Aspergers 101

Disabilities in collegeNationally approximately 11% of

college students have a disability of some kind

Typically only 8-10% report this disability to the Disability Services Office

At UTC, we currently have over 950 students registered with DRC

Invisible DisabilitiesFace more discrimination Include disabilities such as:

Learning DisabilitiesADHDObsessive Compulsive DisorderDepressionGeneralized anxiety Disorder

Fastest growing One of the fastest growing

populations on UTC’s campus is Autism Spectrum Disorders (ASD)

What do you know about ASD?

What are Autism Spectrum Disorders?

Students with ASD struggle with non-verbal behavior and social nuance

ASD is a development disorder No two people with ASD have the same behaviors or

symptoms. ASD represents a broad spectrum of students They are all unique individuals

Students with ASD may also have strange, odd or less socially acceptable interests that draw teasing and isolation from other students. These may include:

• Dungeons and Dragons, Live Action Role Play (LARP), World of Warcraft video games

• Japanese Anime movies or cartoons• Specific movie or music interests that seem

obsessive (punk, gothic, twilight/vampire)• Obsession with odd items (French windows, turn

of the century soda cans)

What is Asperger’sHigh functioning AutismSocial Dyslexia or Social BlindnessDSM Criteria is as follows:

Impairment in non-verbal behaviors Lack of appropriate peer interactions Lack of spontaneous sharing of attention Lack of social/emotional reciprocity Abnormal preoccupation with a restricted pattern of

interest Inflexible adherence to routines Repetitive mannerisms

Impact Triad

Social/Emotional Flexibility of Thought Communication

Psychological TheoriesTheory of the MindCentral CoherenceExecutive Function

Theory of the Mind Theory of mind is the capacity we have to

understand mental states such as: beliefs, feelings, desires, hope and intentions. It’s the way we imagine other people’s feelings or thoughts.

Central Coherence Central coherence can be described as getting

the point. It is the ability to pull information from different sources, both internal and external, to gain a more clear understanding.

Executive Functioning Executive Function refers to brain functions

that activate, organize, integrate and manage other functions.

What it is not…Rain ManSavantsObviousMonotoneHomogenous

How to work with students with ASD

Be clear, concise, consistentWhen working with these students, it is

essential to offer clear messages. Avoid trying to address multiple issues at one time.

CLEAR: “It is against the student code of conduct to threaten a faculty member”

UNCLEAR: “We have a student code of conduct in place so everyone can feel safe in the learning environment but when you speak in a threatening tone, people may feel afraid of you…”

Clear: “The due date for your final paper is April 17, 2012 at 5:00 PM

Unclear: “I would like to have your final paper before the end of the semester”

• Set clear boundaries and expectations. Be aware they will not always keep them and have a plan of “what to do next.”

• Separate emotions from your interactions; be clear and focused in what you are trying to communicate

• Seek specific help on how best to interact with students who frustrate you. Often students with these kind of social difficulties (1) are very difficult to change or (2) aren’t aware of their behaviors

Managing difficult behaviors

Support the challenging behaviorsHow many questions are too many?

When is a challenge disrespectful?Don’t see the challenging behavior as

threat to your competenceControl your own frustrationAvoid sarcasms, metaphors and

colloquialisms

Avoiding Power StrugglesPick your battlesFocus on the goal at handControl your own emotional

responseAvoid challenging the core belief

systemOffer alternatives for more

conversation at a different time and place

Too many questions? One of the most prevalent behavioral obstacles in the college

classroom

Setting clear boundaries in the beginning

Defining the appropriate amount of questions in a single class period

Offering meeting times outside of class for further questions

Flexibility of thought inhibits the ability to move on from a topic

Real life application Large vocabulary often hides misunderstanding Doesn’t understand sarcasm Lack of reciprocity in communication means they talk at you Misses body language Anxious in social situations Very naïve so easy target for bullying Wants friends, but doesn’t know how Cognitive rigidity makes changing focus of conversation very

difficult May have acute understanding of subject matter, but failing

the class May have an incredible memory for minute details, but cant

memorize facts for an exam May appear to be lying or manipulating, but in actuality, they

are telling you what they want to be reality Want to fit in desperately, but don’t know how

Video http://www.news-medical.net/?tag

=/Aspergers-Syndrome

What does this mean for you?

Stress/Anxiety escalates the difficultiesWill either act out or withdraw

completelyPersonality conflictsNeed for structureLack of belongingNeed for personal spaceOrganizations skills are poorPoor executive functioning skills

What can you do?Read the many books availableTake Universal Design approachEducational programming about

being accepting of differencesKnow how to get in touch with

Disability Services in case you have questions

Disability Resource CenterGeneral Office Number: 425-4006Michelle Rigler/Director: 425-4008Steve Kinane/Asst. Director: 425-

4059Amy Rutherford/Program

Specialist: 425-2202

Resources http://www.collegeautismspectrum.com

/ http://www.jcu.edu.au/disability/JCUPRD

_050409.html http://www.utc.edu/DRC/mosaic.php Understanding Autism: A College

Professor’s Guide http://www.youtube.com/watch?v=233-3jtEZck