Tag Archives: ASD

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Ready to Graduate? Tips for Asperger’s Students and Those Supporting Them

Hillary Adams and Jackie Clark presented “Bridging the Gap: Supporting Students with ASD as they Transition from College to the Workforce” at the 2014 Autism Society conference held in Indianapolis, Indiana. Representing the West Virginia Autism Training Center, Adams and Clark provided several tips and considerations for those who are about to graduate and those who support them.

Tips included:

  • Utilize campus resources related to employment, especially those services provided traditionally on college campuses through a Career Service office. Begin a relationship with that office early; don’t wait until the final year
  • Participate in mock interviews, especially if those interviews can be videotaped for critique and coaching
  • Search for employment opportunities that fit interest as well as skill
  • Become aware of accommodation needs, and learn the self-advocacy skills necessary to request them. Learn to be more interdependent, understanding who in a potential workplace could best help you when help is needed
  • Plan the transition early, and plan it with others who are invested in your future

One of the coolest tips provided by Adams and Clark was the use of a Telephone Interview Checklist. This script supports college graduates as they undergo a telephone interview with a potential employer.

The checklist does the following:

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10 Steps for ASD College Students to Make the Most of Student Activities

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.

College, students, activities, organizations

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:

  1. 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

  1. 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

  1. 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

  1. 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
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5 Focuses For Creating a Learning Environment in the Home

When it comes to setting the stage for learning, individuals on the Autism Spectrum need to continue their learning experiences even after school. This requires responsibility from therapists, caregivers, and parents. Each must work together to help create a learning environment in the home that continues to provide opportunity to expand the vital skills a child is working on. This includes setting up a home environment, understanding your child’s classroom setup or making suggestions at their after school program.

Child playing at home

Here are five goals to focus on when evaluating a school-related learning environment in the home for children with Aspergers or HFA.

1. Increase Engagement:

It’s ok for kids to take a break after school and have some down time, but preventing total shutout is important. Whether it is a play activity or helping with homework, making this part of the routine will assist with expectations that the child will need to interact for an expected amount of time.

2. Increase Communication:

Asking the question “how was your day?” rarely gets the response desired. To get them to chat, incorporate out of the ordinary or silly situations to spark spontaneous requests or comments. (e.g. carrying an umbrella when it isn’t raining or dressing up the dog before your child gets home). Sometimes a child may need a prompt to take note about the change in environment, but that is ok! It increases the opportunity to communicate either way

3. Promote Independence:

Use visual charts to show the steps expected to follow directions without reminders. This is especially useful for morning and bedtime routines. It may take some time to teach the sequence to complete the task. However, using the visual will allow the child to find the solution on their own rather than get in trouble for not completing the task.

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Resources for Depression and ASD: Now that we know, what do we do?

Depression is more frequent in those with AS than the general population, and the struggles of those with AS often contribute to the development of depression. The obvious question is, what resources are available and what do we do? First, we should not accept depression as just a normal part of AS, especially if it’s interfering with everyday life. Secondly, we need to recognize the symptoms to help as early as possible. And lastly, we need to research the supports that are available – how you can help yourself or others right now – and what resources still need much improvement so that you can call upon action in your community.

Being aware of the symptoms of depression is critical:

  • sleep difficulties, either sleeping more or less (insomnia, early morning waking);
  • changes in appetite (either more or less hunger);
  • weight gain or loss;
  • a failure to enjoy normal sources of pleasure;
  • difficulty concentrating;
  • sadness, guilt or hopelessness;
  • crying or unusual irritability.

Someone who is clinically depressed sees the world in the above ways each day. It’s important for the individual or those around to seek professional help.

Medication can help many with depression, as can Cognitive Behavioral Therapy. Although CBT is a slower process with AS individuals and needs to be adapted to their thought process. Some studies suggest neurobiofeedback can be helpful with depression and there are a few early studies of its use with ASD patients. For those who prefer to avoid medication, this is certainly worth exploring. It is best to come to your medical sessions with the knowledge of various treatments so that you can be prepared to discuss what is best for you.

It’s important to think about addressing the factors that can result in depression.

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Asperger’s, Depression and College Students

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.

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Running a Spartan Race with Asperger’s

(Repost)

Thirty-six year old Justin Coleman is a runner. It just so happens he was diagnosed with Asperger’s Syndrome in 2013. He is a long-time contributing member of the San Antonio Area Adults with Asperger’s Meetup group.

Recently, Justin competed in the Spartan Dallas Ultra. This race had over 60 obstacles and was over 31 miles long.  There were thousands of participants from all over the world. Justin feels that he made history for autistic people by finishing and receiving a buckle trophy.

Justin runs in several races a year, both obstacle type races and regular ultra marathons. Costumes are often a part of the specialty races. His Facebook friends are treated to frequent pictures of Justin and his running buddies. He has a grueling workout schedule to maintain his conditioning, plus he works for Amazon and will be re-entering a college program at Northeast Lakeview in San Antonio this spring.

In 2016 Justin even started traveling out of state to races. Congratulations, Justin, for all your achievements.

Here are Justin’s own words about his running and obstacle course passion:

My name is Justin and I became the first man with Asperger’s to not only run an ultramarathon but it was actually a race called a Spartan ultra (used to be called the ‘ultra beast’).

To put the whole idea in elementary terms, for a regular ‘beast’ race you have a minimum of 13 miles with at least 30 obstacles that an individual has to overcome, whether it’s climbing over a wall, crawling under a barbwire with the ground being either grass or a mix of mud with water, or even pulling up a sandbag using a pulley system.

Now imagine having to do 2 laps of this race. This was my very first time doing an ultra race of any form. Unfortunately, this isn’t just a ‘walk in the park’, as with this race there is a time limit that you HAVE to complete the race by.

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A Technique to Counteract School Work Avoidance for Students with ASD: Academic Bingo Card

Work avoidance seems to be an ongoing issue across different settings and grade levels. In a previous blog, we discussed the use of a checklist with a strategic “sandwiching” of a less preferred activity in between two highly preferred activities. This strategy is often very effective in building success on academic activities that the student would prefer to avoid. However, not one thing works for every student, as you have probably discovered for yourself.

So this week, we will explore a similar strategy that is in a different format: a BINGO card!

Academic Bingo Card

This strategy was created in a staff meeting with a general education teacher and campus administrators trying to help a student complete work well within his grasp. By analyzing the data and student strengths, it was determined that he was capable of completing the work. In spite of the cognitive strengths, the student would cover his head up and not complete the academic tasks. So, with no work completed, the team was ready to try almost anything to get something.

The student liked dinosaurs and everything having to do with them. The student also liked games and so the team decided to create a 3 X 3 BINGO card decorated with dinosaurs as a starting point.

Then, the specific activities selected to go in each grid were selected based on student interest.

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Autism and Emotional Intelligence Growth to Build Strong Mental Resilience

Having Autism is tough as it is already because you may come across many people who do not understand or care about you. You may often be made fun of because of the way you look, walk or anything you do or say. It’s a continuous battle that I deal with every day and unfortunately there exists people who will talk and make fun of you no matter what. Know that you are not alone. I have 2 simple idea on how to enhance your emotional intelligence (or Emotional Quotient, EQ) to counteract this negative feedback and restore your mind with positive thoughts.

As has previously been discussed on Aspergers101, emotional intelligence is a crucial skill to learn and practice that can greatly benefit you in many areas of your life. But how exactly do we get there? The steps below should help guide you towards building your emotional intelligence and self-awareness.

How can we enhance our emotional intelligence (EQ)?

  • Listen to your body:

A gut feeling you have about a particular situation such as quitting your job is a sign that something is not right either about the situation, or something is not right about quitting your job. If your body gives you an alert signal about a certain situation, pay heed because it may save you from a dangerous outcome. Listening to these signals and the root feelings of the sensations in your body will process your power of reason.

  • Always ask yourself, how do you feel?:

From a score of 0-10, with 10 being the best and most positive and 0 being the lowest and least confident, write it down in a journal to record how you feel each day overall. If you’re having a bad day, examine how or what caused you to feel this. Explore what transpired that day that made you feel down and how it connects with your overall feelings.

  • Write down your feelings and thoughts:

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Resources for Parents About Bullying and Autism in School

Bullying and Autism is an issue that comes up often for parents of children on the spectrum throughout elementary, middle, and high school. Individuals with an Autism Spectrum Disorder (ASD) remain highly vulnerable to bullying behavior. Parents, teachers, other students, and the community must be sensitive to the particular needs of these students and vigilant in bullying prevention and intervention.

This week’s blog will point families in the direction of multiple resources available.

This first resource is quite extensive and provides a comprehensive view of bullying:

“Eyes on Bullying . . . What Can You Do? A toolkit to prevent bullying in children’s lives” 

www.eyesonbullying.org

The following are excerpts from this useful manual:

Bullying Basics

We now know that:

  • Bullying is NOT pre-wired, harmless, or inevitable
  • Bullying IS learned, harmful, and controllable
  • Bullying SPREADS if supported or left unchecked
  • Bullying INVOLVES everyone—bullies, victims, and bystanders
  • Bullying CAN BE effectively stopped or entirely prevented

Beginning in the preschool years, adults can teach children important bullying prevention skills and guide children as they practice using these skills. Social skills that form an important foundation for bullying prevention include:

  • Showing empathy toward others
  • Interacting assertively
  • Solving social problems

Bystanders also have the power to play a key role in preventing or stopping bullying.

Some bystanders… directly intervene, by discouraging the bully, defending the victim, or redirecting the situation away from bullying.

Other bystanders… get help, by rallying support from peers to stand up against bullying or by reporting the bullying to adults. Look Around…Who Is Involved?

Bystanders’ actions make a critical difference. Children and adults should think ahead about what they will do when they witness or hear about bullying.

There is also an Information Sheet on Bully Prevention at the following website:

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What are the Main Causes of Depression for Those with Asperger’s Syndrome?

Why are there higher rates of depression in those with AS? There may be some genetic predisposition to depression for some, but this doesn’t explain most cases of depression. One reason for depression is isolation and loneliness. Despite the misconception that people with AS prefer being alone, research shows that many with AS want friends. Children and teens with AS are often lonely and feel their friendships aren’t “quality.” They’re looking for company, safety and acceptance to give them a sense of confidence. Those who have friends may have a lower tendency towards depression. However, many with AS who experience social anxiety or lack social skills in joining, starting, and maintaining friendships don’t have the tools to have the friends they want.

Another reason for depression is the experience of being bullied.

Studies have suggested that a majority of those with AS experience bullying. This isn’t surprising given the drive towards conformity and the emphasis on social status among middle school children in particular, but also among high school students and even older individuals.

There isn’t a cultural norm of tolerance of neurodiversity, or even of most kinds of diversity.

Qualities of those with AS that engender bullying are

  • lack of awareness of social cues;
  • cognitive rigidity;
  • interests or behavior labeled ‘odd’;
  • and hypersensitivity.

AS individuals have difficulty flexibily and astutely responding to bullies. Some with AS tend to be submissive and anxious in response, which empowers bullies to continue. Still others lash back, which gets them in trouble.

In my own practice, my Asperger’s teenagers and young adults have often been bullied and carry the wounds of bullying deeply ingrained in their sense of self-esteem.