Autism Spectrum Disorders: Outreach and Training for Service Provision in Post-Secondary Education Lisa King, M.Ed. Jane Thierfeld Brown Ed.D. (in absentia) Lorraine Wolf Ph.D. (in absentia) March 25, 2010 Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce

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 ) 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

Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce Training the Campus Upper Administration Student Affairs (Dean of Students) Academic Affairs Advising Department heads Faculty Registrar Student Health & Counseling

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

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

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

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

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

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

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

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

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

Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce Counseling Center They might get calls about the AS student –From faculty –From public safety –From administrative offices They are an important ally

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

Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce 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 Services Narrow 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 AS Copyright: 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 participation Expands the capacity of DS specialist to support student Provides role model Liaison 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 resources Copyright: 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 2009 Wolf, 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

Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce Conclusions AS 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 training Development Environment

Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce Questions and Comments Thank you for coming. Lisa King, M.Ed. Higher Education and Autism Spectrum Disorders, Inc