1. Students with Asperger’s Syndrome FYE Training Fall 2008

2. What is Asperger’s Syndrome? Falls on the Autism Spectrum; often referred to “High Functioning Autism”. Falls on the Autism Spectrum; often referred to “High Functioning Autism”. “A neurological disorder that affects one’s ability to understand and respond to other’s thoughts and feelings” (Attwood). “A neurological disorder that affects one’s ability to understand and respond to other’s thoughts and feelings” (Attwood). Impacts one’s cognitive, behavioral, & social characteristics. Impacts one’s cognitive, behavioral, & social characteristics. Characterized by social interaction deficits, impaired communication skills, and unusual behaviors. Characterized by social interaction deficits, impaired communication skills, and unusual behaviors. Discrepancy between their technical & intellectual skill and social competence (i.e. intelligence vs. nonverbal aspects inherent in social culture). Discrepancy between their technical & intellectual skill and social competence (i.e. intelligence vs. nonverbal aspects inherent in social culture).

3. Typical Characteristics Poor eye contact Poor eye contact Inappropriate social interactions Inappropriate social interactions Motor clumsiness, unusual body movements and/or repetitive body movements Motor clumsiness, unusual body movements and/or repetitive body movements Unusually strong narrow interests Unusually strong narrow interests Above average to superior intellect Above average to superior intellect Lacks or has unusual voice intonation Lacks or has unusual voice intonation Impulsive Impulsive Very literal & concrete thinking Very literal & concrete thinking Struggles in community and group situations Struggles in community and group situations Problems asking for help Problems asking for help Unusual sensitivity to touch, sound, smells, tastes, and visual details Unusual sensitivity to touch, sound, smells, tastes, and visual details Prone to sensory overload Prone to sensory overload Difficulty with transition and/or changes to schedule/routine Difficulty with transition and/or changes to schedule/routine Rigid Rigid Often misunderstands humor, sarcasm, metaphors, & double meanings Often misunderstands humor, sarcasm, metaphors, & double meanings Focuses on irrelevant details Focuses on irrelevant details Difficulty initiating & maintaining sustaining relationships with people Difficulty initiating & maintaining sustaining relationships with people Problems understanding social rules (i.e. personal space) Problems understanding social rules (i.e. personal space)

4. Students with Asperger’s at RIT CollegeCOECOLACASTCIASCOSGCCISCOB Total43641160

5. Why is college difficult for them? Transition Transition Community Living- Residence Halls Community Living- Residence Halls Cafeteria Food Cafeteria Food Social Relationships Social Relationships Independent Learning Independent Learning Time Management & Organization Time Management & Organization Seeking out help and support Seeking out help and support Approaching faculty & staff Approaching faculty & staff Working in groups Working in groups Co-ops Co-ops

6. In and Out of the Classroom In Class Outside of Class May be disruptive Monopolization of Conversation Asks a lot of questions Distracting behaviors Self-stimulating behaviors (i.e. rocking) ArgumentativeOutburstsAnxiety/panic Avoidance of group work Inability to relate to other students Time management issues Hygiene issues Time intensive May not open up and have engaging conversation Fixation on certain topics (i.e. gaming) Hygiene Roommate conflicts DepressionAnxiety Eating issues Sleep issues Time management issues Struggling to form relationships with other students, not involved

7. Strategies Clearly state expectations and procedures Clearly state expectations and procedures Consider allowing sunglasses, hat, earplugs etc. Consider allowing sunglasses, hat, earplugs etc. Use lists, grids, planners, etc. Use lists, grids, planners, etc. Have a low distraction environment Have a low distraction environment Present the “big picture” Present the “big picture” Allow use of computer Allow use of computer Use scripts Use scripts Encourage use of resources Encourage use of resources Avoid idioms, metaphors, sarcasm Avoid idioms, metaphors, sarcasm Be blunt Be blunt

8. RIT Asperger’s Task Force & Asperger’s Pilot Program Identification via DSO Identification via DSO Case Management Case Management Peer Coaching Peer Coaching Assessment & Evaluation Assessment & Evaluation Training & Professional Development Training & Professional Development

9. Professional Development Workshop: The unique needs of students with Asperger ’ s Syndrome February 18, 2009 10:00 - 11:30 am Student Development Center 1300 (The Dinning Commons) This training will use an interactive approach to understanding Asperger ’ s Syndrome and how to better work with students who you may deal with on a day to day basis. It will include time with a panel of RIT professionals for you to ask questions about this topic. Please RSVP to CPD For questions please contact Sara Bayerl at sebrla@rit.edu