Dr. Temple Grandin: Practice Prior to Drivers Ed

AS101 Driving with Autism

Though driving with an Autism diagnosis is not for everyone, many do decide to obtain their driver license and go on to live independent lives. Aspergers101 teamed with Dr. Temple Grandin to provide helpful information when considering if driving is for you, or your teen.

Long before driver education, Temple suggests first mastering your skills by practicing on a bicycle (coordination, motor skills). Then tackle driving in a safe remote area such as the country or large parking lot. You’ll begin mastering such challenging tasks, such as multi-tasking, prior to any driving on congested roadways.

One suggestion she has is that before you take a driver education course, you need to find a safe place and practice, and after that, practice even more! Getting the ‘knack’ of driving includes working on your coordination, motor skills, and multi-tasking which all come into play when learning to drive, even more so for those on the autism spectrum.

Anxiety can often be reduced (for the driver with Autism) by lots of driving practice in a safe remote location.  

– Dr. Temple Grandin

Once you’ve mastered working the brake, blinker, gas and other essential tasks while driving, you’ll then be ready to be thrown into a group/driver education training.

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.

Finding an Inclusive Work Environment as an Employee with a Disability

As an employment specialist it is my duty to assist individuals with finding an inclusive environment, where mutual respect and understanding will enable them to be successful. Locating such an environment is the first step we take on the road to employment. However, this environment often times does not just exist on its own. I have to help employers and potential employees to develop, create and maintain it.

People at Work

Inventory Assessment

One of my most successful strategies in developing a work environment with mutual respect and understanding among my clients, their coworkers, and supervisors is to have each person create an “inventory assessment”. This inventory assessment includes each person’s interests, past work experience, and hard skills, which are discussed in more detail here.

After reviewing this assessment, I identify potential places of employment and encourage the individuals to visit with either a family member or a member of our staff. This visit gives everyone the opportunity to observe the culture of the specific setting, and the nature of tasks they will be required to perform on any given day at any given time.

Making an Appointment with the Manager

Asperger Fact Sheet

by AANE Staff

We thought this a great basic overview (reference sheet) of Asperger Syndrome compiled by the staff at the Asperger/Autism Network. Nice to share if you or someone you know suspects autism.

About Asperger Syndrome:

  • It is a neurological condition that affects the way information is processed in the brain.
  • AS is a hidden disability. Many people appear very competent, but they have difficulties in the areas of communication and social interaction.
  • AS has a genetic and hereditary component and may have additional interactive environmental causes, as yet unknown.
  • AS is a developmental disability. All individuals have social/emotional delays, but continued growth seems to be life-long.
  • The incidence of AS is thought to be 1 in 250. As many as 50% of people with AS may be undiagnosed.
  • There are currently four males diagnosed with AS for every one female, but the true ratio may be as high as one female for every two males.

AS affects each person differently, although there is a core set of features that most people with AS have, to different extents, including:

  • Having a very high intelligence and good verbal skills.
  • Having challenges with the use and understanding of language in social contexts.
  • Having trouble understanding what others are thinking and feeling (called Theory of Mind or perspective taking).
  • Needing to be taught social behavior that is “picked up on” intuitively by others.
  • Having difficulty understanding non-verbal cues such as hand movements, facial expressions, and tones of voice.
  • Facing challenges with organization, initiation, prioritizing – considered executive functioning tasks.
  • Focusing on small details rather than on the bigger picture
  • Demonstrating intense interest areas such as movies, geography, history, math, physics, cars, horses, dogs or reptiles. These interest areas change every 3 months to several years
  • Building friendships through mutual interest areas or activities.
  • Viewing the world in black and white, with difficulty compromising or seeing gray areas.
  • Feeling different, like aliens in our world.
  • Sometimes experiencing anxiety and/or depression.
  • Sometimes experiencing extreme and debilitating hyper- or hypo-sensitivity to light, noise, touch, taste, or smell. The environment can have a profound impact on their abilities to function.

 

Other elements and traits some individuals with AS have:

  • Eye contact can be difficult, sometimes painful,  and usually distracting (or if taught poorly, some individuals may stare).
  • Some people with AS are clumsy, most have poor fine motor skills; although some excel in individual sports.
  • Some individuals with AS have additional diagnoses, such as ADD, bi-polar, OCD.
  • Some have superior skill in a particular areas such as painting, writing, math, music, history, electronics, or composing.
  • People with AS may have difficulties working in groups.

Running a Spartan Race with Asperger’s

Thirty-six year old Justin Coleman is a runner. It just so happens he was diagnosed with Asperger’s Syndrome in 2013. He is a long-time contributing member of the San Antonio Area Adults with Asperger’s Meetup group.

Recently, Justin competed in the Spartan Dallas Ultra. This race had over 60 obstacles and was over 31 miles long.  There were thousands of participants from all over the world. Justin feels that he made history for autistic people by finishing and receiving a buckle trophy.

Justin runs in several races a year, both obstacle type races and regular ultra marathons. Costumes are often a part of the specialty races. His Facebook friends are treated to frequent pictures of Justin and his running buddies. He has a grueling workout schedule to maintain his conditioning, plus he works for Amazon and will be re-entering a college program at Northeast Lakeview in San Antonio this spring.

In 2016 Justin even started traveling out of state to races. Congratulations, Justin, for all your achievements.

Here are Justin’s own words about his running and obstacle course passion:

Self-Determination in College Success with Aspergers

Several break-out sessions of the annual Autism Society conference in Indianapolis, Indiana were focused on the support of students with ASD in higher education. Dena Gassner (Adelphi University), Dr. Lorna Timmerman (Ball State University), and Jackie Clark and Rebecca Hansen (Marshall University) carried out a panel discussion on the topic, titled “Is College for Me.” Panel members discussed challenges related to success for students with ASD in higher education, and best-practice support strategies that can help overcome challenges.

Beautiful female graduate

Dr. Timmerman discussed at length the importance of self-determination in achieving success in college.

According to the presenter, self-determination “ranks as the #1 trait essential to college success for students making the transition to college.” The challenges, as Dr. Timmerman points out, is that “many students with ASD are weak in self-determination skills.”

In an article about self-determination from 1998, scholars describe self-determination as “a combination of skills, knowledge, and beliefs that enable a person to engage in goal directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination.”

According to Dr. Timmerman, four components of self-determination exist:

  1. behavioral autonomy
  2. self-regulation
  3. self-realization
  4. psychological empowerment

Dr. Timmerman suggests that to develop the self-determination skills necessary for college, high school students should:

  • Learn to become more independent, especially in regard to making their own decisions.
  • Understand how to regulate their behavior in difficult situations, deal with stressors, and plan ahead by setting and attaining goals.
  • Know their strengths, weaknesses, interests, and preferences; understand how autism affects their learning and day-to-day living.
  • Have confidence in their abilities to be successful and meet goals.

by Marc Ellison

Transitioning to Adulthood with Aspergers

Individuals diagnosed with Aspergers or another autism spectrum disorder (ASD) may be presented with many challenges throughout their lives—especially during the transitional periods. As the individuals age and learn to use different skills in various environments, families, educators, medical professionals and the individuals themselves begin to anticipate the transition to adolescence and, eventually, to adulthood. Given the differences in abilities and behaviors that many individuals with Aspergers or HFA experience, it can often be overwhelming to plan for tomorrow much less several years later.

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Among the many skills that an individual must learn to successfully transition to adolescence and adulthood, daily living skills are often neglected.

Examples of daily living skills are bathing, grooming, preparing meals, managing finances, using public transportation, etc. These daily skills are necessary for independent functioning in the home and within the community.

A recent study discovered that individuals with ASD improved in daily living skills during adolescence and the early twenties. These skills plateaued around late twenties and began to decline in the early thirties—this shows the importance of honing these skills earlier in life instead of waiting until later.

Some positive findings were that inclusive schooling had a positive influence on adult outcomes. The study also found, “that vocational independence predicts improvements in autism symptoms and significant improvements in behavioral problems.” Daily living skills could also be increased by engaging in some type of work activity.

It is encouraging that daily living skills can continue to be gained at later points in development as other skills plateau. The authors suggest that more research is needed to develop behavioral and pharmacological interventions for older individuals on the autism spectrum.

While individuals with Aspergers or HFA may have challenges with the daily living skills necessary for transitional periods, it is important for their independence and quality of life to begin this journey at an early age to ensure success.

by Lupe Castañeda, M.S., BCBA

Have you thought about or experienced the transitional periods in your or your child’s life?

How did you cope with these experiences? 

Sources:

Smith L.E, Maenner, M.J. & Seltzer, M. (2012). Developmental Trajectories in Adolescents and Adults with Autism: The Case of Daily Living Skills. Journal of American Academy of Child and Adolescent Psychiatry.  51(6): 622–631.

Practice Advertising Yourself for a Job Interview with ASD: The Commercial

A one-minute commercial can set the tone for any networking opportunity, cold calling, or interview. It is important to have something that sets you apart because, as I discussed in a previous blog, a majority of the job market is hidden. Although it can be daunting to develop a commercial, a polished one-minute speech can give you the opportunity to tell someone about your skills, and what type of opportunity you are looking for. This is an important step to take before beginning cold calling, sending out resumes, and interviewing, because it allows the individual time to assess their skills and pick out what is important to highlight. So how do you go about completing an elevator speech? I will outline a few simple steps that we have found effective that will help you work on yours.

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(Information from: Purchase College Career Development Center)

STEP 1:

  1. Think about at least 2-3 things you have accomplished
  2. Select two of your skills that relate to your career goal
  3. List 3 personal qualities you possess

STEP 2:

  1. Write down some details about your accomplishments, skills, and personal qualities
  2. Write out a story/script that wraps up STEP 1 and first part of STEP 2

STEP 3:

  1. Practice reading the script
  2. Get it down to 60 seconds or less
  3. Try out your commercial on family and friends – Ask for suggestions
  4. The more you practice the more confidant you will feel!

The one-minute commercial will shift over time as you gain more experience and change jobs. You may have more than one commercial or speech as your job hunt continues. This is a powerful tool that individuals with Asperger’s/HFA can use to set the tone for their interview, and present the reasons they should be hired!

by Maggie Cromeens

Aspergers Individuals Can Become Great Leaders, Part 1: How to Begin

6 Practices to Build Leadership Skills

Like almost anyone else, breaking into the subject or field of leadership presents itself as a significant challenge. With many responsibilities to consider and to fulfill, an exemplary leader must have confident power in communication, creativity, competence, ethics, organization, and decisions, just to name a few. Unfortunately, most youth and adults with Aspergers Syndrome often have difficulty in any one of these things. Typically, they desire to be able to learn from others, rather than lead by example themselves for the same reasons that most people fail to become leaders. Often times, they fear failure, rejection, or unfamiliar tasks and responsibilities, or all of these things.

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However, the myth that leaders are born, rather than made, is untrue and many prominent leaders throughout history dispelled it time and time again.

Primarily because most of them faced significant (sometimes extreme) odds to get to their current positions and to form the amazing personal images that they have. Many Aspergers youth and adults can take it upon themselves to work hard to achieve such standout images for themselves.

Initially, entering the leadership arena sounds difficult. Here are a few suggestions to get started:

1. Establish a conceptual foundation in your own mind:

To understand the keywords of quality leadership; understand how you can embrace them; realize the mistakes you make and learn from them as you progress.

2. Study communication tactics and picture yourself using them:

How do you look (appearance to others) and sound when you communicate? The best communicators prepare and deliver their messages well. If a message provides aid, insight in a necessary, moral, and honest manner, it will serve its purpose. Also, use your own feelings to acknowledge if a message has complete clarity and usefulness or if it requires modification. The next step helps with this process.

3. Develop power and structure statements: