The Intersection of ASD and Mental Health DEVELOPING CAMPUS - - PowerPoint PPT Presentation

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The Intersection of ASD and Mental Health DEVELOPING CAMPUS - - PowerPoint PPT Presentation

Jan 12, 2024 27 likes •430 views

The Intersection of ASD and Mental Health DEVELOPING CAMPUS PARTNERSHIPS Jane Thierfeld-Brown, Yale Medical School , College Autism Spectrum Michelle Rigler, University of Tennessee Chattanooga, Navigate U Amy Rutherford-Moody, University of

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The Intersection of ASD and Mental Health

DEVELOPING CAMPUS PARTNERSHIPS

Jane Thierfeld-Brown, Yale Medical School, College Autism Spectrum Michelle Rigler, University of Tennessee Chattanooga, Navigate U Amy Rutherford-Moody, University of Tennessee Chattanooga, Navigate U

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Autism Spectrum Disorders

Complex neurobiological disorder characterized by deficits in communication, social relationships and restricted/repetitive pattern of behavior Occurs across all racial, ethnic and social groups and the effects last a lifetime Not classified as a psychological or mental health disability, but the impact often presents itself similarly to mental health

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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ASD and Mental Health Issues

ASD is not a mental illness or psychological disability however:

  • Impact is = if not more debilitating
  • High comorbidity
  • ADHD
  • Tourette’s
  • Depression
  • Sensory processing disorder
  • Seizures
  • OCD
  • Anxiety

THIERFELD-BROWN, RIGLER, RUTHERFORD-MOODY, AHEAD, 2017

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ASD and Mental Health

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

  • Areas of affected by ASD
  • Communication
  • Socialization
  • Interests/patterns of behavior
  • Therefore:
  • Difficulty expressing emotions and thoughts
  • Difficulty making and keeping friends
  • Difficulty dealing with change
  • These can lead to psychiatric stressors
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The College Experience

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Barriers

Stress Management Central Coherence Social Skill Difficulties Theory of Mind Communication Executive Function

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Common Misconceptions on Campus

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

  • Everyone who is “quirky” has ASD
  • Everyone with ASD is “Quirky”
  • People with ASD are lazy
  • People with ASD can “snap out of it”
  • Everyone with ASD has a high intellect (savant, photographic memory,

etc)

  • People with ASD do not want to be socially engaged
  • People with ASD do not want friends
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When Behavior Impacts Campus Culture

Stimming External self-talk Talking about inappropriate subject matter Perceived stalking Unsafe trust of others Poor hygiene Failure to show up for class Always alone Meltdowns

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Building Campus Partnerships

Work with other departments to offer workshops/trainings Create a ongoing list of resources and publicize them Find “go-to” staff in different departments who have expressed interest in supporting students Know what the other departments are responsible for – what are the roles of the other departments in relation to mental health? Tap into existing committees and teams to gather support Recognize and celebrate campus partners

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Disability Services

Detailed intake will help predict potential supports needed

  • Previous hospitalizations
  • Times away from school
  • Medication management

Listen to the students’ story Accommodations may be different Take time to build rapport Communicate with students about self advocacy/responsibilities Inform students how support might be beneficial to them

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Faculty

Educating faculty on the impacts of ASD and how that affects the classroom experience Empowering professors to “join” Establishing a contact to communicate concerns Collaborate to establish rules for the classroom Share professor packet or educational material

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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SLIDE 14 Adapted from Rochester Institute of Technology

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Counseling Centers

Training counselors about the unique impacts of ASD on mental health Establishing ASD specific resources within the Counseling Center (ex. autism confident counselors, ASD focused support groups, etc.) Consulting with counselors on specific cases Learn who staffs your counseling center Be familiar with how the center operates

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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  • Introduce students with ASD to counselors
  • Attempt to match interests
  • Introduce concept of joining to counselors
  • Meet with Psychiatric Service Provider to give accurate

info on medication management

  • Serve as an interpreter as needed
  • Be available for case study meetings with counselors
  • Coach students to take notes during sessions if needed
  • Be dramatic…(Amy story)
  • Release to discuss as needed
  • Provide visual representation
  • Provide Professional Development each semester

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Some “Big” Clinical Problems

  • Poor integration & synthesis
  • Misses the big picture
  • Rigid
  • Planning, shifting, prioritizing
  • Perspective taking
  • Poor social agent
  • Initiation & self direction
  • Motivation

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Do we treat the symptoms differently?

YES

  • People with autism respond to therapy differently.
  • HOW?

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Differential Dx Dx – Anxiety D/O

Anxiety

Typical History? Compulsions which protect against anxiety are uncomfortable Relationships can be distorted but basic communication is working Avoidant

Autism

Atypical history Stereotypies, restricted interests feel good Difficulties with social functioning, reciprocal communication, understanding emotions “Aloof, detached” Medication can work with both groups

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Differential Dx Dx - ADHD

ASDs

ASD history Attentional difficulties reflect autistic functioning Co-morbidity is not uncommon (Medication can work with both groups)

ADHD

History of high anxiety, energy, poor sleep etc Attentional difficulties reflect primarily attentional difficulties Social difficulties tend to be less severe in nature

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Linking Symptoms to Treatment

Social Difficulties

Lack of quality/fulfilling relationships Trouble with peers / coworkers, bosses Isolation (patterns of interest take over) Mood disorders, anxiety, substance abuse More isolation

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Clinical Work

Teaching vs. Talking Facilitating development/skills Independence vs. “Curing” Learning a new language/Culture

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Career Services

Educating Career Services the unique challenges students with ASD face in preparing for the professional world. Communicate the value of honest feedback Working with Career Services to teach professional skills to students with ASD.

  • Etiquette dinners
  • Professional dress seminars
  • Video interviews
  • Scripting response

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Health Services

Educate staff on the unique impacts of ASD Proactive vs Reactive

  • Help students through the paperwork process
  • Be familiar with how the center operates

Medication Education Scheduling and Appointments

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Medication Spiral

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Residence Life

Educate staff on the difference between ASD behaviors and more significant mental health concerns

  • Utilize your RAs

Students with ASD tend to struggle significantly in residence halls due to the intensely social environment Accommodate with a private room

  • Allows individual control of sensory environment
  • Place to decompress and recharge
  • Control in routine

Help identify low sensory areas in buildings

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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  • Create partnerships with Housing and Residence Life Staff
  • Know process
  • Understand rules and procedures
  • How to/offer to educate roommates
  • Participate in RD/RA Training
  • Discuss creative accommodations
  • Furniture
  • Single Rooms
  • Sound Blockers
  • Visual Reminders
  • Need for and participate in Roommate Contract/Agreement

Meeting

  • Be a resource for unusual behavioral issues
  • Provide visual cues/meeting agendas

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Campus Police/Emergency Services

Educate campus police on how someone with ASD may respond in high stress situations Collaborate to create victim advocacy service programming specific to individuals with ASD Educate on sensitives of ASD and how to interact during times of high stress

  • Proactive vs Reactive

Discuss appropriate response to common college police/emergency situations (alcohol violation, sick or injured roommates, wellness checks)

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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COLLEGE AUTISM SPECTRUM 2017 DO NOT REPRODUCE

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Judicial Affairs

Conduct codes are strictly applied

  • Academic
  • Residential
  • Community

Disability is not an excuse for breach of conduct Some behaviors may be translated to judicial affairs so that they may understand the context (e.g. stalking) Make sure student understands the rules and the consequences for breaking them

COLLEGE AUTISM SPECTRUM 2017 DO NOT REPRODUCE

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AND

DISABILITY NEVER EXCUSES BEHAVIOR

COLLEGE AUTISM SPECTRUM 2017 DO NOT REPRODUCE

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Conduct Boards and Hearings

Accommodate the Process Train Judicial Board Use a trained advocate/”interpreter” There is an OCR letter on this topic, OCR Complaint No. 11062025 (2007)

COLLEGE AUTISM SPECTRUM 2017 DO NOT REPRODUCE

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COLLEGE AUTISM SPECTRUM 2017 DO NOT REPRODUCE

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Continuity of Care Teams on Campus

Utilizes representatives from key areas Establishes better communication Educates staff (ASD confident campus) Comprehensive level of support Mitigates misinterpretations Distinguish behavior vs diagnosis

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Taking care of the Support Team

Learn to recognize stress Debrief with someone who “gets it” Personal days and lunch breaks – take time off Team building Celebrate “Tiny Joys” Recharge in your way Create a culture that allows addressing the impact Encourage each other to seek support Symbolic separation of work and personal life

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Supporting and learning from each other

Join the Autism/Asperger’s SIG

  • Thursday July 20, 12:30-1:45
  • Orange B

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Books Jane Thierfeld-Brown

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Books Lisa Meeks

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017

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Books Michelle Rigler, Amy Rutherford, Emily Quinn

Thierfeld-Brown, Rigler, Rutherford-Moody, AHEAD, 2017