Autism, Asperger’s and Oxford Georgina Heywood Student Welfare and Support Services Disability Advisory Service Tuesday 12 April 2016
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