supporting students with autism in the conduct process

College Autism Network

Supporting Students with Autism in the Conduct Process: Understanding, Compassion, SuccessLee Burdette Williams, College Autism Network

Association of Student Conduct Administrators Annual Conference

February 4, 2017


Learning Outcomes

Participants will:

•Be introduced to some background on ASD/Asperger’s

•Explore how common ASD traits are manifested on campus, especially those relevant to the conduct process

•Learn some helpful strategies and hear about some useful resources


A question to frame this discussion

One common trait of people with ASD/Asperger Syndrome is that they tend to be rule followers. Why, then, do they end up in the student conduct office?


Learning Outcomes

Participants will:



The Autism Spectrum


The Autism Spectrum

High-Functioning Autism


The Autism Spectrum

High-Functioning Autism

“Asperger Syndrome”


Students with Autism Coming to College

• Estimates range from 16,000 to 100,000 (depending on “diagnosis”)

• Around one-third of these students graduate

• College support ranges from none to comprehensive programs


Understanding Autism

• A hard-wired, brain-based difference


Autism is brain-based and hard-wired


Understanding Autism

• A hard-wired, brain-based difference

• Not a disease or disorder to be “cured” but differences to be understood and supported

• “1 in 68” says the CDC

• Great potential for learning and growth

• No two students are the same


Diagnosis of ASD/Asperger Syndrome

• The DSM IV and V:

• Impairments in social interaction

• Impairments in communication

• Repetitive behaviors and/or or overly-intense interest in topics

• Sensory sensitivities


Drilling down into the characteristics

• Impairments in social interaction:• Difficulty reading social cues, the unwritten “rules of engagement”• Challenges with social context• Less concerned about social perceptions • Rule-governed and routine-driven

• Impairments in communication:• Odd prosody• Obsessive interests and extensive talking• Literal; challenged by sarcasm

• Sensory sensitivity (noise, bright lights, tastes, smells, physical contact)


Basically…

Autism is characterized by a set of adaptive responses to the way the brain perceives the world.


Don’s List

1. Finger-flicking

2. Change in routine is hard

3. Very particular about food

4. Smells can cause anxiety, nervousness

5. Noises, too

6. Hyperfocus on a subject

7. Likes to wear the same thing

8. Doesn’t always get sarcasm

9. Doesn’t tolerate crowds well

10.Talks really fast


Perspective and proportion

• Students with autism often have difficulty distinguishing between trivial, or less important, information and significant, “big picture” things.

•When faced with something that doesn’t “fit,” or causes some distress, a student with autism may react in a way that seems disproportionate to the circumstances.


Are these “traits” a problem?

Only if they impede a student’s efforts to achieve one of their goals.


Learning Outcomes

Participants will:




What does this look like in the classroom?

• Communication can seem odd or different:• Talks too much, goes on and on about a topic• Struggles with abstract concepts and different perspectives

• Can be challenged by assignments:• Seeks very specific instructions, is challenged by vague or flexible tasks

• Work may not be turned in on time, or at all• Generalizing skills and concepts is difficult

• The social aspect of class may be stressful or difficult to manage• Working in small groups• Presenting in front of class• Critiquing others’ work, or being critiqued


What does this look like outside of class?

• Residential living challenges• Sensory sensitivities• Social cues and unspoken rules of social life• Roommate challenges/floor and hall interactions can be difficult

• Student activities• Seeks social interactions through organizations and activities, but communication and social differences cause conflicts


And…

•Student conduct matters:•Stalking/harassment•Disruptions of meetings, classes•“Bizarre” behavior•“Unreasonable” demands


Key traits in conduct situations

•Rigid thinking

•Difficulty reading social cues

•Awkward interactive style (overtalking, odd prosody)


Often heard:

• “S/he/they just doesn’t ‘get it.’”

• “S/he/they can’t get out of their own way.”

• “S/he/they can’t see the big picture.”

• “How did s/he/they not know that would happen?”


What does this look like on campus?


Depression and anxiety rates in ASD/AS population are extremely high—perhaps twice what the non-ASD population experiences


Learning Outcomes

Participants will:



•Learn some helpful strategies and hear about some useful resources


Three sources of reassurance for ASD students

Rules: Rather than respond to a fluid environment, people with autism often rely on “rules” to structure their activities, so…

• Provide “rules” for a situation, e.g. “When you eat in a dining hall, you have to wait your turn to get your food.”

Routine: Predictability and stability are important; interruptions to routine can cause stress, so…

• Support a student’s routine, rather than encourage them to “be flexible.”

Prediction: Surprises are stress-inducing, so…• “We are going to have a guest speaker tomorrow who will show a

short video and then discuss it, and you will have an opportunity to ask questions”


Working together:

• Begin with understanding the rationale behind the behavior:

• “What is the most important thing for me to know about you?”

• “Can you tell me what you were hoping would happen when you _____?”

• “What were you feeling when you ___?”

• “Tell me what you are most proud of in your experience at ___ College.”


Working together:

•Anticipate rigid thinking…but don’t dismiss it or counter it with your own.

•Anticipate “fight or flight” stress in the conversation; know there may be a low tolerance for this kind of interaction.


From Aspergers 101 (Facebook group)


From Aspergers 101:


Working together

•Be direct! Don’t sugarcoat or soften the message.

•Provide “rules of engagement” and PRACTICE!

•Be patient in conversation and in effort (remember: transitions take longer).

•Don’t dismiss environmental-based requests (to accommodate sensory issues).

•Write down instructions!


Working together:

•Policies must include VERY detailed definitions. E.g., “unwanted attention” is unclear.

•Train staff, faculty and student leaders

•Suggest to both ASD students and the staff who work with them:

•TRY DIFFERENTLY, NOT HARDER!


Working together:

•Train staff, faculty and student leaders

•Suggest to both ASD students and the staff who work with them:

•TRY DIFFERENTLY, NOT HARDER!

•Normalize, don’t problematize


It’s not just about “accommodations”

Accommodations

+ Understanding

+ Compassion

Success


Useful resources

• College Autism Network website: collegeautismnetwork.org

• RA Training Module

• Videos found by Googling “Autism” and “Asperger”

• Aspergers101.com (like them on Facebook)


Aspergers 101


Useful resources

• College Autism Network website: collegeautismnetwork.org

• RA Training Module

• Videos found by Googling “Autism” and “Asperger”

• Aspergers101.com (like them on Facebook)

• NASPA preconference and general sessions

supporting students with autism in the conduct process

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