Autism Goes To College:
Identifying Issues and
Sharing Ideas
Anthony L. Rostain, M.D., M.A.
Social Learning Disorders Program
Department of Psychiatry
University of Pennsylvania School of Medicine
Department of Psychiatry, University of Pennsylvania School of Medicine
Objectives
• Review agenda for today’s meeting
• Review major issues facing
– Students
– Families
– College personnel
• Share ideas and resources
• Pose questions for future discussions
Department of Psychiatry, University of Pennsylvania School of Medicine
Agenda
1:10-1:30pm "Major Issues Facing College Students on the Autism Spectrum"
1:30-3:00pm Roundtable Discussion
• What are the major challenges and opportunities you've faced in your efforts to
facilitate successful adaptation to college for students on the spectrum?
• How do you define and identify students on the autism spectrum and others with
social learning disorders?
• What are some of the helpful interventions you've used?
• What are your specific areas of interest related to this topic?
3:00-3:15pm Break
3:15-4:00pm Discuss Next Steps
• Facilitating an ongoing network, etc.
Department of Psychiatry, University of Pennsylvania School of Medicine
“If our brains were simple, we would
be too simple to understand them.”
Mario Puzo
“The brain is wider than the sky.”
Emily Dickinson
Department of Psychiatry, University of Pennsylvania School of Medicine
Challenges facing students on the
spectrum (Lars Perner, Ph.D.)
The HFIWA faces several potential areas of problems
with higher education:
• Gaining admission to a desired college
• Moving away from home, if needed
• Handling emerging social situations
• Handling pragmatics such as time management,
budgeting, and transportation
• Completing the required course work
• Securing needed services
• Planning for and actually transitioning to life after
college.
Department of Psychiatry, University of Pennsylvania School of Medicine
Students’ concerns
• Leaving home
• Living in a new place
• Taking care of one’s daily
needs independently
• Getting along with
roommates, classmates
• Finding friends
• Forming a social network
• Gaining social acceptance
• Learning to navigate a
new physical terrain
• Sensory challenges
• Managing time efficiently
• Keeping organized
• Handling multiple
academic demands
• Coping with anxiety
• Perfectionism
Department of Psychiatry, University of Pennsylvania School of Medicine
Parents’ concerns
•
•
•
•
Adjusting to change
Safety
Academic success
Social acceptance
– Roommate
– Friends
• Sexuality
• Drinking, drug use
• Managing daily life
–
–
–
–
Sleep / wake cycle
Diet
Hygiene
Laundry
• Managing emotions
– Anxiety
– Depression
– Anger
Department of Psychiatry, University of Pennsylvania School of Medicine
Helping students and parents to
prepare for the transition
• Provide clear, written information before :
–
–
–
–
–
Schedule of orientation programs
Maps of campus
Directions for checking into dorms
Procedures for registration
Outlines of key personnel (e.g. advisor)
• Invite students and parents to meet disability services
personnel – schedule a time during orientation
• Explain FERPA law and the waiver
• Provide contact information for parents
Department of Psychiatry, University of Pennsylvania School of Medicine
What are the concerns of college
disability services personnel?
• Identifying students on the spectrum, specifying needs
• Defining the scope and nature of “disability”
• Providing individual students with appropriate
accommodations and services
• Monitoring the effectiveness of interventions
• Creating peer support structures for students
• Creating a positive social environment / reducing stigma
• Educating faculty, students, residential advisors, etc.
• Developing new resources
Department of Psychiatry, University of Pennsylvania School of Medicine
Assessment Issues
• Transitional issues
• Readiness for college
• Fit between student’s expectations and
college environment’s resources
• Developing a transition plan
• Coping skills
• Personal organization
• Academic preparation
• Social relationships
Department of Psychiatry, University of Pennsylvania School of Medicine
Academic Support
• Campus learning center
– Organization, time management
– Regular accountability
– Discuss learning, writing strategies
• Use available resources
– Professor office hours, special appointments
– Review sessions
– Study groups
• Ambivalence about time, effort, meaning
Department of Psychiatry, University of Pennsylvania School of Medicine
Academic Accommodations
•
•
•
•
•
•
Formal appeal for special services
Modified curriculum / requirements
Note-taking services / audio recordings
Organizational aids
Standardized test accommodations
Access to other support services
Department of Psychiatry, University of Pennsylvania School of Medicine
Study/Learning Habits
• Understand informational pace
– Attention capacity
– Reading speed
– Chunking
• Use supportive technology (e.g., planner)
• Prioritize and balance aspects of college life
• Countering avoidance/procrastination
– Reading
– Writing
– Studying
Department of Psychiatry, University of Pennsylvania School of Medicine
Social Support Modalities
• Clubs, activity groups
• Support groups
• Self-education and advocacy about
Autism Spectrum Disorders
• AS resources (e.g., AS, GRASP)
• Self-help strategies
• Pro-active mental health services
Department of Psychiatry, University of Pennsylvania School of Medicine
Living Arrangements
•
•
•
•
•
Roommate – Yes or No ?
Physical space management
Schedule / time management
Dormitory life - predictable routines
Rules and regulations
Department of Psychiatry, University of Pennsylvania School of Medicine
Autism and College Coping:
Multisystem Intervention
• Education of patient /
family (resources)
• Environmental
restructuring
• Pharmacotherapy
• Psychotherapy
• Other support modes
• Academic support
• Academic
accommodations
• Study/learning
habits
• Social coaching
• Career counseling
Department of Psychiatry, University of Pennsylvania School of Medicine
Multisystem Problem Areas
• Academic bureaucracy
– Availability of services
– Tuition issues
– Subject requirements
• Family expectations
• Student’s beliefs
– Readiness for change
– Personal expectations (“should”)
– Identity
• Under-utilization of support services
Department of Psychiatry, University of Pennsylvania School of Medicine
Discussion Questions
• What are the major challenges and opportunities you've
faced in your efforts to facilitate successful adaptation to
college for students on the spectrum?
• How do you define and identify students on the autism
spectrum and others with social learning disorders?
• What are some of the helpful interventions you've used?
• What are your specific areas of interest related to this
topic?
Department of Psychiatry, University of Pennsylvania School of Medicine