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