Understanding, Compassion, Success Lee Burdette Williams, College - - PowerPoint PPT Presentation

College Autism Network

Supporting Students with Autism in the Conduct Process: Understanding, Compassion, Success

Lee Burdette Williams, College Autism Network Association of Student Conduct Administrators Annual Conference February 4, 2017

College Autism Network

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

College Autism Network

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?

College Autism Network

Learning Outcomes

Participants will:

• Be introduced to some background on

ASD/Asperger’s

College Autism Network

The Autism Spectrum

College Autism Network

The Autism Spectrum

High-Functioning Autism

College Autism Network

The Autism Spectrum

High-Functioning Autism “Asperger Syndrome”

College Autism Network

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

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Understanding Autism

• A hard-wired, brain-based difference

College Autism Network

Autism is brain-based and hard-wired

College Autism Network

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

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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

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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)

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Basically…

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

College Autism Network

College Autism Network

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

College Autism Network

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

College Autism Network

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.

College Autism Network

Are these “traits” a problem?

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

College Autism Network

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

College Autism Network

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

College Autism Network

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

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And…

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

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Key traits in conduct situations

• Rigid thinking
• Difficulty reading social cues
• Awkward interactive style (overtalking, odd

prosody)

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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?”

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What does this look like on campus?

College Autism Network

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

College Autism Network

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

College Autism Network

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”

College Autism Network

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.”

College Autism Network

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.

College Autism Network

From Aspergers 101 (Facebook group)

College Autism Network

From Aspergers 101:

College Autism Network

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!

College Autism Network

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!

College Autism Network

College Autism Network

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

College Autism Network

It’s not just about “accommodations”

Accommodations + Understanding + Compassion Success

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Useful resources

• College Autism Network website:

collegeautismnetwork.org

• RA Training Module
• Videos found by Googling “Autism” and “Asperger”
• Aspergers101.com (like them on Facebook)

College Autism Network

Aspergers 101

College Autism Network

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

College Autism Network

More time to read? Some good books:

College Autism Network

Changing the conversation

• High-functioning Autism is not inherently a disability.
• Neurodiversity is as valuable to a college community as
• ther types of diversity.
• It is not the sole responsibility of disability services staff

to support the success of ASD students.

• Success on the Autism Spectrum is a win for everyone.

College Autism Network

Please fill out our card!!

(We may email you in a couple of months, if that’s okay)

College Autism Network

Contact us:

Lee Burdette Williams, Director of Higher Education Training and Development, College Autism Network: Lee@collegeautismnetwork.org Visit our website: www.collegeautismnetwork.org

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