skills will need to be utilized, as well as planning and prioritizing. Make sure they practice their presentations so that they stay within the time limit. Make sure that all components outlined in the syllabus are included and well researched for the project Red: Indicates my thinking and planning to show them how we can be thinking about our course work and carefully plan our directions

Rewrite the task: Case Study Assessment/Treatment Plan Group Project: Students will be required to work with a partner for this project. Case studies will be distributed to groups in February. Students will be required to: ____________________________________________

Considerations and Conclusions: Anticipating challenges and planning for this within your course work will help all students (not just students with ASD) Think about student challenges and be mindful and flexible when interacting with your students If you meet one person with Autism, you have only met one person with Autism Recognize student strengths! Think about student challenges and be mindful and flexible when interacting with your students: Decoding social world can be taxing on a regular basis since this might not come natural to our students. Be mindful of your interactions and be flexible in your thinking when thinking about students challenges If you meet one person with Autism, you have only met one person with Autism: Students on the Spectrum present with varying strengths and weaknesses. Recognize student strengths!: IT can be easy to dwell on the negative, think about what students are doing well with!

Questions? ccastronovo@mmm.edu