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

Presented by: Dr. Clare ManningDirector of Psychological ServicesCollege Living Experience787 Munras AvenueMonterey, CA 93940831-641-9615

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.

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 in goal 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

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

3 Core Deficits of HFA/Asperger’sTheory 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

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

 

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)

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Some Specific Classroom Challenges

1. “Pacing” of responses in class(Speed /quality)

1. Working in a group 2. Field Trips3. Giving a Speech 4. Finals/Exams 5. Lab chairs without backs

(postural tone)

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)

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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. 

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.

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.

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