Autism, Asperger s and Oxford

Transcription

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

2 Today.. Common features and traits of Asperger s Syndrome Effects of AS on students at Oxford Prevalence Getting a diagnosis Support available

3 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

4 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

5 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

6 Social Interaction and Relationships 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

7 Conversational Activity

8 Profile of an AS Student People always tell me I m rude or too abrupt, but I don t know why If I am fascinated by something, literally everything else is insignificant to me. I often notice small sounds when others do not I prefer to do things on my own I know exactly how I am feeling but I can t explain it! I really like rules, I know where I stand with them and how to act. 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

9 Co-Morbidity

10 Temple Grandin: Video

11 Prevalence of AS 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)

12 Students with a Potential Diagnosis: How to broach the subject 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

13 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

14 Referral Pathways GP referrals to psychiatrist or clinical psychologist with autism experience (private or NHS) Autism Oxford University of Reading Diagnostic Service: Centre for Autism

15 Diagnostic Activity

16 Support available at Oxford Asperger s Buddy Asperger s Mentor Institutional adjustments: tutorial groups; accommodation in college; examination arrangements Equipment and software Non-medical helper support

17 How to be AS Friendly 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

18 Other support services ASPiration Service Autism Oxford National Autistic Society Parents Talking Asperger s (Banbury) Oasis Wrong Planet

19 QUESTIONS?