Autism Spectrum Disorder

Dr. Nicole Alexander standing with President Dooley in front of the URI Health Institute Rhode to Health bus

Autism Spectrum Disorder

Autism is a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. Because of the range of symptoms, this condition is now called autism spectrum disorder (ASD). No two students are alike, especially students with autism. Due to the diversity of autism, you may see only a few or maybe all of the characteristics associated with autism.

Learn more about ASD by watching this fifteen minute video.

Jump to: General Characteristics of Students with ASD, Classroom Impact, Accommodations.

General Characteristics of Students with ASD

  • Task oriented
  • Strong attention to detail
  • Intelligent
  • Ability to maintain focus on topics of interest to attain subject mastery
  • Can be relied upon to follow up/follow through

Students with ASD May Have Difficulty In:

  • Difficulty understanding unspoken social “rules” and expectations
  • Excessive adherence to personal routines without explanation or divergence
  • Challenges with nonverbal communication (gestures, facial expression, etc.)
  • Obsession with specific, often unusual, topics and one-sided conversations
  • Problems asking for help
  • Literal, linear thinking patterns; difficulty with abstract thinking and seeing the big picture
  • Difficulty transitioning or adapting to changes with the class schedule or syllabus
  • Problems with organization including initiating, planning, carrying out and finishing tasks
  • Specific preferences for clothing, foods, sensations, and patterns of behaviors
  • Sensitivity to sounds or lights that others simply do not hear or see
  • Awkward movements and/or mannerisms (“stim” actions such as rocking, hand-flapping, pacing)

Classroom Impact

  • Difficulty knowing how to interact with classmates or have two-way conversations (making group work difficult)
  • Problems understanding social rules and respecting personal space
  • Literal understanding of language and inability to understand humor, sarcasm, irony, metaphors
  • Conversations that are repetitive or off-topic
  • Unusual pattern of speech (intonation, volume, rhythm or speed)
  • Difficulty with changing dates, routines, syllabus requirements

General Classroom Strategies

  • Provide a detailed syllabus with clearly defined expectations, deadlines, explanation of assignments, etc.
  • Include syllabus statement
  • Prepare students for any changes to the syllabus or classroom routine
  • Give students time to verbally respond to questions
  • Minimize use of figurative language or sarcasm
  • Differentiate instruction to meet multiple learning styles (https://web.uri.edu/atl/)
  • Provide concrete examples for abstract or complex topics.
  • Reduce environmental distractions as much as possible (excessive noise or flickering lights)
  • Acknowledge and reinforce acceptable classroom behaviors; try not to personalize seemingly rude behavior (not intended)

Group Projects

ASD students can bring a unique perspective and vast knowledge of certain topics to a group project.  They are also willing to do the work involved with the project. However, choosing group members or being chosen may be difficult, as well as understanding the social aspects of a group project and that work should be distributed among all members.

  • Assist students with finding a group or partner with whom to work
    • Provide instructions to the group:  
    • Suggest that all members exchange names/phone numbers/email
    • Identify clear roles and responsibilities

Class Discussions

Some ASD students will not contribute to class discussions while other may sometimes try to dominate or monopolize the discussion.

  • Set clear expectations for the discussion verbally and in writing (e.g.)
    • each student can contribute three times per class discussion
    • everyone must contribute before being called on another time
    • students will be redirected if anything off-topic is brought up
    • students have so many minutes to present their point
    • If necessary, assist students with rephrasing comments in a more sensitive way. (Reminder: simply saying “don’t do that” in a conversation with the student is not enough. If a comment made in class was deemed insensitive or inappropriate, explain to the student why the comment might have been considered insensitive and model examples of more appropriate ways to phrase the sentiment.  If you are uncomfortable doing this within the classroom, please invite the student to a private meeting.
    • If students have additional questions, ask them to email or to see you during office hours (you may need to set clear parameters for time or topics)
    • Provide time for the student to respond (it may take a bit of time for the ASD student to process the question or information)

Writing Assignments

Some ASD students may have difficulty with understanding plots or analyzing literature, or comparing and contrasting ideas.  Although good at researching facts, they may have difficulty with developing an essay based on facts. Time management of a long-term assignment may also be problematic.

  • Provide clear guidelines and deadlines for assignments
  • Meet with student multiple times and ask for rough drafts to assess understanding of the assignment
  • List specific suggestions for changes on the paper
  • Encourage use of the Writing Center

(adapted from Faculty Guides at Monroe Community College, NY and Jackson County Community College, Kansas.)  

Accommodations

All accommodations are based on need verified by the documentation DAI receives and will be identified in the accommodation letter provided by DAI.  Accommodations for ASD students may include the following

Course Accommodations

  • Note-taking
  • Permission to record lectures
  • Additional time for quizzes/tests/exams
  • Separate or private space for quizzes/tests/exams
  • Extended time on assignments
  • Frequent meetings with professors

Housing Accommodations:

  • Single room
  • One room-mate maximum

Other Supports:

  • DAI staff generally meet with ASD students on a weekly or bi-weekly basis
  • Academic Enhancement Center
  • Counseling Center
  • Center for Career and Experiential Education

Please remember that all students must abide by Conduct Code within the Student Handbook.  If you have any questions or concerns about a student who has identified to you, please contact Disability, Access, & Inclusions.

Further Resources: