Angela Millman, Director, DSS Julie DiMatteo, Staff Psychologist, CAPS Increasing Awareness and Understanding of Students with Autism in Higher Education Angela Millman, Director, DSS Julie DiMatteo, Staff Psychologist, CAPS

BACKGROUND INFORMATION Autism Spectrum Disorder (ASD) is a neurological condition that effects how an individual’s brain works. This is a medical condition that cannot be reversed, cannot be turned off and on, and is not a person’s choice. For the most part, people with ASD who make it to college are able to function in classes with minimal academic accommodations, and integrate into campus life. Still, those with autism will likely stand out to some extent when compared to our neurotypical students.

Autism Spectrum Disorder Asperger’s Syndrome Person with Autism Autistic person Neurotypical Allistic COMMON TERMS

COMMON DEFICITS Social communication and interaction Movement Inflexible adherence to routines Fixated interests Sensory issues

PREVALENCE RATES 1 in 166 1 in 150 1 in 110 1 in 88 1 in 49 1 in 68

PREVALENCE IN HIGHER EDUCATION 36% of individuals with ASD attend some type of postsecondary education 32% of those individuals attend 4 year universities 2% of college campus population is diagnosed with ASD For every 1 student diagnosed, 1-2 students are on campus undiagnosed At 4 year universities, 86% of students with ASD are full-time 50% are STEM majors <20% graduate college within 5 years 39% graduate within 7 years ABOUT 1/3 FEEL THEY NO LONGER HAVE A DISABILITY BY THE TIME THEY ENROLL IN COLLEGE

IDEA vs. ADA IDEA ADA Pre-k to grade 12 College and work environments Law of Entitlement Civil Rights Law (eligibility) Ensures success Ensures equal access Special accommodations Reasonable accommodations District must identify student Student must self-identify District pays for testing, specialized devices, etc. Student pays for testing, specialized devices, etc. Classroom teachers have an understanding of the disability and plan Professors are given list of accommodations to follow Parents involved Parents not involved; student is over 18

CHALLENGES FOR STUDENTS WITH ASD IN HIGHER EDUCATION Executive Functioning Academics Communication Social Skills/ Relationships Campus Life

EXECUTIVE FUNCTIONING Difficulty thinking ahead or making plans Impaired decision making Poor organizational skills Low impulse control Often concrete in thinking style Lack flexibility Strong preference for routine and order

ACADEMIC STRATEGIES List Provide Timing Check Encourage List due dates for assignments and exams on the syllabus Provide When possible, provide examples of successful assignments or papers Timing Extra time on exams is a common accommodation. However, it is not expected you provide extended due dates on assignments unless listed in their accommodations. Check Check for comprehension Ask questions to check for understanding Have the student repeat back instructions Pause between instructions when presenting multi-step tasks Encourage Encourage the student as appropriate and reasonable. If you think extra supports are needed, encourage them to use campus resources: Tutoring CAPS DSS ACADEMIC STRATEGIES

COMMUNICATION PROBLEMS Limitations in receptive and expressive language Delayed processing and response in social situations Lacking non-verbal communication skills Leads often to misunderstanding, frustration, and confusion

COMMUNICATION STRATEGIES Be direct and specific Be concrete and literal with language Avoid slang or colloquial speech Keep explanations and instructions simple Give verbal instruction in a clear, logical order COMMUNICATION STRATEGIES

SOCIAL AND BEHAVIORAL PROBLEMS Difficulty knowing how or whether or not they fit in, leading to “awkward” social interactions Difficulty managing free-time and balancing competing demands/interests Poor utilization of resources Poor stress and crisis management skills May look like disengagement, disinterest, or boredom OR may look like difficulty regulating, arguing, or interrupting/correcting others Poor navigation of social and personal boundaries

BEHAVIORAL STRATEGIES Provide clear expectations and rules for classroom behavior Identify signs of stress and frustration Student may need to step away from class to calm down Redirect the student if (s)he gets off topic during class discussions Encourage the student to write questions down to discuss after class Set a limit on how many comments or questions can be asked Incorporate a private visual signal to cue the student when participation is out of line Encourage in-person contact with the student Students with ASD may not be skilled in providing an accurate and professional “tone” over email Follow-up about concerns in person to ensure the student comprehends feedback BEHAVIORAL STRATEGIES

CHARACTERISTICS OF SUCCESSFUL COLLEGE STUDENTS WITH ASD Independently motivated Understands and ACCEPTS their disability Good self-regulation Can advocate for self Accesses available resources Actively worked on skills to facilitate the transition in the: Classroom environment Social environment Independent living

SHU RESOURCES Office of Disability Support Services Duffy Hall, Rm 67 (973) 313-6003 Counseling and Psychological Services (CAPS) Mooney Hall, 2nd Floor (973) 761-9500 SHU RESOURCES