karen mckibbin, psy.d. september 16, 2010 asperger’s and college

KAREN MCKIBBIN, PSY.D.

SEPTEMBER 16 , 2010

Asperger’s and College

Asperger’s Syndrome

First defined Asperger’s Syndrome in 1944

“Autistic Personality”

Lorna Wing 1981

DSM-IV 1994

Hans Asperger

Social Interactions: What can this look like?

Want social relationships with others

Difficulty understanding obvious and subtle social rules and cues

May also be contented to be alone and have no interest in forming relationships with others

Communication Skills

Often literal and concrete

Have difficulty understanding information that isn’t congruent with existing information

Will often say what they think and can blurt things out

Limited gesture use and facial expressions

Speech can be pedantic and precocious

Restricted Interests/Repetitive Behaviors

Difficult to be motivated by things that aren’t an area of interest or aren’t seen as relevant

Repetitive behaviors occur when stressed

Insistence on sameness, difficulty with change

Other issues that may be present

Motor issues – clumsiness

Sensory issues Light Sounds Smells Textures

Generalization difficulties

Surfing is life….. For Clay Marzo

Movie of Clay Marzo

http://www.youtube.com/watch?v=h1uPvI8_LTo

(6:16)

Co-Occurring Conditions

Mood Disorders

1 in 3 individuals with AS or HFA

Bullying/Social Isolation/Social Confusion

Unrealistic expectations of self

Realizing they are “different”

Anxiety Disorders

Need to be perfect

Need for order/control

Social anxiety

Eating Disorders

15% of females with anorexia meet criteria for AS

Sensory sensitivities and food

Control over diet/food selectivity

Why do I need to know about other diagnoses?

Behaviors seen in individuals with Asperger‘s may be more extreme: Social withdrawal and depression Late assignments and anxiety

Girls internalize behaviors more frequently E.g. self harm, greater need for control, more

withdrawalBoys externalize behaviors more frequently

E.g. late assignments, arguing, more extreme opinions, increase alcohol consumption

Strengths of individuals with AS and HFA

Intense focus to the exclusion of other things

Honesty

Genuineness

Friendship/relationships

Strategies for Successful Transition to College

Before classes start:

Introduction to teachers and professors

See rooms where classes occur

Find a mentor (either a student or professor)

Prepare a written self-advocacy plan from the student that identifies individual strengths/challenges/support needs

Strategies for Successful Transition to College

Assess their skill level for working independently

E.g. has the student always had a parent, sibling, aide, friend to help them through assignments.

Provide written directions and not just verbal instruction

Strategies for Successful Transition to College

Can they organize their schedule and workload out of classes?

What resources are available to help develop an organized system to manage their responsibilities

Self advocacy skills for students with AS

Do they feel comfortable sharing their difficulties with their professors?

Do they know what helps them be more successful? E.g. being assigned to a group instead of choosing one

Do they need extra preparation time?

Make any changes as predictable and structured as possible

Making rule rigidity work

Make abstract assignment concrete using rules and relate it to areas of interest

Make rules for acceptable and unacceptable behaviorin class and in college life in general