Rights afforded by the Family Educational Rights and Privacy Act (FERPA) transfer from parents to their children when those children enter college or turn eighteen years old. As a result, parents are unable to provide the same levels of support and advocacy they provided when their child was in high school.

Because of FERPA, parents of college students are generally unable to:

  • talk to instructors
  • request information about grades
  • explain to instructors how their child experiences ASD
  • or provide information about accommodations that may be helpful to their child living on the spectrum.

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While many faculty and staff fear the hovering of the stereotypical “helicopter parent,” college support staff who truly understand how best to serve students with ASD recognize the value that parents bring to a student’s community of support.

In general, parents of students with ASD have “been there and done that,” in regard to education. Many parents can provide advice about the most subtle of modifications that, when implemented, may help their child be successful in a college classroom. College support staff would be wise to consider how to effectively integrate parents into the support programs of college students with ASD.

Examples of how that can be accomplished without violating the rights of the student include:

Help student express the limits of, and exceptions to, the reciprocal exchange of information with parents.

Support staff at Marshall University recognize and appreciate the rights of adult students, and honor each request made to keep educational information private. However, prior to developing support strategies we discuss with each student the value of allowing a parent to participate in their support, and the importance of sharing information that will enhance that support.

Should the student allow some information to be shared and insist other information remain private, staff document that request and ensure all members of the team understand and adhere to the request.

Create formal events that promote community building with parents.

Each October, parents of college students supported by the WV Autism Training Center travel from across the country to attend Parents’ Weekend at Marshall University. The event typically occurs during Homecoming Weekend, promoting further the concepts of fellowship and friendship. Staff work carefully to ensure the 150 – plus participants feel part of a large, intimate community focused on the same goal.

by Marc Ellison

Q: “I’ve heard that if my son (who is on the autism spectrum) is having a problem staying on task while in school that he should use the “keychain rules”. Would you please explain this term to me?”  – Curious in Nashville, Tenn

Rules listA: Keychain rules are short statements or phrases of desired expectations that capitalize on the tendency toward rules and structure.

They serve as reminders in a quick and easy format that prevent much discussion about them. Rather than say, “stay in your seat” over and over without much impact, the teacher can now say, “Please check keychain rule number 4”. Again, if the rules are attached to a heightened interest, their effectiveness is enhanced.

This student’s interest in Greek mythology was incorporated to his keychain rules as much as possible through the addition of pictures.

Keychain Rule #1: Use appropriate words and voice

  • Say nice things to others
  • Speak in a respectful tone [level 1, 2, or 3]

Keychain Rule #2: Follow directions from teachers

  • Teachers and Mom are trying to help me, so be sure to say “O.K. I’ll try”
  • Give my teachers and Mom a smile or a “thumbs up”

Keychain Rule #3: I will be in control of my body

  • Stay in my assigned seat
  • Keep hands and feet to myself

Continue Reading

This blog was originally published when Jennifer had initially discovered the discrepancies in the Texas State DPS system when it came to the “Communication Impediment” as an option for those with Autism. Since then, Jennifer and Aspergers101 have worked tirelessly to change current laws and promote this beneficial option for drivers with Autism in Texas. To learn more about what Jennifer Allen and Aspergers101 have done for drivers with Autism in the state of Texas, go here:

Driving with Autism Initiative

Having a son with Aspergers Syndrome is always a learning curve. I haven’t had a living template from which to go by. Every small milestone in Sam’s young life has seemed so much larger hurdling than it was in mine or my husband’s life. So as we approached the driver’s education opportunity in high school, we rolled up our sleeves and got busy in research. Though gifted with a high intellect, oftentimes those with Aspergers Syndrome or High functioning Autism are 2 to 3 years behind on an emotional level. Emotions often play into driving (ie…people with road rage) so I took that into account when Sam approached the typical 16 year old age of driving.

While we wanted him to go with his class, we held back a bit and it didn’t seem to bother Sam.

We waited a year for Drivers Ed and I went to the district, before he began, and spoke to the Director of Student Driving about Aspergers Syndrome.

They were aware of it but I made sure the driving instructor assigned to Sam knew about how sarcasm, loud noises from fellow student drivers or impromptu journeys would not fare well. Though a bit older than the other student drivers, Sam did well and completed the course.

The next big step was the actual test at the DPS. Here is where I want to share valuable information!

Through persistence on our part, we were able to have “Communication Impediment” put on the restrictions section (where they list use for glasses and such) of Sam’s Drivers license. This offers some security for when/if Sam is pulled over by a policeman and the officer is threatening to him. The officer will see on Sam’s license that he has Autism, and difficulty communicating as we know could be misconstrued for bad attitude.

Please check into this for yourself or for your child’s sake! You might have to put on your investigative hat (our local DPS office had never heard of this). But, when they checked with the state level (we’re in Texas) it was confirmed you could put Autism in the computer with “Communication Impediment” on the backside of the license under restrictions.

Sam is 19 now and just got his first vehicle.

He drives to the nearest community college and to work by himself. He is a good driver but by holding him back a bit (let the emotion catch up) and mapping out a driving route with least potential issues, this hurdle wasn’t so high after all.

by Jennifer Allen

During inventory and work assessments, one thing that we as employment specialists learn, and sometimes the individual with Asperger’s/HFA learns as well, is what learning type they are. During the initial stages of assessing our individuals’ best possible work environment, we also discover their learning types: visual, auditory, or kinesthetic. I will now break down these types of learners and how they can affect employment.

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Visual learners

Visual learners prefer using images, pictures, colors, and maps to organize information and communicate with others. They can easily visualize objects, plans and outcomes in their mind’s eye.

Auditory Learners

Auditory Learners learn through listening. An auditory learner depends on hearing and speaking as a main way of learning.  Auditory learners must be able to hear what is being said in order to understand, and may have difficulty with instructions that are drawn. However, if the writing is in a logical order it can be easier to understand. They also use their listening and repeating skills to sort through the information that is sent to them

Kinesthetic/Tactile Learners

Kinesthetic/Tactile Learners are more likely to use their body and sense of touch to learn about the world around them. It’s more likely they like sports, exercise and other physical activities such as gardening, or woodworking. They also like to think out issues, ideas and problems while they exercise. They would rather go for a run or walk if something is bothering them, than sit at home.

A lot of the young adults I work with are visual learners. When I talk to an employer I can set up supports within management, and the coworkers that would enable the client to be trained using visual supports. If they were only receiving auditory or kinesthetic supports, they would struggle and could ultimately not be successful.

However, this can be avoided by knowing your learning type. The same goes for my auditory and kinesthetic learners: if they are only receiving visual supports and not what they need, they could also be at risk of being unsuccessful. Learning types are important to know.

by Maggie Cromeens

One of the hallmarks of Asperger’s Syndrome (AS) is that individuals often have strong points of view, and they have trouble seeing other points of view as equally valid. Most see themselves as extremely logical and therefore right in their conclusions; for them, the points of view of others can seem illogical. This is often perceived by neurotypicals as being oppositional, stubborn or lacking empathy.

Brain hemispheres sketch

What’s interesting is that often when people think they’re being logical, research shows that their emotions can be driving their cognition. Emotions are frequently substantial influences in people’s thinking without their knowing it. In his eloquent writing for LinkedIn, Kristopher Jones makes clear what is my experience as well:

People with AS can have very strong feelings.

Peter Salovey and Marc Beckett of the Center for Emotional Intelligence at Yale University www.ei.yale.edu have done compelling research on the topic of feelings influencing thinking. In one study by Brackett and his colleagues on the influence of teacher emotion on grading practices, they took a large sample of middle school teachers. Using techniques demonstrated to be effective to induce a positive or negative frame of mind, they had half the teachers influenced to be positive and half to be negative. All were given the identical essay to grade. The scores given by the two groups differed by 1 to 2 grades, yet all of them were certain that mood had nothing to do with their scoring.

Why is this significant for people with AS?

The Dialectical Behavior Therapy model of cognition suggests that we all have a logical mind and an emotional mind.

It’s where these two overlap (are integrated) that genuinely “wise” thinking can get done. Otherwise, we’re unaware (like the teachers) of the extent to which emotion that hasn’t been acknowledged is dictating what seems to be logical thinking. Most AS/NLD individuals I know operate out of one kind of mind or the other, but fail to meaningfully integrate the two.

I worked with a young man who was very reactive to what he perceived as criticism. A person who criticized him at a temporary job became someone he never wanted to see again; in fact, the entire setting became somewhere to be avoided.

He felt this was logical – you don’t go where you are treated badly.

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Informational Interview

Now that we have worked on our one minute commercial, a script for networking, and learned about cold calling, let’s go over informational interviewing.

Informational Interview

Informational interviewing is an important tool to use with all three practices we have discussed. Informational interviewing is the act of gathering information about the career field, and specific companies you may want to work for. These are usually informal interviews that take place inside a company that you have an interest in.

Often times when we are doing a work assessment with our clients we are also conducting an informational interview to learn more about the culture, the work, and the environment that our client will be joining. This way we can make a better-informed decision if it’s a good fit.

You can also use informational interviewing by calling employers using your script we previously discussed. You could ask them questions such as:Continue Reading

Once you have written your “one-minute commercial” and are confident telling others about yourself, it is time to start building your network. What is a network? A network is any friend, family member, mentor, teacher, or professional that can help you in your quest for employment. Building a network takes time, but can be extremely beneficial.

People at Work

Most people get jobs, because of someone they know. New employers usually feel more confident when they hire a person recommended by someone they know. Hiring a new employee is expensive so they want to go with someone, who others can personally attest to their skills.

So, who should be in your network? What is the best way to go about creating a network?

I would start with any friends from school, work, or different organizations that you believe would keep an eye out for jobs for you. Then think about family members that could help, think about former employers, teachers and supervisors…this is a great place to start. Sometimes your direct contact may not know anybody, but someone in their network may know of a good referral, or opportunity.

In the classes I teach I use Dr. Jed Baker’s “Preparing for Life” series. He offers different types of scripts that have proven beneficial for my clients. These can be used in conjunction with the one minute commercial to start building your personal network!  Two examples of scripts are below.

Scripts for Networking:

Script for calling a friend, relative, current or former employer, teacher or supervisor:

  1. Hi this is, ________________. I am looking for a job as a _________________and I was hoping you could help. Is this an okay time to talk?
  2. Do you know anyone who may need someone who can______________________?
  3. Do you know anyone else who might know of any job opening?
  4. Would you be willing to be a reference for me? Would you be comfortable telling others my skills in____________ and some of my personality traits such as________________?
  5. If so can I get your contact information for an employer?
  6. Thank you for your time.

Script for calling someone who has been referred to you by others.

  1. Hello this is__________________. I am a friend (or relative or acquaintance) of____________________. I’m looking for a job as a______________________ and he or she said that you might be able to help. Is this an okay time to talk?
  2. Do you know anyone who might need someone who can_______________________?
  3. Do you know anyone else you might know of any job openings?
  4. Thank you very much for your time.

by Maggie Cromeens

In a previous blog we discussed how to increase motivation and focus through the use of a Bingo card. The use of choice and positive reinforcement make for a powerful teaming of strategies. This blog will continue to break things down into smaller, more doable pieces of information. For instance, on the checklist or bingo card, it is time to complete 5 math problems, but another layer of support to add to this is a list of the steps necessary to complete those problems. From early grades through secondary, activities can be enhanced with a list of how to complete that activity, a task analysis.

Academic Success Through Steps

As with most strategies, the benefit extends beyond students with an autism spectrum disorder.

Nicole Romero, a 2nd grade teacher, has embraced the idea of visual supports to aid instructional success for ALL students. She has decorated her centers with specific steps for completing specific tasks from using a number line to adding two digit numbers. These visuals that are posted for the class may also be provided as individual cards or pages for students with an autism spectrum disorder or other special need.

Elementary Examples: visual examples 2

k-12 pic 2

visual examples 4

So how does this look in high school?

Continue Reading

In a previous blog we discussed how to create keychain rules. This week, let’s look at a few more intricacies of this quick and easy strategy. Keychain rules can be cut up separately and placed on a binder ring or keychain for quick and easy access. A back-up version can be placed in a notebook or binder.

Red Book

Leave at least one of the keychain rules blank for the student to create their own. If they have written one of the rules themselves, then they are more likely to consider these to be important and relevant. One student wrote “Have a great day!” on keychain rule #4.

During times of stress, this rule proved to be very soothing and helpful.

This same student travels from class to class, so she keeps her keychain rules in the back of her schedule notebook. Each of her teachers also have their own set available, just in case they get “lost”.

Keychain rules can be written in a different format for students that are motivated by video games, and other type of competitive activities, such as sports.

Continue Reading

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Q:

Dear Lisa,

“I suspect my child has autism or some related disability. He is in the early elementary years. How do I get my child qualified for Special Education services in public school and what do they offer?”

-Confused and Concerned in Texas

A:

Dear Confused and Concerned in Texas,

Thank you for asking this question that many others surely have as well. I will do my best to clarify the referral process from a parent’s perspective and possible services. However, you are always welcome to contact the campus Principal and/or the special education department of your current campus/district and present your question to them directly. Their response will give you an overview of the process which I will outline in this article through multiple resources and a flowchart.

Since you have mentioned that you suspect autism or some related disability, I have also included a resource that might help you to clarify your concerns in those terms if/when you do make the phone call to the local special education office.Continue Reading

UntitledWe went on an extended road trip with kids. hmmm? Not bad. Better than I expected and better than it has been in the past, but kids on the spectrum are not really spur of the moment, go with the flow types of kids. They need to know what is coming next, and that is something my husband and I are not really good at. The kids both kept saying something really “normal” for 9/10 year-olds. “Are we THERE YET?” and “Can we go home now?” Strange how I have never imagined I would want them to be less “normal” for once.

My husband and I often refer to our days together “before Kids” or BC. We spent a lot of time being vagabonds, traveling and exploring. He is a photographer and I am a writer. So we would sit for hours, he taking pictures and me writing or reading. We also moved to a wonderfully scenic area of the country and have often attempted to continue this way of life, with kids in tow. But it just hasn’t worked out in this way.

I remember one time, around the time the kids were first diagnosed. We visited the very beautiful city of Moab, Colorado. Continue Reading

A flip card is a quick and easy visual strategy that highlights one behavior, and clarifies through graphics and words when certain behaviors are acceptable, and when they are not.

Place a visual that indicates that it is O.K. to engage in the target behavior on one side of the paper. Place a different visual that indicates it is not O.K. to engage in the specific behavior at this time.

Think of it as a version of an “Open” and “Closed” sign in a store window. The sign, or flip card, gets turned around to indicate when it is O.K. to enter and when it is not. Much the same, the flip card will tell the student when it is O.K. to do a particular behavior and when it is no longer appropriate. Of course, not every behavior lends itself to this strategy. It is only for behaviors that are acceptable some of the time.

Stop and Go sign in illustration

I had the pleasure of working with a young man at a Middle School campus as he attended a general education art class. The art teacher began each class with about 10 minutes of whole class lecture where she would explain the project and expectations for the day. It was this first part of the class that posed most problematic for Samuel. Samuel found great pleasure in singing and talking to himself . . . constantly.Continue Reading