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Using Positive Behavioral Support Methods to Support Students with Asperger Syndrome in a College Setting The College Program for Students with Asperger Syndrome The West Virginia Autism Training Center at Marshall University Rebecca Hansen, M.A.

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Disclaimer What were not going to do today Presume that all individuals with autism spectrum disorders live with identical challenges Presume that each strategy discussed will work effectively with every person diagnosed with an autism spectrum disorder Discuss specific individuals on campus who may be receiving support from our program Develop strategies to solve specific challenges for specific individuals For today, that leaves A general discussion about autism spectrum disorders, and how the common symptoms of those various conditions can effect the overall college experience of a student diagnosed with ASD A conversation to further our understanding of the average student with ASD, so that we can further ensure the quality of each students educational experience Recognize that a college experience is a desire for more and more young individuals with ASD, and the goal is becoming more likely with specialized support programs developing every year

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Program History The College Program for Students with Asperger Syndrome was developed in the Fall Semester of 2002 by the West Virginia Autism Training Center. Our mission is to provide appropriate academic, social and independent living skill supports to participating individuals with Autism Spectrum Disorders who are attending Marshall University.

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Positive Behavioral Support in a College Setting Intensive planning process Utilizes natural supports Effective communication Resiliency Independent living skills Recognize the need for assistance Self-advocacy Decision making skills Time management Many individuals with Asperger Syndrome can achieve great success but most require individualized supports to achieve their goals.

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How is it accomplished? Training Graduate Assistants Interns Faculty/Staff Resident advisors Promoting Campus and Community Awareness Brown Bag Lunches Residence Halls Student Organizations Conferences Frequent, open communication Weekly Planning Daily contact Updates from professors Wrap-around support

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Student Profile Name: James Smith Academic Standing: Freshman Home state: Vermont Teaching strategies known to be effective: 1. Responds best to written and verbal instruction that is concise, clear and concrete. 2. Is sometimes too eager to answer every question, and will benefit from meeting with instructors early in the semester to discuss this. Remind him that others are eager to participate too, and that he should allow them opportunities to express ideas and answer questions. 3. Have James sit in the front of the classroom, and suggest that he wear his glasses if you see that he is not. 4. Ask a mature classmate - someone James can trust - to serve as a mentor, and who can provide advice and direction if necessary. Strategies that have not been successful: 1. Although James does have a sense of humor, he sometimes has difficulty recognizing humor in the language of others. He very likely would not recognize sarcasm, subtle or abstract humor or body language used to convey a message. 2. Giving James lengthy instructionor a very large assignmentat once will generally not be met with success. Instruction and assignments must be given in manageable chunks. 3. Debating with James verbally typically does not work well. If he disagrees with a grade or wants to voice some concern, ask him to schedule a meeting with you for later in the day or week. Suggest he write a list of his concerns to bring with him.

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Student Profile (Continued) Requested for accommodations: 1. Due to challenges with stress, anxiety and distraction, James may request permission to take exams/quizzed at the Autism Training Center (318 Old Main) and have a graduate assistant from the College Program for Students with Asperger Syndrome proctor the exam. 2. James may request extended test taking time and additional time to develop lengthy written assignments. (preferably typed) 3. James may require assistance with note-taking or permission to audio- tape lectures when appropriate.

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Supports Are Provided In A Safe Environment, And Emphasize Relationships College program staff place significant emphasis on developing a safe, positive and active relationship with students. They then build on that relationship to improve focus, organization, skill development and motivation.

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Discovery Group, Fall 2009 Week 1: Campus Life Safety / Emergency identification and procedures Cafeteria information Using computer banks in the dorms, the library and the ATC Accessing tutoring services Week 2: Success In The Classroom University requirements for class attendance Communicating effectively with professors Classroom etiquette Developing a personal schedule Week 3: Dorm Living Week 4: Relationships (Part 1) (Alternative title: No Use For Small Talk!)

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Discovery Group, Fall 2009 (Cont.) Week 5: Vocations and careers Week 6: Midterm Exams Study habits for success Using books, notes and time effectively for study Working through distress and anxiety Staying focused Week 7: Relationships (Part 2) Week 8: Building My Reputation on Campus What is a special occasion, and what do I wear to it? Talking to a professor vs. talking to a friend: whats the difference? Whats conflict, and how do I handle it in a smart way? Disagreeing correctly: Telling someone you think theyre wrong, and not get beaten up while doing it!

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Discovery Group, Fall 2009 (Cont.) Week 9: Decisions That Come With Adulthood Pros and cons of living with ASD Coping with change Disclosure to friends and professors: Is it important? When, and why? Disclosing to potential employers: Is it important? When, and why? Week 10: Relationships (Part 3) Week 11: Academic Potpourri Week 12: Preparing for finals!

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Supports Are Grounded In Planning And Anticipation

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Planning For An Important, Public Event 7 Days Before The Event The clothes I need for this event are: ____ Informal: every-day clothes, like I wear most other days to class ____ Semi-formal: I should wear a jacket or suit of clothes that are a step above my typical classroom clothes ____ Formal: I need to dress up with a jacket, tie or formal looking suit of clothes ____ I have the shoes and belt I think are appropriate, and need nothing more ____ I do not have what I need for the event. Im missing: (space for comment here) and should inform my parents and the program staff 5 Days Before The Event Ive checked, and know that: ____ Ive tried on the clothes Ive chosen, and they fit me fine ____ Ive washed the clothes and they are clean and fresh ____ I have the accessories I need ____ I do/do not need a haircut or style for the event (If you choose do, please make plans to do so) 1 Day Before The Event Its almost time! ____ My clothes are ironed and ready to wear ____ My shoes are clean ____ All my accessories match, are clean and ready ____ Ill shampoo my hair tonight / tomorrow before the event (choose one)

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Supports Are Often About: Just Give Me The Information!

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Supports Are Developed Out Of Compromise And Collaboration

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Supports Provide For Reflection On New Learning

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Building My Reputation On Campus Living on campus can be both fun, and challenging. While its fun to live alone, I often must rely on myself to be focused and organized. Living on campus with people I dont know can also be a challenge, so I know its important to create a reputation of which I can be proud. For sure, I know I dont want to have a reputation as being loud, or difficult. Instead, I want my reputation on campus to be: Someone who is intelligent Dependable, trustworthy and respectful of others and the property of others Someone who is patient Someone who is thoughtful of the needs of others Someone who handles anxiety well Someone who handles unexpected change in a graceful, dignified way

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Morning Journal * As I prepare to start my day, I recognize that I: _____ Feel calm, and enthusiastic about the day _____ Feel somewhat calm, but with a controllable level of anxiety, frustration or other similar feelings _____ Feel overwhelmedor close to overwhelmedand probably should do something that will help me relax, or call the College Program staff for advice or support * I understand that sometimes the unexpected can occur. Classes can be canceled suddenly, and plans that I have made can fall through for a variety of reasons. If unexpected events occur today, I will handle it by: (space for comments) * Staying focused is important in helping me stay organized, and keeping my anxiety level low. One thing I plan to do today that will help me stay focused on my goals is: (space for comments)

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Evening Journal * As I finish up my day, I realize that I: _____ Feel calm, and enthusiastic about the day _____ Feel somewhat calm, but with a controllable level of anxiety, frustration or other similar feelings _____ Feel overwhelmedor close to overwhelmedand probably should do something that will help me relax, or call the College Program staff for advice or support * One thing that occurred today that I did not expect was: (space for comments) * I handled that unexpected event: _____ Very well! _____ Pretty well ____OK _____ Not so well _____Poorly * If I had the event to do over again, I would do it: 1. The same way 2. Differently, and heres how: (space for comments)

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Successful Supports Provide For Periodic Analysis From Students

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Mid-Term Evaluations Please complete the survey by using the scale provided below. Your assistance will help us better serve you and other students in the program. Circle the number that best fits your answer to each question. 1: No! Not at all 2:Sometimes, but rarely 3: Yes, most of the time 4: Yes! Absolutely One thing Id like to report is: _______________________________________________________________ One thing I need is: _______________________________________________________________

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Mid-Term Evaluations (cont.) A. The semester is going pretty much as I expected it would 1 2 3 4 B. My grades are currently where I expected them to be. 1 2 3 4 C. I am getting the amount of tutoring I think I need. 1 2 3 4 D. I have attended class regularly so far this semester. 1 2 3 4 E. I have good study habits. 1 2 3 4 F. I feel comfortable interacting with my professors. 1 2 3 4 G. In class, Im respectful of opinions different than my own. 1 2 3 4 H. I am managing my time effectively. 1 2 3 4 I. Im making friends. 1 2 3 4 J. I feel safe on campus. 1 2 3 4

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CPSAS Fall 2009 Statistics 30 students; 26:4 male to female 27 out-of-state students; 3 in-state students 21 total staff members Average GPA = 2.65, 5 honors students Degree programs: College of Fine Arts, College of Education, College of Science, College of Information and Technology and College of Liberal Arts Areas of Concentration: Music, History, Education, Psychology, Pre- Pharmacy, English, Modern Languages Computer Science and Undecided Living arrangements: Dormitories throughout campus and apartments

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The Junior Experience This summer program is designed to allow students with Asperger Syndrome to experience college first-hand by providing them the opportunity to earn college credit while demystifying many college stereotypes. Participants, coupled with trained graduate assistants who serve as mentors, are able to navigate the many avenues that college life brings. http://www.mucollegesupport.blogspot.com/ From High School To College: How Students with AS Make The Transition at Marshall University (Mountainside Media Video)