Asperger syndrome and studying :

“Joining-up the dots”

University Support Providers

QUB 4th June 2009

Ulster 9th June 2009

57A Botanic Avenue

Belfast

BT7 1JL

Tel. 02890 236235

Email northern.ireland@nas.org.uk

NATIONAL AUTISTIC SOCIETY (NI)

Main principle

“If people with AS are approached by someone with whom they have rapport and are introduced to strategies that are compatible with their learning style and the behaviour functions and triggers that are causing problems, they are generally willing learners”

(“AS and Difficult Moments”: Myles and Southwick)

EXERCISE 1

MYTH or REALITY??

SPECTRUM

E

Some Figures

Prevalence rate 1:100??• UK 600,000• NI 16,000• Belfast 2,800• Fermanagh 600• Dungannon 500• L’Derry 1,100• Strabane 400

• NI Schools: 3000+ pupils with SEN from ASDs (Schools Census) - 1200 approx with AS

POSITIVES (………aren’t they?)

• OPEN, HONEST (often BLUNT!!)• Liking for ROUTINE• Storage bank for FACTS and FIGURES• Tenaciously CURIOUS• LOGICAL approach• Oriented towards DETAIL• Enthusiastic……about PET OBSESSIONS!• Strong sense of FAIRNESS, JUSTICE, etc• Average to above average IQ• Strong SENSORY AWARENESS

EXERCISE 2

• “…….what distinguishes individuals with autism from those without it, are interior characteristics: people with autism happen to think differently from people without autism. The essence of autism does not lie in external behaviour and is not outwardly visible. It is a problem of being unable to assign meaning to things. This is a problem shared by all persons with autism, yet the way the problem manifests itself varies”

(Vermeulen P.14)

TRANSITION FROM SCHOOL

• Effect of others’ perception• Distorted view of intellectual ability• Patchy understanding of AS• Benefit of IEP• Variable level of support• Prone to trouble (e.g. bullying, being bullied,

etc)• Restricted socially• Inflexible learning style• Confused picture of self

Support : main TARGET AREAS

• ORIENTATION

• UNSTRUCTURED TIME

• ONGOING FOCUS / SELF ESTEEM

• CLASS – related support

• EXAMINATIONS

EXERCISE 3

SCENARIO:John has met the required grades for admission into his preferred course of study. John is about to beginYear 1. You have been “employed” as support provider for John. You have been informed that John has Asperger syndrome.

Task:Reflect on the initial support you might provide for John to assist with his orientation into university. List: a) the kind of information which would be useful for you to

have b) the steps you might take to provide appropriate initial

support for John

SOME QUOTATIONS

• “Autism/AS gets to the fundamental issues of how we view talents and disabilities” (Dan Geschwind UCLA)

• “Individuals with AS are considered to have a high intellectual capacity while suffering from a low social capacity” (asperger-syndrome.me.uk)

QUOTATIONS (Ctd)

“Reality to a person with autism is a confusing mass of events, people, places, sounds and sights. There seems to be no clear boundaries, order or meaning to anything.

A large part of life is spent just trying to work out the pattern behind everything. Set routines and rituals all help to get order into an unbearably chaotic life (Theresa Jolliffe

1992)

AS – factors affecting study

• Difficulty with coherence – miss the global picture!

• Rigidity in thinking - “live by the book” difficulty in adapting to

context

• Communication - literal meaning

• Social naivete / awkwardness - risk of ostracism

• Hidden effects of Sensory issues - may lead to meltdown, distraction, anxiety

EXERCISE 4

SOCIAL Difficulties

Student with AS may:

• see only own needs – little instintive idea of turn-taking, contributing to group, etc

• invade others’ space• misinterpret social situations• be vulnerable to teasing, exploitation,ostracism,

etc• look for friendship but may be awkward in contact

with others• not fit the “stereotype”

SOCIAL SUPPORT

• find out the “individual story”• work on familiarisation with routines / rehearse

situations• support from other students???? How much

information?? Partner support??• build on interests • Support provider as “advocate”/ “fixer” / “minder”• Encourage to join AS social group, (esp. NAS

group!!!)

COMMUNICATION Difficulties

Student with AS is likely to:

• show little eye contact• need time to process language • have little awareness of body language, tone of voice,

gesture, etc• repeat words and phrases i.e. because meaning is not

understood• understand literal meanings only• show frustration/anxiety/confusion by meltdown, flapping,

rocking, etc

COMMUNICATION : points to consider

• find out what works for the individual • preface with forename to get attention• minimal use of language e.g. single-item sentences,

instructions• use concrete language, set phrases or visual

symbols/schedules• allow time for processing of language• don’t rephrase – repeat using same words• avoid open questions• limited use of body language, gesture, tone of voice, etc

IMAGINATION Difficulties

• Rigid/solid thinking e.g. emphasis on learned routines/little flexibility

• Limited intuition / little instinctive understanding• Problem in generalising• Little understanding of others’ thoughts, feelings, etc• Little connection between Action and Consequence• Preference for data, factual subjects, etc• Disconnects - sees the detail rather than the whole picture

• more visual than verbal• good memory but emphasis on rote• good concentration when engaged• obsessive or fanatical interest in small range of

topics• understanding not intuitive – needs explicit

explanations• better on carefully structured tasks• social aspect of classroom may be difficult • sees the detail rather than the global• difficulty with emotional response, opinions, etc

ASD “learning style”

PROVIDING SUPPORT - HINTS

• Depend upon FOREKNOWLEDGE / ADVANCE PREPARATION

• Establish RAPPORT early – use existing information

• Spend time on ORIENTATION

• Concentrate on ROUTINES and STRUCTURES – consistency/reduce unpredictability

• Be aware of effects of SENSORY ISSUES

• Use VISUAL / PHOTOGRAPHIC SCHEDULES

• Engage with the PROCESS of student’s learning• Agree arrangement for DE-ESCALATING anxiety – timeout,

etc• Recognise own LIMITATIONS – enlist help from:

Other Students Lecturers Counselling service

PROVIDING SUPPORT – ingredients (ctd)

• LECTURES: advance discussion > framework/”hooks”check seating position > reduce sensory

distractions“time out” arrangementnote problems for laterdebrief – follow-up on problems

e.g. email request to lecturer??

organise notesmake connection to main topic

PROVIDING SUPPORT – ingredients (ctd)• GROUP WORK:

rehearse social aspectspractise stock phrasesencourage openness with other

members – trust???mentor in the group?negotiate a task which suits

• EXAMINATIONS:check special arrangementswork out daily schedule for revisionavoid over-emhphasis on detailfamiliarity with key phrases, exam terms,

etcencourage work with a class colleague???rehearse possible topicspractice timed answers

FINAL THOUGHT

• Gunilla Gerland (1997), Liane Holliday Willey(1999), Temple Grandin (1996)

• “….a process of development and maturation from teens into adulthood which led to an improvement in social interaction skills”

• “……the common recognition that improvements only come about slowly and through conscious analysis of one’s social performance”

• “In simple terms, what the above authors have in common is the recognition that what they do not have instintually, they will have to capture cognitively……they are cognitively computing their daily social interactions and effects”

SOURCES OF HELP

• Website of National Autistic Societywww.autism.org.uk

A-Z List of Information Sheets

e.g. “University: how to support students with AS”

• “Succeeding in College with Asperger Syndrome” : Harpur, Lawlor and Fitzgerald. Jessica Kingsley Publishers

NEVER FORGET!!

The ABC Principle