One of the most challenging aspects of supporting college students diagnosed with Asperger’s Disorder is the need for follow-up with professors, college staff, and others. Follow-up is important to ensure deadlines are met and that assignments are turned in according to each syllabus. The fast pace of college, combined with the severe anxiety and executive dysfunction common to the spectrum, create the perfect conditions for students with ASD to forget deadlines or avoid high pressure academic or social situations on campus.
I’ve known dozens of students with ASD who promised: “I will work on my speech for Communications class this evening after dinner.” And they mean it sincerely when they say it. Stress and commitments mount as the day moves forward, however, and by dinner time students who made the promise may feel overwhelmed and overstimulated and avoid the assignment. Some may become focused so intensely on another subject or topic that they forget about working on their speech.
It’s easy to presume that students who miss deadlines or forget to turn in assignments are simply immature, disinterested, or unfocused.
Many educators say “If he would just try harder he’d be just fine.” Some students who fit this profile are labeled “not college material,” as a result, and find their on-campus reputations compromised. Part of the frustration that education and support personnel experience in this scenario comes from their lack of understanding about the autism spectrum. They recognize the sincerity of the student when he said: “I’ll work on my speech after dinner.” They believe the student really meant his promise, and expect that he will follow through.
Marc Ellison, Ed.D. is a Licensed Professional Counselor (LPC) and an approved Licensed Professional supervisor (ALPS) who has worked nearly 30 years to provide person-centered support, services and advocacy to individuals who live with autism spectrum disorders, their families and those who support them. He has supported individuals with ASD throughout their lifespan, as they moved to the community from state-supported institutions, searched for and obtained employment, entered into relationships, and transitioned into college. Dr. Ellison is the Executive Director of the West Virginia Autism Training Center, and a part-time professor at Marshall University.
While growing up as the sibling of someone with autism may progress without a hitch, many harbor feelings of loneliness and resentment. As someone who falls somewhere in-between the above examples, I offer you my son, Charlie Allen. Not until the writing of this blog has Charlie, our youngest, granted me my long desire to write about him. He is the sibling, the brother to Samuel Allen that few, outside our family’s personal circle, know much about.
Charlie was born in 1997, the younger brother to our firstborn Sam. We had no knowledge of Sam’s Autism at this time so the years for early development were probably typical. Contrast to Sam’s quiet world, Charlie had a robust laugh and twinkle in his eye that set the stage to delight anyone in his presence.
I would rather be closer to my brother with autism than close to fake friends who isolate because of autism. Early on, I knew that wasn’t kind nor the way I wanted to be.
Charlie Allen
Everything changed when Sam began school.
It took four years to diagnose Sam’s autism. Meanwhile Charlie felt the residuals of the strain our family was going through. The dynamics changed and we, as a family, had a multitude of adjustments to make. Not easy on a child so very young. It was a blessing and relief when my husband and I decided I would leave my career to stay home, and since Sam had already started school, it gave alone time for just me and Charlie. We were given the privilege of time, those years were bonding and now I believe instrumental in Charlie’s foundation….and boy did he need one!
By the time Charlie began Kinder, his brother had already made his mark at the public school system where they would ultimately graduate from. Charlie’s quiet yet humorous nature began to emerge. My parents, both now deceased, were his biggest fans/supporters and gave both our sons their time and support that were monumental to both their development. But the Middle school years and beyond became difficult for Charlie. He had developed his own challenges such as fine and gross motor skills (penmanship, tying shoes) that made sports or P.E. painful. His sensory issues where far greater than that of his brothers. Smells, touch and even sight were greatly affected and had to be diagnosed and adjustments that his peers simply didn’t have to think about. The most challenging for Charlie was peer relations. Charlie had a choice, he could choose to play with the 5 or 6 other children in our neighborhood or his brother. This was forced upon him as the others told him so. Calling his brother retarded and refusing to include (actually running from them) Sam in any activity tested Charlie’s resolve early on. Charlie chose Sam. For that, he paid the price but learned to walk alone. We watched as Charlie began to befriend those with disabilities or outcasts as if a shield to protect the person. This is the quiet yet powerful strength of Charlie.
School Years
Pictured from left: Charlie, Herb and Samuel
I think Charlie found music as his escape. For him, this has been his release…first of anger (hard rock days) and then various genres that lighten paralleling his life. His Dad plays guitar as did his Do-Dad (grand-father) and he delighted in playing with both! This gave Charlie an audience. Too shy to play in large groups, Charlie has thrilled at smaller gatherings. He can master any rock song on his electric or delight country fans with a spot-on Johnny Cash! He can’t read music but can replicate any song after hearing it. For fun he occasionally plays the banjo and even Jerry Lee on piano. He is gifted!
My husband is a great father. This has been instrumental in both our sons development. Herb has a quiet strength and his skill as a carpenter offered Charlie an alternative to occupy weekends. Together, Herb, Sam and Charlie built a house together on a plot of land in the country. They learned teamwork and the value of hard work in a different way than typical high school sports. It worked. Together they enjoyed starry nights, bonfires and raising the walls of what their hands had built. Finding something you can do together (not everyone is a carpenter) is instrumental. Occupy their time when no one else will.
Becoming His Own Man
Today, Charlie is 22 years old. He has overcome the shadows and quietly stepped into manhood. He works for H-E-B and looks forward to growing with a company that serves. He is kind, Godly and delights in his brother’s company. He notices those who are outcasts and aids them quietly. He stands firm and doesn’t tolerate bullies, rightfully so. To end (and I’m a proud Mom so I could go on and on) this blog I would like to share an unexpected outcome that brings unexpected joy. Less than a year ago, one of those neighborhood childhood bullies approached Charlie and asked for about an hour of his time. Charlie accepted and they met. He asked Charlie for forgiveness for what he and his family had perpetrated on ours. Especially on Charlie as he took the unpopular path of defending his brother. It made an impression. Quite an impression. Charlie forgave and today they meet on occasion and have become friends. This is why I wanted so badly to tell the story of our Charlie. He allowed me permission (for the first time) so I jumped on it!
Charlie has helped me in so many ways. He has stood up for me many times during the middle school years when bullies were rampant. In addition, he has taught me to project that same kindness for the underdog. He is an excellent brother and I couldn’t ask for a better sibling.
Samuel Allen
Below is a Q & A with Charlie and after that, we offer you expert advice, several resources and checklists for your journey as the”sibling”.
Q & A with Charlie
How does feel to have a brother with Autism? It doesn’t feel any different than having a neurotypical brother. I don’t know any other way. I see Sam as my brother period.
What have been the challenges as you went through school age years together? Isolation from peers mainly. I was known as “the brother of the ‘weird/different one”. One example: in our neighborhood when other kids were outside playing, they would say I couldn’t play with them because my brother was retarded. That hurt. While it hurt, it made me become closer to my brother. I would rather be closer to my brother with autism than close to fake friends who isolate because of autism. Early on, I knew that wasn’t kind nor the way I wanted to be.
How did you handle the isolation? I turned to music. Specifically guitar. First it was electric. I let my emotions out on the electric guitar. Early on, I had anger due to my brothers bullies so I played hard rock music. Think Ozzy Osborne’s guitarist Randy Rhoads. Later, I found a love of acoustic guitar and became inspired by the music of Johnny Cash. The music truly helped me cope with the isolation from my peers, now I just enjoy playing.
After an extensive career broadcast marketing, Jennifer and her husband searched for answers when their oldest son hit the kinder years with great difficultly. After finally learning that their oldest son had Aspergers Syndrome, she left her career in television and became a full time mother to both of her sons. Jennifer elicited the participation of her sons and together they produced several independent programs including a children’s animated series titled Ameriquest Kids (now distributed by Landmark Media) as well as her documentary and book titled, Coping to Excelling: Solutions for school-age children diagnosed with High-Functioning Autism or Aspergers Syndrome.
The need for more information encouraged Jennifer to elicit a team of autism experts to provide weekly, original content to a website free to anyone seeking to live their best under the diagnosis of High-Functioning Autism/Aspergers Syndrome… appropriately titled: Aspergers101.com.
Statistically, 75% of persons diagnosed with High Functioning Autism / Asperger Syndrome are either under or unemployed. This is a travesty for them, their families, society and businesses. These staggering numbers cannot be ignored! There are various reasons for unemployment mainly the challenges that come with autism such as sensory sensitivities and workplace social expectations.
However, alongside challenges, there are many positive traits such as:
Ability to focus intensely for long periods
Enhanced learning ability
Deep knowledge of an obscure or difficult subject resulting in success scholastically and professionally when channeled.
Honest & hard workers who make for excellent employees when painstaking & methodical analysis are required.
Aspergers101 is proud to offer our readers suggested ways to overcome employment challenges, specifically the interview process. Dr. Temple Grandin is known worldwide for her successes with invention but in order to get to that plateau, she had to self test ways to get her foot in the employment door. As a person diagnosed with Autism, Temple share those personal techniques and interview skills below.
Temple’s Suggestions:
Don’t go into an interview cold turkey…prepare a well thought out presentation!
Neatly show your work, presentations, articles, etc.
After an extensive career broadcast marketing, Jennifer and her husband searched for answers when their oldest son hit the kinder years with great difficultly. After finally learning that their oldest son had Aspergers Syndrome, she left her career in television and became a full time mother to both of her sons. Jennifer elicited the participation of her sons and together they produced several independent programs including a children’s animated series titled Ameriquest Kids (now distributed by Landmark Media) as well as her documentary and book titled, Coping to Excelling: Solutions for school-age children diagnosed with High-Functioning Autism or Aspergers Syndrome.
The need for more information encouraged Jennifer to elicit a team of autism experts to provide weekly, original content to a website free to anyone seeking to live their best under the diagnosis of High-Functioning Autism/Aspergers Syndrome… appropriately titled: Aspergers101.com.
When people think of student activities for Aspergers students, especially those in college, some may feel tempted to believe that such activities are not suitable for them. Students with Aspergers could feel hindered by a number of issues, whether it be social anxiety, time management, lack of awareness, or longer study sessions due to slower information processing, to name a few.
The ASD student and/or those around them too often assume that such issues would prevent them from getting anything out of an activity. Consequently, this commonly held false assumption only makes it so that the Asperger’s student likely does not develop the inclination to do much beyond their comfort zones.
I suggest 10 steps that can help the ASD college student get beyond this:
Take inventory of organizations in which you could get involved.
Ask a residence hall worker or go to the activities office and get a list of potential organizations and begin research
Go to events, such as student activities nights, whose purpose is to expose students or the public to organizations or look on website if there is one
Explore the organizations online and then engage with them (ideal for introverts).
Usually, word of mouth and stories from current friends/acquaintances establishes links and piques interests of those with ASD, despite any general reluctance for involvement, as well as (stereotypically) restricted interests
Do your homework: Understand the organization’s missions, visions, values, member testimonials, events, contact information.
Identify primary contacts
First priority to contact is a person in charge, or a group facilitator
Understand the steps to joining the organization
Introduce yourself or get an introduction from somebody if necessary.
Both scenarios encompass a self-introduction and this is critical because it allows others to acknowledge and accept the true personality of the Asperger’s student
Reese Eskridge is a Production Technician with Fairville Products who is passionate about working in the sciences (biology) and wishes to take his work experiences further into the fields of Educational Neuroscience; Science Fiction; Freelance Writing; Disability Advocacy; Public Speaking; Leadership and Entrepreneurship. Aspergers101 is proud to offer the insights and perceptions of the talented Mr. Eskridge to our team of bloggers as he is a great example of living life on the spectrum to it’s fullest!
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There are many services available to help children with AS develop their skills and become more successful. Social skill groups, pragmatic speech and language therapy, occupational therapy, and special education services may all play a role in meeting the needs of your child. Guest speaker, Dr. Louise O’Donnell from UT Health Science Center, shares valuable insights into the autistic brain and offer solutions at every stage of a persons life when challenged with social integration. Host(s) Jennifer and Samuel Allen (Aspergers101) discuss effective strategies to teach social skills and address behavior are as varied and diverse as the unique individuals who make up the AS population and lead a panel of experts into the topic at programs end. (pre-recorded/runtime 1:31:00)
There are no fee(s) to join us…see you on Aspergers101 Facebook tonight at 7p! (CST)
After an extensive career broadcast marketing, Jennifer and her husband searched for answers when their oldest son hit the kinder years with great difficultly. After finally learning that their oldest son had Aspergers Syndrome, she left her career in television and became a full time mother to both of her sons. Jennifer elicited the participation of her sons and together they produced several independent programs including a children’s animated series titled Ameriquest Kids (now distributed by Landmark Media) as well as her documentary and book titled, Coping to Excelling: Solutions for school-age children diagnosed with High-Functioning Autism or Aspergers Syndrome.
The need for more information encouraged Jennifer to elicit a team of autism experts to provide weekly, original content to a website free to anyone seeking to live their best under the diagnosis of High-Functioning Autism/Aspergers Syndrome… appropriately titled: Aspergers101.com.
This edition of Top of The Spectrum News looks into the potential sensory overload at school that is often associated with Asperger’s Syndrome. A classroom teacher discusses how these issues may impede classroom performance.
Gabriela Lemos was born in Porto Alegre, Brasil, and was raised in San Antonio, Texas. She is currently a student at UTSA, graduating in December 2014 with a Bachelor degree in English. Brie states that she loves language and words, and the way in which people communicate with each other. She has always been interested and attracted to the autism community. “I find those on the spectrum to be incredible in so many ways, and I believe we can all learn from each other in our different strengths and weaknesses. I would love to use my talents to aid those who are not as strong in areas which I have confidence, and in turn receive an infinite amount of lessons and aid from those who I work with. Everything you send out, comes back to you, and I plan to practice sending out love and compassion every day”. We feel so fortunate to offer Brie’s talent of writing as well as her passion for autism awareness every week through our Aspergers101 Weekly.
Volunteering at an animal shelter is a great way for tweens, teens and young adults on the autism spectrum to practice and improve social and job skills. They also learn responsibility and a respect for animals. As visitors come into animal shelters to look at animals available for adoption, it’s the perfect place for teens to improve face-to-face communication. The experience they gain volunteering at an animal shelter molds them into more effective volunteers and prepares them for the workforce.
Their time spent volunteering will produce better outcomes (adoptions) if they have good communication skills. Here are some top social skills from my book to ensure teens maximize the chance of an animal getting adopted, and master important social and job skills:
1. Smile and Say Hello:
When you see another person, whether a co-volunteer, staff member or visitor, smile and say “Hello”. Your smile will set the tone for positive future interactions and brighten the person’s day. It may even lead to an animal getting adopted or a financial donation. It all starts with a smile!
I used to volunteer at an animal shelter walking dogs. Often I would be in the back of the shelter bringing a dog in or taking one out. There would be people in the back of the animal shelter looking for animals to possibly adopt. I would smile and say “Hello”. I’d ask if they had questions about any of the dogs I walked. Often they would. After telling them about the animals, I’d suggest they spend time with any animal they were interested in. About 70% of the time they’d end up adopting an animal just because I engaged them and was able to provide helpful information. You can do the same thing!
2. Turn Off the Electronics:
When you are volunteering, keep your phone at home, or turned off, on silent or vibrate mode, and out of sight. This is part of being a professional volunteer and lays the foundation for good work habits.
Kirt Manecke is an award winning author and sales, marketing, and fundraising specialist who’s an expert at delivering amazing customer service that makes people smile. Kirt is passionate about helping teens and adults succeed. He wants to help people with autism and other special needs get and keep a job and live fulfilling lives, which is why he is thrilled to be working with Aspergers101. He hopes his information will make it easier for parents of kids and adults with special needs to make friends and get that job.
It is palpable, that moment when you tell someone or a group of professionals you are on the Autism Spectrum. As if you just vomited on their shoes, they get a look of shock and concern. Their speech patterns change. Their facial expressions alter. You are no longer the same person that was hired or that started the conversation.
Often, you hear things like “I never would have guessed,” “You don’t look Autistic,” or they simply start talking to you like you suddenly became a five-year old with a limited vocabulary and a hearing problem.
I am Autistic, I am not damaged, I am not less intelligent. I am just a little different than you are. I see things differently, experience things differently, and struggle with social conventions.
I understand the complex, hyper-detailed volumes of information that I am surrounded by. I don’t understand corporate culture or how to conform to workplace norms. I understand strategy, nuance of facts, projections, and planning. I don’t understand the look on your face or if you are joking with me or not. I am flat in affect when listening and processing, which may look like I am checked out or not paying attention.
I am super sensitive to my surroundings and have intense feelings, but I don’t let them rule me. I seek facts, I want to know that what I know is true and correct, not that I am right. I have intense intuition and gut feelings, I just don’t act on it until I have examined the facts, seen the possible options and outcomes, and have a plan for mitigating potential issues. I love stupid loud crazy music concerts, but a loud social gathering or cubicle space stresses me out, so no, I don’t want to go to the bar to hang out after work.
The problem with being an older Autism Spectrum person in a corporate world is that you are either weird or a problem employee because you don’t socialize like everyone else or you are a special case that everyone must tiptoe around and tread lightly. I am also often seen as not promotable, because of the belief that I might not understand how to connect with people. Actually, I connect very well and quickly, except I am also very aware of BS and will call it out. Don’t lie to me. I know.
After an extensive career broadcast marketing, Jennifer and her husband searched for answers when their oldest son hit the kinder years with great difficultly. After finally learning that their oldest son had Aspergers Syndrome, she left her career in television and became a full time mother to both of her sons. Jennifer elicited the participation of her sons and together they produced several independent programs including a children’s animated series titled Ameriquest Kids (now distributed by Landmark Media) as well as her documentary and book titled, Coping to Excelling: Solutions for school-age children diagnosed with High-Functioning Autism or Aspergers Syndrome.
The need for more information encouraged Jennifer to elicit a team of autism experts to provide weekly, original content to a website free to anyone seeking to live their best under the diagnosis of High-Functioning Autism/Aspergers Syndrome… appropriately titled: Aspergers101.com.
While dozens of world leaders made their voices heard at the UN Climate Action summit in New York City Monday, it was a 16-year-old’s rallying cry that had people — including the president — talking.
Photo: Alex Wong: Getty Images
Swedish activist Greta Thunberg is known internationally for continuously and courageously working to combat climate change. She was the face of the Global Climate Strikes, inspiring millions of people — more specifically, young people — to rally in more than 150 countries, as CBS News reports. And, she says her Asperger’s syndrome diagnosis is her “superpower.”She told “CBS This Morning” that Asperger’s, which is a condition on the autism spectrum that affects social interaction and nonverbal communication, has helped her deliver her message to the masses. “What I want people to do now is to become aware of the crisis that is here,” she said.
When haters go after your looks and differences, it means they have nowhere left to go. And then you know you’re winning! I have Aspergers and that means I’m sometimes a bit different from the norm. And – given the right circumstances- being different is a superpower.#aspiepowerpic.twitter.com/A71qVBhWUU
She’s not afraid to speak up for what she believes in, even if she’s talking to VIPs of parliaments and governments. “I just know what is right and I want to do what is right,” she told CBS. “I want to make sure I have done anything, everything in my power to stop this crisis from happening… I have Asperger’s, I’m on the autism spectrum, so I don’t really care about social codes that way.”
Before her name became internationally recognized, she hadn’t shared about being on the autism spectrum, in part, because she knew “many ignorant people still see it as an ‘illness’, or something negative,” she tweeted. Asperger’s was officially categorized as a diagnosis on the autism spectrum 2013, according to the Autism Society.
Gabriela Lemos was born in Porto Alegre, Brasil, and was raised in San Antonio, Texas. She is currently a student at UTSA, graduating in December 2014 with a Bachelor degree in English. Brie states that she loves language and words, and the way in which people communicate with each other. She has always been interested and attracted to the autism community. “I find those on the spectrum to be incredible in so many ways, and I believe we can all learn from each other in our different strengths and weaknesses. I would love to use my talents to aid those who are not as strong in areas which I have confidence, and in turn receive an infinite amount of lessons and aid from those who I work with. Everything you send out, comes back to you, and I plan to practice sending out love and compassion every day”. We feel so fortunate to offer Brie’s talent of writing as well as her passion for autism awareness every week through our Aspergers101 Weekly.
Depression is most common in adolescents and young adults with Asperger’s, and particularly in those with stronger intellectual and verbal skills. That means college students with Asperger’s are at a very high risk for depression. This is particularly true for freshmen, who are transitioning to the college experience. Although I’ve seen this in later years as well when students are dealing with more challenging classes, social issues, and upcoming graduation as triggers.
Let me tell you about one college student’s experience with depression:
Franklin went off to a good college based on his excellent academics in high school. However, he’d been provided with executive function scaffolding all through high school. His parents and a teacher had helped him organize his time and initiate his work. The school counselor and his parents had feedback from teachers if he was falling behind on assignments.
In college, he was on his own.
He was supposed to check in with the disability office, but he resisted being seen as needing help. Franklin had challenging classes and had taken on a very full load of five classes; he had always set his standards and expectations of himself very high. Franklin began falling behind in writing papers for his English literature class because writing was difficult and he wrote slowly. His effort was going into writing, so he fell behind on the reading. He tended to procrastinate as the pile of work grew. Franklin was embarrassed at being behind, so he stopped going to English. He also was stressed by feeling at a loss in terms of the 24/7 social demands.
As you might expect, all of this stress was a trigger for depression. In Franklin’s mind, one was either a success or a failure, and he was a complete failure.
Dr. Marcia Eckerd has been in practice as a licensed psychologist since 1985. I am on the CT ASD Advisory Council and the Clinical Advisory Committee of the Aspergers/Autism Association of New England, as well the professional advisory board of Smart Kids with LD. Aspergers101 is honored to offered the knowledge and experience of Dr. Eckerd through her informative blogs!
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