Presenters: Lauren M. Kelley, Ph.D. & Brittany C. Joseph, M.Ed.

Rethinking Transitions in Higher Education:

Interventions for Students with Autism Spectrum

Disorders (ASD)

Lauren Kelley, Ph.D. Email: laurenkelley0523@gmail.com Webpage: laurenkelley.org Education Consultant

Brittany Joseph, M.Ed. Instructor at Bowling Green State

University Email: bjoseph@bgsu.edu Business email:

asdeduadvocates@gmail.com

Who We Are…

Section I① Define Autism Spectrum Disorders (ASD)

and the common challenges.② Explore the prevalence of ASD and its

impact.③ Engage in open dialogue about

experiences with students with ASD.

④ Discuss how to better understand students and meet their diverse needs in the classroom and on campus.

⑤ Analyze institutional infrastructure and financial and human resources for supporting students.

Overview & Session Objectives

Section II① Explore interventions and teaching

strategies.② Analyze different types of interventions

and discover new interventions.③ Explore orientation components for

students.④ Explore textbook and course outline

suggestions.

⑤ Explore current trends, tools, and strategies related to institutional resources (financial and human).

⑥ Explore strategies for inclusion.

Overview & Session Objectives, cont.

① The definition for the disorder continues to change

② Center for Disease Control & Prevention (CDC) is currently reporting that 1 in 88 children are being diagnosed with ASD

③ Media and ASD④ Cuts in education

PREVALENCE

What do statistics reveal about students with ASD?

① The most recent federal data reveals that more than ______US undergraduates have a disability on campus.

② __% are students with autism spectrum disorders; 79% have been diagnosed with ADHD.

What do statistics reveal about students with ASD?

① _____children with autism will turn 18 this year, and within two years of high school, less than _ of those will have paying jobs.

② Projections predict there will be ______ adults over 22 years old with an ASD in ____

What are the consequences of ignoring this issue?

① Underemployed or unemployed adults with ASD are brought into the welfare and social service systems.

② Burden on their families, on insurance companies, and on federal and state social services.

Social situations and interactions are awkward/difficult Social anxiety, lack of eye contact, easily

frustrated Lack of self-advocacy skills Extremely intelligent and talented Yearn for a structured learning

environment Easily distracted

Time management and focus issues Desire to fit in socially; lack

understanding of the hidden curriculum

What do students with ASD look like?

① Did any of those characteristics resonate with you?

② Did the student disclose?③ How was the student received by

other students?

Have you worked with a student with ASD?

Supportive Learning Environments

Students with ASD may experience challenges by simply being in the classroom as a result of sensory challenges

Students may have “hypersensitivity to stimuli”: Sights Sounds Smells Classroom lighting (fluorescent)

Exists in the forms of:① Visual② Auditory③ Tactile④ Vestibular⑤ Taste⑥ Smell

What is STIMMING?

Let’s talk about it:① Did you recognize it?② Did you know what to do?③ What did you do?④ How did others around the

student stimming react?

Have you witnessed STIMMING?

① Including information in your syllabus about disability services

② Discussions in class about disability services

③ Creating a comfortable environment where students are encouraged to disclose

④ Laying ground rules for tolerance and acceptance

DISCLOSU

RE

Creating Supportive Environments

Relationship building on Day One Regular interaction/Transition the student

(HO) Pivotal response training Social stories Assignments with clear instructions Explanation of assignment purpose and

benefits Use of peer mentors

Structure your learning environment

Creating Supportive Environments

Relationship Building with Parents

The role of the parent in college FERPA

Parents can communicate with school officials if: A FERPA waiver is signed by the

student A health/safety concern exists

Guardianship

Campus Financial & Human

Resources

SHOW ME THE MONEY?

Pooling Resources Departmental Collaboration Administrators, faculty, staff, and students Institutional commitment

President’s Office Provost’s Office Faculty unions/senate Disability Services Academic Affairs Student Affairs Student Activities

Financial & Human Support Resources

Peer support structure Supportive faculty Supportive advisors Supportive administrators Cooperative Public Safety Office Cooperative Disability Services Office Mental Health Services Designated quiet and safe spaces

Support Team for

Students with ASD

ASD Student

Two-Fold Transition Model

• Orientation sessions• Guided campus tours• Alignment with assigned peer mentor• Support team meetings

Summer Orientation

Supportive Faculty Incorporating Universal Design for

Learning (UDL) Multiple means of access Multiple means of presentation Multiple means of engagement

Group work Cooperative and collaborative learning

Cited from: http://youtu.be/kt-TOt9vqJk

Pulling It All Together

ASD Awareness/Identifying Students Institutional commitment/Professional

Development Financial & Human Resources Supportive Learning Environments Multiple Means of Engagement in the

Classroom Peer Mentorship/Structured & Innovative

Learning Supportive Teams for Students Transition Models (Orientation)

Questions/Comments

E-book—Advocacy for Autism Spectrum Disorders in College: A Guide for Students, Faculty, and Student Services Personnel

Coming soon!!!!!!!