[Georgia_ahead] FW: Student with Asperger's Syndrome

[Deaton, Fred]

I would caution anyone on making uniform cause effect logic in understanding how someone with an Autistic disorder might do something. 

There are reasons other than the desire to self-harm (or harm others) that create the same sort of results. For example: An attention getting activity and Mimic an event (TV or real event) are two that come to mind. 

If a person sees a TV show or if the news has an event using harm to self or others (like a school shooting getting attention), then a Asperger or autistic could copy-cat (or mimic) that event. Another possibility could be curiosity and roleplay. 

Just this semester. At one of the regional campus centers of my college, There was a threat/suicide incident at the next door (to the college campus) local high school. The child actuall shot himself. The event was in the local and regional papers. It was shown on TV stations. It was a major small town takled about event. An Asperger's student in the college center wrote a threatening note and talked about suicide/homicide intentions with a focus on desiring the attention. Being that I am disabled students and the only Licensed Counselor on staff at the college, I was called in to assess the situation. It was a threat. The rationale was not in the conventional manner, but still very very real.  

The rationale and reasons for tasks of an Asperger or Autistic person may appear simple but are incredibly complex. The logic that forms the foundation of a cause may be completely different than what a conventional person might think. That might even include a lack of understanding of pain and death. 

To explain all of this in an analogy, It's like the old Star Trek notion that Mr. Spock can't lie due to his devotion to behavioral logic. The reality is if the right situation arises, then a lie would be a logical apprach and he could easily perform the task. 


Fred Deaton, LPC-MHSP
A Licensed Counselor and Mental Health Service Provider   
-------
You can't help someone get up a hill without getting closer to the top yourself. 
--------H. Norman Schwarzkopf
 


-----Original Message-----
From: georgia_ahead-bounces at ahead-lists.org [mailto:georgia_ahead-bounces at ahead-lists.org] On Behalf Of Bonnie S. Martin
Sent: Thursday, March 22, 2007 3:03 PM
To: georgia_ahead at ahead-lists.org
Subject: [Georgia_ahead] FW: Student with Asperger's Syndrome

Hi All,

Interesting how ASD is such a hot topic on dsshe this week.  Below a DSP asks about a specific incident with a student and Jane Thierfeld Brown responds.  I have seen her present twice on ASD (AHEAD and UConn Institute).
She is recognized as one of the foremost specialist in this area for postsecondary accommodations (works with grad students with ASD and has at least one child with ASD).

Bonnie Martin 

-----Original Message-----
From: Disabled Student Services in Higher Education [mailto:DSSHE-L at LISTSERV.BUFFALO.EDU] On Behalf Of Jane Thierfeld Brown
Sent: Thursday, March 22, 2007 3:10 PM
To: DSSHE-L at LISTSERV.BUFFALO.EDU
Subject: Student with Asperger's Syndrome

Students with any type of Autism Spectrum Disorder (ASD) may exhibit self injurious behaviors. These behaviors are seen much less often in high functioning students, such as those with Asperger's Syndrome, the majority of the students who we see in higher education. An educational setting, such as a college classroom, is not the place to asses or determine what is causing a certain self injurious behavior. Safety for the individual and other students, staff and faculty is of utmost importance. Conduct codes are made for this type of behavior and if Student A is incapable of controling these behaviors, then the higher ed setting is not approriate for this student.

Having worked with many self injurious students, often with an ASD diagnosis, these are some of the most difficult behaviors to extinguish and should only be treated by a trained professional. These behaviors, similar to the behavior of students who are cutters, are not acceptable in a classroom or a residence hall, with or without a documented disability. 
When the student can control these behaviors and return to the classroom, is the time to develop a behavior plan for this student and specific rules he or she can follow when under stress, having a meltdown or needing assistance.

Jane

Jane Thierfeld Brown
Director of Student Services
University of Connecticut School of Law
55 Elizabeth Street
Hartford, CT 06105
860.570.5130 v/tdd
860.570.5128 fax


Kris G Hernandez wrote:


>Aloha Listers!
>
>Once again, I am writing to ask for your experience/input on the
following situation.
>
>Student A has been diagnosed as having Asperger's Syndrome. He was in
ceramics class today and his instructor called our office to ask us to come and speak to student. Teacher said, "This is beyond my training." 
Student was using a ceramic carving tool on his arm (he did not cut himself, but he could have if he applied more pressure). I was able to talk him out of his 'tool' however, he started to use his own fingernail to scrape at the inside of his forearm. A few red welts appeared on his arm. Then, he got up and left the classroom. When I followed him outside to talk with him, he looked at me and said, "Why are you here? I dont know you." I walked with him for a short distance, he soon picked up the pace and eventually started to run towards the parking lot. 
>
>Two things. 
>First, when Student A first came to our Disability office, he was
accompanied by his father. 
>
>Two, although we generally do not involve parents in the process of
what their adult child with disabiltiies is doing at school (behavior, attendance, grades), involving his parents may be warranted in this case. I am wondering if his parents can give us some tips for "talking him down" when he is aggitated (especially when his behavior could be hurting him) and I think its a good idea to make them aware of our safety concerns for this student.
>
>Question.
>Have you ever had a situation similar (acting out in class/safety
issues) to this? If so, have you felt the need to involve the student's parents? and under what conditions would you include the parents?
>
>Look forward to your reply.
>Thank you very much.
>
>Kris
>

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