megan farley, ph.d. [email protected] october 28, 2011
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Megan Farley, Ph.D. [email protected] October 28, 2011. Therapeutic Considerations for Adults with Autism Spectrum Disorders Utah University & College Counseling Centers. Disclosure. I have current grant funding to study autism from Autism Speaks, a non-profit foundation - PowerPoint PPT PresentationTRANSCRIPT
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Megan Farley, [email protected] 28, 2011
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I have current grant funding to study autism from Autism Speaks, a non-profit foundation
I have no current consulting, drug company or stock relationships.
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Review common features of autism spectrum disorders (ASD) in “high-functioning” adults
Things to consider while providing treatment
Therapeutic approachesResources for adults with ASD and
for you
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All ASDs: 1% from UK Nat’l Health Service study
(2009)Approximately 4 times more
common in males than females
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LessImpairment
MoreImpairment
Spectrum of Severity for Spectrum of Severity for Pervasive Developmental Pervasive Developmental
DisordersDisorders
Autism with no Mental Retardation
Autism withMental
Retardation
Asperger’sSyndrome
PervasiveDevelopmental
DisordersNOS
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Biologically-based neurodevelopmental disorders
Highly heritableExact cause unknown in most casesApprox 10% are accounted for by identifiable conditions (Fra X, Tuberous Sclerosis, Rett’s)
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Symptoms that may change with development, e.g. gaze aversion improves
Improvements noted in adolescence for subgroup
Seizure onset in infancy or adolescence for 20%
Co-occurring psychiatric conditions in ~60%
Lifelong condition, despite common reduction in symptoms of autism over time
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Social interactionCommunicationRestricted interests and repetitive
behaviors
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Sensory sensitivitiesEmotional reactivityLow adaptive functioning compared
to IQProblems organizing environment,
timeSleep difficultiesBlack-and-white thinking
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Integrity, honesty, guilelessnessAttention to detailAccuracy Intense interestsAbility to see unique solutionsVisual learningExcellent memory Interest in people
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Dating Finding work Self-advocacy Changes to existing environment, schedule Using mass transit Meeting new friends, socializing Understanding different expectations
held by people in similar roles (e.g., professors)
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Most adults with ASD are unemployed or underemployed
Most adults with ASD live with parents, siblings, or older relatives
IDEA transition requirements are generally poorly implemented for people with ASD
SOURCE: Gephardt, P.F. (2009). The current state of services for adults with autism. Arlington, VA: Organization for Autism Research.
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ASDs are complex, and it can be difficult to manage all of the competing challenges a client faces.
Determine what you are addressing: Comorbid psychiatric condition Skills deficit Supporting problem-solving (e.g., self-
disclosure, services navigation, environmental changes)
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Cognitive Behavioral Therapy for Adult Asperger Syndrome (Gaus, 2007)
Medications may be indicated
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Preparing for Life: The Complete Guide for Transitioning to Adulthood for Those with Autism and Asperger's Syndrome by Jed Baker
Video (self and other)
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Living Well on the Spectrum by Valerie Gaus
Asperger’s Syndrome: an owner’s manual 2. for older adolescents and adults. By Ellen S. H. Korin
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Counseling strategies usually best focused on teaching a functional skill rather than developing insight
Visual supports when possibleScripts for dealing with certain social situationsConcrete rules about social behavior
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Concrete descriptions of emotions, including the range of emotions
Specific strategies for emotional coping (mindfulness, guided imagery, progressive relaxation, breathing exercises, using sensory objects)
A comprehensive plan for helping skills generalize to other settings (community-based when possible)
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“Go-to” people in different settings Rehearsed scripts Visual calendars and PDAs with
automatic reminders Exploration of autism, self-identify and
self-acceptance through books, support groups, and Internet chat rooms
Adapted from Ozonoff, Dawson, and McPartland (2002)
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Medication or monitoring of moodEducational accommodations in
collegeOrganizational systems for
paperwork Internet shopping
Adapted from Ozonoff, Dawson, and McPartland (2002)
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Transition Tool KitAutism in the WorkplaceLegal AppealsFamily Services Resources Guide by
stateSocial Networks
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Eligibility-based, not an entitlementSocial Supplement IncomeVocational Rehabilitation ServicesContinuing educationCampus-based centers for students
with disabilities
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Plan early – work towards work Department of Workforce Services Vocational Rehabilitation
IPE – Individualized Plan for Employment Assessment/Eligibility Some training support Counseling Medical/Psychological treatment Assistive technology Job placement Follow-up services
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Comorbid psychiatric conditions are treatable
Apply for SSI if neededVocational RehabilitationSelf-disclosure
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Plan early – work towards work Department of Workforce Services Vocational Rehabilitation
IPE – Individualized Plan for Employment Assessment/Eligibility Some training support Counseling Medical/Psychological treatment Assistive technology Job placement Follow-up services
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Neurodiversity MovementConcern about language and
attitudes regarding “curing” or “defeating” autism
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Books: Asperger’s on the Job by Rudy Simone Students with Asperger Syndrome: A
Guide for College Personnel by L. Wolf, J. Brown, and G.R.K. Bork
Ask and Tell: Self Advocacy and Disclosure for People on the Autism Spectrum edited by S. Shore
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Websites: The Autistic Self-Advocacy Network (ASAN) -
www.autisticadvocacy.org Wrong Planet at www.wrongplanet.org www.neurodiversity.com www.aspergeradults.ca Achieving in Higher Education with
Autism/Devel Disab. – http://aheadd.org/blog/
www.autismafter16.com
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