Autism, Asperger’s and Oxford - University of Oxford_Asperger's_and_Oxford.… · Autism, Asperger’s and Oxford ... autism spectrum characterised by a triad of ... • Autism
Post on 15-Jul-2018
225 Views
Preview:
Transcript
Autism, Asperger’s and Oxford
Georgina Heywood
Student Welfare and Support Services
Disability Advisory Service
Tuesday 12 April 2016
Today..
• Common features and traits of Asperger’s
Syndrome
• Effects of AS on students at Oxford
• Prevalence
• Getting a diagnosis
• Support available
Asperger’s Syndrome
• A pervasive developmental disorder within the
autism spectrum characterised by a triad of
impairments within the areas of :
Social
Interaction &
Relationships
Communication
Imagination,
Behaviour,
Flexibility of
Thought
Imagination, Behaviour and Flexibility of
Thought
• Strong adherence to routines and rituals
• Special interests; narrow focus; perfectionism
• Resistance to change; difficulties with transitions
• High levels of anxiety
• Difficulties understanding deception in others;
deceiving others
• Unusual body language
• Sensory issues
Verbal and Non-Verbal Communication
• Literal interpretation of language
• Pedantic speech style
• Wide vocabulary; average or above average IQ
• Tendency to dominate conversations
• Tendency to be argumentative and inflexible
• Echolalia / Palilalia
• Issues in executive functioning
• Poor social understanding / awareness of social
rules
• Lack of awareness of conversational partner
• Difficulties picking up on non-verbal cues
• Unusual / limited facial expressions; eye contact
• Difficulties engaging in group activities
• Difficulties making friends; relating to others;
understanding emotions
• Often history of bullying, manipulation, isolation
Social Interaction and Relationships
Profile of an AS Student “People say I
always talk about
the same thing
but I don’t know
what else to talk
about”
“I find it difficult to
look at people when
they are talking as I
get distracted by
small details on their
faces”
“I find abstract
concepts difficult
to understand”
“Part of me wants
to socialise but I
find it so stressful
and I do not like
talking to strangers”
“I really like rules,
I know where I
stand with them
and how to act.”
“I often notice
small sounds
when others do
not”
“I prefer to
do things on
my own”
“If I am fascinated by
something, literally
everything else is
insignificant to me.”
“People always
tell me I’m rude
or too abrupt, but
I don’t know
why”
“I know
exactly how I
am feeling but
I can’t explain
it!”
Temple Grandin: Video
• Autism affects 1.1% of the population
(Baird, G et al, 2006; Brugha, T et al, 2012)
• Gender Differences
Male:Female Ratio
• 4:1 Rubenstein et al (2014)
• 1:1 Dr. Judith Gould (2013)
• 2:1 Richard Mills (2012)
• 2:1 Professor Tony Attwood (2009)
For every 3 diagnosed, there are 2 undiagnosed
(Baron-Cohen, S et al, 2009)
Prevalence of AS
• Raising possibility of diagnosis is not the same as
making a diagnosis
• Diagnosis only needed if difficulties have an impact
• Talk about ways of processing information
‘differently’, not ‘incorrectly’
• Diagnosis may often be a relief for the student
• Screening tools can help structure this conversation
and support a student’s decision to refer
Students with a Potential Diagnosis:
How to broach the subject
Diagnostic Criteria- DSM V • Deficits in social communication and interaction
- Deficits in social-emotional reciprocity
- Deficits in nonverbal communication
- Deficits in developing and maintaining relationships
• Restricted, repetitive patterns of behaviour, interests or
activities
- Stereotyped or repetitive motor movements, use of objects or
speech
- Need for routines, resistance to change, inflexible / rigid thinking
patterns
- Highly restricted, fixated interests
- Sensory difficulties
• Symptoms must be present in childhood
• Symptoms together limit and impair everyday functioning
• GP referrals to psychiatrist or clinical psychologist
with autism experience (private or NHS)
• Autism Oxford
• University of Reading Diagnostic Service: Centre
for Autism
Referral Pathways
• Asperger’s Buddy
• Asperger’s Mentor
• Institutional adjustments: tutorial groups;
accommodation in college; examination
arrangements
• Equipment and software
• Non-medical helper support
Support available at Oxford
• Clear rules, with lack of ambiguity; short sentences
• Calm monotone voice, one question at a time and
wait for answer
• Provide predictability; structure; follow through
• Understand the need for routine
• Provide social support to help loneliness without
increasing social anxiety (IE Buddy Scheme)
• Say what you mean; clearly state expectations
• Use special interests to engage and connect
How to be AS Friendly
• ASPiration Service
• Autism Oxford
• National Autistic Society
• Parents Talking Asperger’s (Banbury)
• Oasis
• Wrong Planet
Other support services
top related