Monterey Peninsula College Overview on Students with Asperger’s and Autistic Spectrum Disorders

1. Monterey Peninsula College Overview on Students with Asperger’s and Autistic Spectrum Disorders Presented by: Dr. Clare Manning Director of Psychological Services College Living Experience 787 Munras Avenue Monterey, CA 93940 831-641-9615

2. Developmental Disabilities • PDD, NVLD, Autism, HFA/Aspergers • Aspergers- Named for 1940’s Hans Asperger (Viennese pediatrician) & Leo Kanner (psychiatrist) • “Autism” Greek for “autos” meaning “self”. Now termed, “Autistic Spectrum” APA recognized Asperger’s DO in 1994. Used interchangeably with HFA. • Prevalence of Autism: 1 in 100 persons are determined to meet diagnostic criteria for a disorder in the Autistic Spectrum ( CDC) • Average age of diagnosis is eleven years.

3. Etiology of Autism, HFA/Asperger’s • Etiology of Autism, HFA/Asperger’s Disorder • “Dysfluent Mirror Neurons Theory” ( Meltzoff ,Rizzolatti, et al 1990) . • Motor command neurons fire when engaging in or watching others engage ingoal directed behavior • Mirror neurons assist with determining complex intentions of others and assist with empathic responsivity and perspective-taking • Landscape Salience Theory (Hirstein, Iverson, 2001) • Amygdala -limbic system -autonomic nervous system • Limbic-frontal lobes dysfluency

4. Diagnostic Criteria • Qualitative Impairment in social interaction: Non Verbal communication (eye contact, body language, facial expression) • Failure to develop peer relationships appropriate to age • Lack of spontaneous seeking to share enjoyment, interests or achievements • Lack of social/emotional reciprocity • (1) Of the following: • Repetitive or stereotyped patterns of behavior, interests & activities • Restricted patterns of interest • Stereotyped/Repetitive motor movements • No Language delays or cognitive deficits

5. 3 Core Deficits of HFA/Asperger’s Theory of Mind Deficit • Difficulty recognizing that other people have thoughts, feelings and intentions that are different than one’s own • Difficulty with intuition and spontaneous responding, easy to lose the “tempo” of communication needed for successful engagement with others. Central Coherence Deficit • Difficulty extracting salient information and comprehending the “gist” or the “whole” of a main idea or event. Executive Function/Executive Control Deficits • Difficulty initiating and sustaining goal-directed behavior • Difficulty directing Internal and external resources

6. College Living Experience’s Role • Addresses diverse maturational tasks for “off-time” developmental competencies • Instructs in specific co-curricula ; Academic Tutoring, Academic Liaison, Social Communication, groups & mentoring, Independent Living Skills, Social Activities

7. The Role of Academic Tutoring • Make explicit implied or non-literal communication • Task Analysis & time lines for academic projects/papers ( where to begin and what to do and in what order) • Develop external “monitor’ • Support communication with Instructors for clarification (email, use of CLE Academic Liaison)

8. Some Specific Classroom Challenges • “Pacing” of responses in class (Speed /quality) • Working in a group • Field Trips • Giving a Speech • Finals/Exams • Lab chairs without backs (postural tone)

9. Possible Academic Challenges • Extracting information that is most relevant, function or meaningful. • Processing extended auditory information • Responding flexibly to novelty, or changing Environmental or schedule configuration • Taking notes with pen or computer ( Dysgraphia) • Manipulating objects (Binders/folders, lab objects, art materials ) (VMI)

10. Strengths of Students with ASDs • Unique perspectives • Devoted interest and curiosity • Intelligent humor • Use of reason & logic • Resilience & courage • Courage and persistence in trying to claim their place & voice despite many experiences being misunderstood, judged unkindly, and devalued. 

11. Suggestions for Instructors • Do use visual and auditory modes together. • Do organize visually to highlight the meaning, relationship and sequences. • Do provide PP or notes when appropriate. • Do plan for extra clarification about expectations and specificity on assignments via email or via scheduled appointment within office hours. • Do consider alternate mode of demonstrating mastery of material. • Do ask directly and explicitly communicate verbal query to test for comprehension.

12. Suggestions Continued: • Do be prepared to wait for slower responses as HFA/AS students’ process information from a reason vs. intuitive process. • Do verbally prompt HFA/AS student to interact effectively with unidentified objects in the classroom and ‘preview’ what is expected. • Do assign HFA/AS student to a group vs. self-selecting. • Do attend to pacing of social interaction in a classroom to help the student with ‘catching’ all that is happening. • Do make explicit what is expected in a group or in classroom participation. • Do assign student to group rather than let them pick. • Do allow for a break in case of sensory overwhelm or distracting behaviors.

13. Recommended Reading: Dewey, M. (1991) Living with Asperger’s syndrome. In U. Frith (ed.) Autism and Aspergers syndrome Cambridge, University Press Article: “Broken Mirrors” – A theory of Autism. Scientific American ( pp. 63-69_ Nov. 2006. Website resources: National Center for Secondary Education and Transition: www.ncset.org Ohio Center for Autism and Low Incidence OCALI.org Reference Points: PACER.org Parents Helping Parents: www.php.com comprehensive and excellent resource library