2.  Have an understanding what the Autism Spectrum is  Identify some typical characteristics Asperger’s  Recognize normal responses and someone diagnosed with Asperger ◦ Brian ◦ Social Environment  Construct simple strategies for the classroom

4. Egocentric thought….similar to children.

5. 3x=12 Typical Response: 4 ASD Response: Concrete, literal thinker

7.  Diagnosis = ◦ Impairments in social interaction ◦ Stereotyped or restricted behaviors  (in activities and/or interests) ◦ No delays in cognitive or language development  Typical characteristics = ◦ Preoccupation with or narrow subject ◦ One-sided conversation (little professor) ◦ Restricted prosody (mechanical, robotic) ◦ Physical clumsiness, low tone ◦ Sensitivity to light, sound, touch Proposed Changes: Eliminate Asperger's and Diagnose Autism Spectrum Disorder (degrees)

8.  Intelligent – good memory  Logical thinker – good at details and procedures  Reliable, punctual, on-task  Thinks in concrete or literal terms – not in the abstract ◦ Doesn’t get sarcasm, idioms, or metaphors ◦ Challenges with problem-solving/higher level thinking  Finds social situations confusing – doesn’t get social subtleties (i.e., body language, facial expressions, nonverbal cues)  Tends not to make small talk  Focuses on self interests – doesn’t reciprocate  Lacks empathy – doesn’t understand others’ perspectives  Has difficulty making friends – is often rude  Stresses when routines are changed – inflexible, repetitive  May be easily annoyed or easily frustrated  Reacts without thinking of consequences

10. Want to be social, they just don’t know how. ◦ Brain wired differently (not a mental illness) ◦ Main priority = own hobbies or interests ◦ Don’t know all the “rules behind the rules” Thus…uneasy in groups and social conversations Grandin: “anthropologist on Mars” Joliffe: “like being an alien”

11. “Neurological dysfunction of unknown ideology”  fMRI shows when information is presented it takes 7x longer for ASD individuals to process What do you see?

12.  One student says he saw a movie this weekend. ◦ Typical response: “How was it?” ◦ Asperger’s response: “Star Wars is my favorite…” and continued conversation despite the rest of the group’s interest  Student says “I got into a car accident this morning.” ◦ Typical response: “Sorry to hear that. Are you okay?” ◦ Asperger’s response: “How fast were you going?” or trivia about NASCAR or the number of accidents in a year  Student says “I need to rein it in before I lose my mind.” ◦ Typical response: [serious] “Can I help?” or [sarcastic] “Yeah, you obviously need to get a grip! Let’s let loose this weekend.” ◦ Asperger’s response: either doesn’t understand the statement, frowns at the group, or visualizes losing a mind around reins

13.  Know student and integrate his/her interests  Provide clear, simple, direct conversation (less words) ◦ Use visuals (schedules, directions, when to start/finish)  Assist with content that requires inference ◦ Be cautious not to rush “think time” for questions/readings  Give boundaries, structure to expectations ◦ Tasks (Calendar, Organizers) and Behavior (Guides, Models)  Access to notes, outlines, content prior to & after class  Offer extended time and private space for tests  Use technology, devices, computers especially for writing  Direct to quiet, safe places on campus (cubical, library)  Establish peer support group models (ADA)  Connect with deans/admissions officers

14.  Handling impulses for noise, words ◦ De-escalate strategies (focus on replacement)  Getting students to engage in task ◦ instead of preferred activity (if-then agreement)  Work completion, getting through course from start to finish, breaking assignments down ◦ Balance between life skills and expectations ◦ Self-advocate/self-monitor/self-manage  Visual strategies – Venn Diagrams, Graphic Organizers, KWL Charts, Preview Vocabulary, Chunking, Scaffolding, Mnemonics, Checklists

15. Avoid aversives if possible - can add to stress Focus on reinforcing appropriate behaviors and replacing undesireable behaviors  Don’t label (“You look angry”)  Don’t sound vague (“Be polite”)  Be specific: At this time we are ____ I expect _____.  Be empathetic: I am sorry you are ____.  Be supportive : I’d like to schedule a time to talk to you about this.  Be proactive: This was hard. Instead of ____ you could ____ Why is it happening? (what’s the reason)  Prevention is the best intervention. http://www.relationalturningpoints.org/uploads/Resour ces_-_Preventing_Conflict.pdf

19.  www.mucollegesupport.blogspot.com www.mucollegesupport.blogspot.com  http://www.education.com/topic/aspergers/ http://www.education.com/topic/aspergers/  Temple Grandin – Doctor of Animal Science at the Colorado State (Thinking in Pictures)  http://www.autism-society.org/about- autism/aspergers-syndrome/resources/ http://www.autism-society.org/about- autism/aspergers-syndrome/resources/  http://www.yourlittleprofessor.com/college.html http://www.yourlittleprofessor.com/college.html

20.  Harpur, Lawlor, Fitzgerald. Succeeding in College with Asperger Syndrome (2002)  Bedrossina, Pennamon. College Students with  Asperger Syndrome: Practical Strategies for Academic and Social Success (2007)  Organizations for Autism Research ◦ http://www.usautism.org/ http://www.usautism.org/