1. 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

2. 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.

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

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

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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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
Follow-up about concerns in person to ensure the student comprehends feedback
BEHAVIORAL STRATEGIES

15. 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

16. SHU RESOURCES Office of Disability Support Services
Duffy Hall, Rm 67
(973)
Counseling and Psychological Services (CAPS)
Mooney Hall, 2nd Floor
(973)
SHU RESOURCES