Tag Archives: College

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Support For Off-Campus Travel for College Students with ASD

Welcome to the holiday season! The season is one of change, for a variety of reasons. The arrival of the holidays announces the coming of cooler weather for most of the U.S., begins a time of travel, and signals the end of the calendar year. The holidays are a time of change for college students, too. Most students who have been living full-time on campus since summer will be traveling back and forth between home and their dorms multiple times within a few short weeks.

Support For OffCampus TravelOff-campus travel can be complicated. Travel by rail can be rife with delays. Bus travel can be time consuming. And those traveling by air frequently encounter challenges due to cancelled flights and the navigation of multiple airports.

The Benchmarks of Effective Supports for College Students with Autism Spectrum Disorders (2012) is an assessment tool with which to determine the readiness of specific institutions of higher learning to support the academic, social, and independent living needs of students living within the autism spectrum.

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For College Students with Aspergers: The Importance of Follow-Up With Your Professors

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.

Follow Up Professors in College

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.

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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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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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Is a Diagnostic Label of Asperger’s a Stigma in College?

Students making the transition from high school to college often question the need to make public – either verbally or by providing a formal evaluation to disability service professionals in higher education – their diagnosis of Asperger’s Disorder.

Student sitting reading a book and taking notes in lecture hall

The concern is one to consider; common sense suggests to us that public disclosure of an autism spectrum disorder may cause stigmatization.

But does it really?

It may be, certainly. Responses to the disclosure of an autism spectrum disorder likely vary from peer to peer, and institution to institution.

There is evidence, however, that diagnostic labels may create less stigma for adults with Asperger’s Disorder than do the social behaviors commonly associated with the syndrome.

Butler and Gillis (2011) report the findings of their research on this topic in a paper titled “The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder.”

The researchers surveyed 195 undergraduate psychology students at Auburn University by presenting them with vignettes that portray a wide spectrum of social behavior. Vignettes were paired either with the label “Asperger’s Disorder,” or with no label at all. Participants then completed a modified Social Distance Scale. This was a self-report questionnaire to express the level of stigma they attached to the individual described in each vignette.

Findings “support the hypothesis that it is the atypical behaviors associated with AD that influence stigmatizing attitudes towards individuals with AD, not the label of the disorder”.

In this study the label “Asperger’s Disorder” did not affect stigmatization to a significant level.

This research is clearly limited, and the researchers suggest several potential reasons for the outcome. The study suggests, however, that in order to address potential stigmatization it may be best to spend time and effort teaching appropriate social and independent living skills, rather than prioritizing disclosure as the highest concern.

This won’t be true for all. But it is a point to consider.

by Dr. Marc Ellison

Butler, R. C., & Gillis, J. M. (2011). The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder. Journal Of Autism & Developmental Disorders, 41(6), 741-749. doi:10.1007/s10803-010-1093-9

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Template to Support College Writing Assignments for Students with Aspergers

Many college students with Asperger’s need assistance with writing assignments. Whether it is for a writing intensive course or for an essay in a basic undergraduate class, the following often occurs:

Student doing the notes

  1. Students write too little. Students often presume professors will infer from their most basic of communications what the student intends and, as a result, leave out details.
    • These details, of course, are what professors want to read.
  1. Students write too much. Students are sometimes uncertain what professors want to read and end up throwing everything – including the kitchen sink – into the document. This especially happens when students are writing about a topic that has personal interest to them.
  1. Students with Asperger’s Disorder sometimes cannot predict what professors want to read in a writing assignment. This creates difficulties with emotional regulation, during which students may avoid the assignment or have an emotional meltdown.

Students can more easily complete writing assignments when provided clear instructions about the structure of an assignment and relevant examples. A template is often helpful. The following is such a template, used to help a student assigned with writing a paper for a History class.

Please note: The examples provided were not related to the assignment. They were merely examples.

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College Students with Aspergers Speak Out: Take Our Advice

Important advice from students who have 'been there and done that'

Colleague and friend Andrew Nelson, a coordinator in the West Virginia Autism Training Center’s Family Focus Positive Behavior Support program, supports individuals with ASD in their transition to college as part of his day-to-day duties. In his work, Andrew began to notice similar questions and issues were being raised by various students.

Many of the questions were about basic procedures of higher education, such as how one applies to and gets into a university. Other questions – like “Do I have to do my own laundry?” – were about campus living.

To help answer these questions, Andrew went straight to the experts: college students on the spectrum!

In his video interview with three Marshall University students, Andrew explores in brief the topics of: college admission, financial aid, effective support strategies, independent living, and the importance of building on-campus relationships. 

All in under 6 minutes!

Important advice from students who have “been there and done that” include:

  • Prepare for college by taking seriously your highs school studies. Work to get “the best grades you can,” and prepare for college entrance exams. Those exams are necessary for four-year colleges and universities.
  • Understand that admission to higher education is a process, and that process involves application, meeting admissions standards, submitting transcripts, financial aid, and other paperwork. Become familiar with the process at the school you want to attend.
  • Students often have to adapt to the differences that exist between high school and college, especially differences related to educational autonomy and self-direction.
  • Simple technology, such as smart phone alarms, visual schedules, and calendars, can help keep students organized.
  • If you have a questions, most professors will be accessible and willing to help you.
  • Develop social networks, find a way to enjoy hobbies, and enjoy the experience of college rather than focus your energies solely on academics. A balanced life is key.

by Dr. Marc Ellison

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Using Art to Facilitate Skill Building in College Students with Aspergers

Eszter Kiss is a Provisionally Licensed Counselor employed by the West Virginia Autism Training Center at Marshall University. Kiss presented “Adding Color to Cognitive Behavior Therapy,” at the WV Counseling Association.

The presentation centered on the use of art as a tool to facilitate communication of thoughts and behavior for individuals with ASD.

Specifically, Kiss uses this technique to support college students diagnosed with Asperger’s Disorder.

Resilience

The autism community has long recognized that many living with ASD can better communicate their inner experience through writing or art. For several reasons, an oral expression of their cognitions or emotions can be extremely difficult for those on the spectrum.

College students diagnosed with ASD often need a process through which to express and receive abstract information. Kiss’ presentation highlighted one such process.

Cognitive Behavior Therapy (CBT) is a theoretical mental health counseling process through which this tool was used. CBT should not be attempted by those without advanced training in counseling psychology, or by those without expertise in this specific approach. However, the use of art as a tool to communicate abstract thought and improve life skills can be used by parents and support staff outside a CBT process.

For example, consider the picture at the beginning of this post drawn by a student on the spectrum after Ms. Kiss asked him to provide a visual representation of “resilience.”

The picture of the knight successfully blocking the arrows being shot at him allows a support professional to discuss the following types of issues:

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College with Asperger’s: 7 Benchmarks for Effective Support on Campus

The prevalence of autism spectrum disorders (ASD) has risen significantly since first described in the 1940s. The Center for Disease Control estimates currently 1 in 68 children in the United States lives with an ASD diagnosis, and that 46% of those diagnosed have average to above average intelligence. A large body of literature describes the significant, life-long difficulties faced by many individuals diagnosed with ASD. The support needed for college students diagnosed with more traditional disabilities are well documented. However, information is lacking in regard to effectively supporting the college instruction of students with Asperger’s Disorder and how to support their navigation of a campus society.

College Students with Asperger’s: Academic and Campus Accommodations Necessary

Researchers explored the topic of providing effective supports to college students diagnosed with Asperger’s Disorder. Investigators convened a panel of experts to provide input on the topic, and then used a Delphi surveying method to categorize common themes identified by panel members.

The survey resulted in the creation of the Benchmarks of Effective Supports for College Students with Autism Spectrum Disorders. This tool is available as a PDF file for use in your own college assessment:

Attachment: Benchmarks of Effective Supports for College Students with ASD

Research conclusions included:

1. Social Challenges, Independent Living Skills, and Cognitive Organizational Skills were mentioned as a need more often by expert panelist than was Academic Challenges. This suggests panelists agree that students diagnosed with Asperger’s Disorder are, generally, intellectually capable of performing in the classroom but struggle with the social and organizational aspects of the college lifestyle;

2. Resources dedicated to meeting the Social Challenges of students diagnosed with Asperger’s Disorder are considered integral to effective college support;

3. Traditional disability services are ineffective for supporting this student population due to: (a) its historical focus on meeting academic rather than social needs, (b) its lack of resources, and (3) its general lack of expertise regarding the disorder;

4. The panel of experts connected self-advocacy and disclosure more to academic success than to other aspects of campus life;

5. Mental health services are identified as a necessary support for college students diagnosed with Asperger’s Disorder.

These services, however, were mentioned fewer times by the panelist than the need for:

  • dedicated staff with specialized knowledge to provide supports;
  • having a well-informed campus community, and
  • utilizing a well-staffed support program with expertise in the disorder. An equal number of panelists mentioned the need for having staff to teach students to identify on-campus resources and supports, which would generally include student mental health services;

6. The panel of experts revealed faculty and staff attitudes may play a role in college success for college students with Asperger’s Disorder. More panelists expressed a need, however, for increased on-campus knowledge and information about the disorder.

7. Finances and Resources were identified by the majority of panelists as barriers to academic and non-academic success alike due to the high cost of hiring personnel with expertise.

Their research was published in the peer-reviewed Southern Regional Council on Educational Administration Yearbook 2013; Ellison, Clark, Cunningham, and Hansen (2013).

by Dr. Marc Ellison

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Social Skills and College for Students with Aspergers Syndrome

Top of the Spectrum News

Social Skills and College for Students with Aspergers Syndrome

Guest(s): Dr. Marc Ellison/Executive Director of the West Virginia Autism Training Center

This edition of Top of the Spectrum New discusses social skills and college for those with Aspergers. Dr. Marc Ellison, who has successfully created a wing for those with Autism at the Marshall University West Virginia Autism Training Center, offers insights for college preparation. Since 2002, Marshall University has successfully supported (and graduated) over 100 students with Aspergers Syndrome.