The College Support Program For Students With Asperger Syndrome

Talking Diversity

2012-02-14T10:32:00.001-05:00

The Multicultural Leadership Ambassadors of Marshall University presented information on Diversity to Board members at a President's Meeting earlier this week.

Each Ambassador, including Marshall University senior and Finance major Eren Niederhoffer (middle, facing Board members) discussed his or her personal experience with diversity, then concluded with a message important to them about the topic. Niederhoffer's message included the advice to "pause," and "learn from others," rather than be quick to judge, for it is through learning from others that true personal growth occurs.

There was a lot of wisdom exchanged in that 30 minute presentation.

The Multicultural Leadership Ambassadors are recruited by the university's Office of Multicultural Affairs, and trained to be peer educators. The students represent, according to the office, "diverse cultures, geography, sexual-orientation, gender, and ethnicity including Appalachian culture." The Ambassadors have been in existence since 2009 and serve as the "official student voice" for the Division of Multicultural Affairs.

Welcoming A New Addition To The Program

2012-01-13T09:50:00.000-05:00

The College Program is pleased to announce the hiring of Bianca Hynes, who will be filling the newly developed role of Student Support Specialist in our Old Main office. This position will primarily focus on supporting sophomores and juniors enrolled in the program.

Bianca is well acquainted with the WV ATC and the College Program. She worked as a full-time "Extra Help" staff for several months, then provided direct support to the first-year college students when the program's Transition Specialist was away on maternity leave. During that time Bianca impressed everyone with her work ethic and dedication to students.

The Kentucky native earned an Associate degree in Education from Big Sandy Community and Technical College, a B.A. in University Studies (with an emphasis in Communications, Psychology, and Sociology) from Morehead State University, and is currently enrolled in Marshall University's graduate Mental Health Counseling program.

Welcome (again) Bianca! We're happy to have you here.

Developing Training For College Professors

2011-11-29T18:57:00.000-05:00

It's always enjoyable to spend time with enthusiastic, energetic colleagues.

Professionals at Florida-based Nova University have formed a team dedicated to training college professors about autism spectrum disorders. The team, which includes Karly Cordova, Michele McGuire, Linda Howard, and Heidi Jameson, are developing supports and connections that will have long-term positive outcomes at the university and beyond.

I was proud to be part of their team for the day!

Introductions

2011-09-02T12:53:00.003-04:00

As the 2011 Fall semester gets underway, the College Program for Students with Asperger's Syndrome is adding supports to those we serve. Transition Specialists Kerrie Harris and Jackie Clark will continue to provide integral supports to students entering and exiting college. We recognized, however, that the middle group -- those sophomores and first semester juniors -- were in need of professional oversight.

So, it's with great excitement that we introduce Hillary Brown.

Beginning September 1, 2011, Hillary will serve as the Student Specialist for the College Program, focusing on sophomores and juniors enrolled in our program. Hillary earned a Master's degree in Clinical Mental Health Counseling from Marshall University, and an undergraduate degree in psychology.

Experience in the university's H.E.L.P. program, clinical work performed at community-based jobs, and an incredible work ethic made her the ideal candidate for this position.

We're pleased to invite Hillary into our program family. Here's to a terrific Fall semester!

Register Now For Annual Conference

2011-08-04T12:23:00.000-04:00

Registration for the annual Autism Society of West Virginia conference, to be held in mid-September in Bridgeport, West Virginia, can be completed by following this link.

Click on the colored link, and follow the instructions provided. See you in September!

Friend of CPSAS To Tour Brazil With University Guitar Ensemble

2011-07-22T16:08:00.000-04:00

Jason Breslin, a graduate of Marshall University and a student who formerly received support from the College Program for Students with Asperger's Syndrome, will be part of an ensemble representing Marshall University in Brazil in August, 2011. The following press release provides details:

HUNTINGTON, W.Va. – Members of Marshall University’s Guitar Ensemble will represent Marshall in Brazil early next month. The ensemble, directed by Júlio Alves, associate professor of music, will perform in the Brazilian cities of Brasília and Goiânia.

The members of the group are both current and former students in Marshall’s Department of Music, including Tiago Negreiros, Alexandre Lopes, Danilo Moraes, Michael Pitaniello, Pedro Silva, and Jason Breslin. Alves and Brazilian guest guitarist Júlio Cruz will also join the group in the performances.

The first three recitals will occur in Brasília. The first will be at the Professional Education Center School of Music of Brasilia (CEP- EMB) Aug. 3, followed by a performance at the University of Brasília (UnB) Aug. 5, and a last performance at the Mosteiro de São Bento, a traditional monastery in the Brazilian capital. Then the group will perform in Goiânia, at the Federal University of Goiás (UFG). The recital there will mark the beginning of the academic semester of that institution. UFG and Marshall, Morehead State University, and Santa Catarina State University (UDESC, in Brazil) compose the Music Abroad Generating New Experiences for Talented Students (MAGNETS) student and faculty exchange project.

In addition to those performances, Lopes and Moraes will join Alves in his recital at the 5th Guitar Festival of BRAVIO (Guitar Society of Brasília) July 28. The members of the group will also participate in ensemble exchange experiences with the Guitar Chamber Orchestra of the School of Music of Brasília (Camerata de Violões do CEP-EMB) and students of the University of Brasília, and will attend workshops given by faculty of both schools on Aug. 2 and 5.

For Alves, who has been directing the MU Guitar Ensemble since 2006, these experiences abroad represent the synthesis of the learning process the students went through at Marshall.

“There are several reasons for which this tour, supported by the Music Department and the College of Fine Arts, is to be celebrated,” Alves said. “It will give the opportunity for our students to develop their music skills even further by performing and working with the Brazilian faculty and students, and to make new connections that can lead to other opportunities in their professional careers. The communities of the two Brazilian cities will also be enriched with the presence of the MU Guitar Ensemble. They will be able to hear our talented musicians perform music originally composed for guitar ensemble, as well as arranged for this instrumental formation, from several periods and styles.”

Negreiros has recently joined the guitar faculty at the CEP-EMB. Lopes earned his M.A. in guitar performance last spring. Moraes, a prize winner in the 2010 guitar competition at BRAVIO, finished his Bachelor of Fine Arts in guitar performance last spring and will begin his M.A. at Marshall this fall. Pitaniello, a junior at Marshall, is one of the students from Marshall who studied in Brazil (at UDESC) last spring as part of the project. Silva, a guitar student from UFG, was a member of the MU Guitar Ensemble during the fall semester of 2010. Breslin also graduated summa cum laude from Marshall last spring.

Bridging Troubled Waters

2011-05-14T10:24:00.000-04:00

When you find yourself doubting the power of community and the role it plays in effecting the day-to-day life quality of others, watch this clip.

Then get involved.

Spotlight On: Student Achievement

2011-05-09T09:46:00.001-04:00

More than 1,500 undergraduate and graduate students received degrees from Marshall University on Saturday, May 7, 2011. Eight of those graduates received supports from WV ATC's College Program for Students with Asperger's Syndrome.

What an achievement! Along with family and friends, we're proud of each for demonstrating the grit and determination it takes to reach that important milestone.

One graduating student deserves special recognition for his efforts. Ian Gaunt, a native of Anchorage, Alaska, graduated from Marshall University Summa Cum Laude with a degree in Philosophy.

During his senior year, Ian was named Outstanding Philosophy Student of the Year by department faculty.

After two semesters interning at Legal Aid of West Virginia, Ian has chosen law as a career and is currently preparing applications for law schools.

Congratulations, Ian! And good luck in your upcoming life adventures.

2011-03-22T16:52:00.004-04:00

Speaking engagements can be a grab-bag of sorts, where the speaker hopes the outcome is worth the effort invested.

Sometimes, honestly, it isn't.

I've given talks about the most effective ways to instruct and support students with ASD on lots of university campuses, and on occasion I encounter an audience that just doesn't get it. Folks listening to the presentation either don't believe me, or they think what I'm describing can't be done in a typical university setting. The possibilities are so far outside the culture of the college that what I'm talking about seems like science fiction.

That's not Shawnee State University!

Administrators at SSU, located in Portsmouth, Ohio, realized they have a growing number of students with ASD enrolled and living on campus. Rather than ignore the challenges, professionals there embraced the idea of learning more about how to effectively support the students.

Which is is how I ended up speaking to more than 20 professionals on campus this morning.

I was impressed with the culture I observed during my time at SSU; staff there were interested in the students living on the spectrum, and with learning the skills needed to support those students best. They seemed to appreciate diversity, and recognize that students with ASD can -- and do -- contribute to the community in which they live.

Too few colleges are this open and supportive, so I hope prospective students will contact Housing administrator Marcie Simms,740-351-3549, Counselor Linda Koenig,740-351-3213, or Disabled Student Service Coordinator Jim Weaver, 740-351-3276, to talk about possibilities.

Spotlight On: Student Volunteerism

2011-02-17T15:53:00.001-05:00

The following is re-printed from the Red Cross online publication, which can be found at this link.

The focus of the article is Marshall University sophomore Brian Wong, who recently developed a chapter of the American Red Cross at Marshall University. He serves as President of that club, while I am honored to serve as Advisor.

"Like many people, Brian Wong’s interest in donating blood and volunteering with the American Red Cross came as the result of seeing the need personally. His exposure to dozens of cancer patients while his mother was being treated for melanoma made him aware of the need for blood donors.

“During spring vacation in 2004, when I was in junior high, my mother was being treated for melanoma,” Brian explained. “I went with her during her treatments and saw a lot of people sitting there getting transfusions of red blood cells, plasma and platelets. Although my mother didn’t use blood, as I learned more, I realized any of those people having transfusions could have been my mom.”

Although just 14 years old at the time and under the required age to donate, Brian said he wanted to become a blood donor at that point. “If there was any way I could have donated then, I would have.” Later that same year, Brian’s mother, Kathleen Burchedean, who was a Sergeant Major in the U.S. Army Band, and only 54 years old, passed away.

Brian, who is 21, is currently a sophomore and a psychology major at Marshall University, in Huntington, W.Va. A native of Washington, D.C., he has donated blood in three Blood Services Regions in the Heritage Division. His first time donating was while he was at the Perkiomen School, in Pennsburg, Pa. He donates blood during summer school vacations at the Greater Chesapeake and Potomac Region, and in the Greater Alleghenies Region during the school year while he is at Marshall. Both a whole blood donor and a double red donor, Brian, who is O positive, has donated eight times. Brian, who has Asperger syndrome, which is a form of high-functioning autism, came to Marshall because of its College Program for Students with Asperger's Syndrome.

Brian has been an active volunteer at Marshall’s blood drives since January 2010. “It was right after the Haiti earthquake,” he said. “People were in a giving mood and I wanted to get involved as well.” Since that time Brian has volunteered in several capacities with the blood drives at Marshall. “I am a greeter, I sign up donors, I pass out fliers, and I’ve just starting using eDonor, which is an efficient way to sign up donors.” Other than the time he is in class, Brian spends his time prior to the blood drive and the day of the blood drive recruiting blood donors. He even uses his interest in psychology when talking to people about donating.

“I watch their reaction when I ask,” Brian continued. “Some of the reasons they give for not donating are not consistent with their body language. There is some fear there, but to overcome it, they need to find the source of the fear.”

Brian said his goal is to get people to donate blood at least once to help get over their fears of donating. “How can you make a decision this is something you don’t want to do if you have never done it?”

Christopher Jones, donor marketing specialist in the Southwest Zone, appreciates Brian’s reliability and commitment to help ensure the success of Marshall’s blood drives. “I’ve known him only a short while,” Chris said, “but in that time I have come to realize I can depend on him to be at my side to do whatever needs to be done to make sure these blood drives run smoothly. He does a great job.”

Brian plans to continue his involvement with the Red Cross during his time at Marshall and wherever he decides to go to graduate school. “The experience with my mom has made me passionate about giving blood,” he concluded. “The greatest gift anyone can give to a stranger is another chance at life, in this case, by donating blood. I hope my message will help to get more regular donors.”

Spotlight On: Graduate Assistant Erin Grinnan

2011-01-19T12:06:00.003-05:00

Ask anyone intimately familiar with the College Program for Students with Asperger's Syndrome what makes the support program most effective, and you'll hear most commonly one answer: the graduate assistants. It's no secret to those of us involved on a day-to-day basis; the relationships that develop between a GA and the student he or she supports is integral to success.

What makes a GA "effective" is sometimes hard to define, but the essence seems to be connected to how GAs perceive the experience, and how fully they develop a personal connection with students.

Here, in her own words, is a description of this experience by Erin Grinnan, a GA involved for the final semester with the program. Erin is extremely effective. Read her comments carefully, and you'll recognize the subjective experience that makes her one of the most competent professionals-in-training I've ever supervised.

The experience, you'll see, was as much about her personal growth as it was about the support she provided.

"As I enter the last semester working at the College Support Program for Students with Asperger’s Syndrome, it is bittersweet. The experience of working with each individual has been life changing. When I started this job I knew little to nothing about Asperger’s, only what I had read in textbooks. As I leave the College Program I am now looking forward to beginning a career in which I can serve exclusively individuals on the autism spectrum.

I can still recall my first day getting to meet the students I would be working with. I had no idea what to expect or how things would go. I questioned whether this was the right thing for me to do, and even if I would be good at it. When one becomes employed through the College Program there are uncertainties you must face, which in turn brings about a certain amount of anxiety. Each graduate assistant has their own method that works best for them and the specific needs of their students; it is figuring all this out that is the key to success for both you and the students that you serve. I thought to myself, “I wonder if my students will like me?” and “Will I be able to provide the assistance that they need in order to be successful?” I quickly learned that the relationships I would develop with students would take time and understanding, but once the relationships were formed they would last a lifetime.

All along I had expected to make an impact on the students I was working with; what I did not expect was the huge impact they would have on my life.

Getting to know each and every student who has entered this program has been a special experience. Each is unique and wonderful, and each arrives with an individual set of needs that must be met.

The College Support Program for Students with Asperger’s provides an opportunity unlike any other for Graduate Assistants. I believe that the hands-on experience that I have had during the last two years is priceless. I would not trade this time in my life for ANYTHING!!"

Thanks for all your hard work, Erin. Good luck in your future endeavors. And thank you for making a difference.

Autism Action Partnership's Education Summit

2010-11-04T19:06:00.003-04:00

The Autism Action Partnership, located in Omaha, Nebraska, invited Marc Ellison to the mid-west to speak to a gathering of student support professionals from colleges in Nebraska and Iowa. The day-long workshop focused on insights into autism spectrum disorders and the development of strategies for an effective college education.

The attendees were very much aware of the need for specialized college supports, and dedicated to providing effective supports with students who attend their respective colleges.

The people of Nebraska say "hello."

MU Parents' Weekend Celebration 2010

2010-11-02T11:12:00.003-04:00

Thousands gathered on Marshall University's campus over the weekend to celebrate Homecoming, 2010. Among those celebrating were parents and family members of students supported by the WV ATC's College Support Program for Students with Asperger's Syndrome.

More than one hundred people--students, family members, program staff and university employees--got out of bed early to attend the annual Parents' Weekend Breakfast.

Legal Aid of West Virginia was honored for their work with students supported by the program. LAWV provides a safe, accepting environment in which interns can carry out meaningful work while learning job-related skills.

Students scheduled for graduation in Fall 2010 or Spring 2011 received pins acknowledging their hard work and achievement. Eight students are currently on course to graduate in the time frame.

Jimmy Sanders, a Broadcast Journalism major, entertained the crowd with jokes and impressions, and by hosting our annual Marshall University Trivia game.

The 2010 edition of Parents' Weekend felt successful in large part due to the sense of community and rapport apparent in the room. We at the WV ATC would like to thank all of those who attended to make this a very special occasion.

Transitions, Part 2

2010-10-18T12:07:00.001-04:00

Lots of focus goes into the transition into college, especially for students who sometimes struggle with changes in routine or habit. We forget, sometimes, that the transition out of college--into a career, into graduate school, into the next stage of our lives--can be equally as daunting.

Jackie Clark has been hired as a full-time Transition Specialist, assigned to help upperclassmen as they consider, prepare for and make that transition. Jackie will directly support students, and work with professors and Career Services to aid the process. She will also develop community-based volunteer and work-based opportunities in which students can get a feel for what it's like in the workplace.

She's been on the job officially for three hours, and already has one placement set for Spring!

Jackie has a Masters of Teaching degree, and worked previously as a graduate assistant for our program over the course of several semesters. She knows the students and the program well, and we all have tremendous respect for her talents.

Please welcome Jackie to our program staff. We're thrilled she's here.

New Peer Mentoring Program at Rutgers

2010-09-29T08:45:00.000-04:00

The Douglass Developmental Disabilities Center has developed a new peer mentor program for university students living on the autism spectrum. See the article from The Daily Targum, the Rutgers University campus paper, here.

The WV ATC Guest Lecture Series Welcomes Dr. Valerie Paradiz

2010-09-13T13:31:00.001-04:00

I first became aware of Dr. Valerie Paradiz when she, along with her son Elijah, was featured on the MTV True Life episode, "I Have Autism." A young comedian still learning his craft, Elijah was being counseled by professional comedian mentors to include into his act that he was diagnosed with Asperger's syndrome. Elijah was unsure if he wanted to, and insecure about doing so.

Faced with similar circumstances, many parents might step in and make the decision for their child. Watching your child struggle heavily with issues like disclosure can be a painful experience; it's easier, perhaps, to simply make the decision for the child and be done with it. While watching the episode, I was struck at how Dr. Paradiz supported Elijah as he processed, then ultimately made, the decision for himself. She was there for him, and provided him obvious support. She ensured he thought through the issues, and helped him arrive at a conclusion. But in the end it was clear the decision to disclose was his to make.

The scene was a tender, poignant lesson in how to teach and promote self-advocacy skills.

This past summer, years after the True Life episode aired, I had the pleasure of working with Dr. Paradiz. Based in part on her support for Elijah and the fact that she, too, is living on the autism spectrum, Dr. Paradiz developed the Integrated Self Advocacy (ISA) curriculum and certification training series. Designed to assist educators and therapists in teaching self advocacy skills to individuals with ASD, the ISA helps individuals identify their social and sensory needs, develop protocols for caring for those needs, and embrace the concept of self-determination.

The ISA curriculum was used this summer in our skill building groups. Students found the information to be a valuable tool for their successful navigation of the college lifestyle.

The West Virginia Autism Training Center is pleased to announce that Dr. Paradiz will be the first in a series of guest lecturers scheduled for the upcoming year. From 9am until 4pm on Tuesday, October 5, 2010, Dr. Paradiz will speak on the topic: "The Integrated Self Advocacy (ISA) Curriculum: Supporting the Emerging Self Advocate with Autism and Other Developmental Disabilities."

The presentation will be located at the Marshall University Student Memorial Center, room BE 5 (on the basement floor). There is no cost to families registered with the WV ATC; a fee of $20 for all others may be paid at the door.

Call 800-344-5115 to register.

Film Pick: My Name Is Khan

2010-09-08T08:47:00.006-04:00

Like Forrest Gump and The Curious Case of Benjamin Buttons, My Name Is Khan takes a look at love, life and societal complication through the eyes of someone who doesn't share the common perspective.

Rizvan Khan, who lives with a form of autism, finds love and acceptance in the United States after years of living with isolation and misunderstanding in India. The events of September 11, 2001 alters that happiness in a tragic way, and sets Rizvan on a path to prove himself all over again.

The Bollywood flick is lengthy and sometimes sentimental, but it allows the audience to see American culture from the viewpoint of an individual with a unique perspective.

It's perhaps the most truthful flick I've seen this year.

Success, Fun and Foam Darts

2010-08-30T14:10:00.001-04:00

The WV ATC's Summer Program provides, in part, support for high school students who have completed their junior year of high school, and who have an interest in learning about the college lifestyle. Students take a typical class, live in dorms, participate in skills groups and attend study halls.

And in between all that, they try to have some fun!

Here, in his own words, is the experience of one of those students:

"My name is Charlie DeLeo and I have Asperger’s Syndrome. This past Spring I was finishing my Junior year in high school in Northern Virginia, and my parents thought Marshall University would be a good idea for me for college because of their Asperger’s program. So we went to visit the school during my Spring Break. At first, I was extremely nervous when I visited Marshall in March because I have always wanted to be close to home. And I didn’t really want to do the summer program. But my parents thought it would be good for me and that I should try it. So my dad and I drove out eight hours from Virginia in July, and I didn’t know what to expect."

"On the Sunday that I moved into my dorm, I was totally petrified because of all the things I had to do so that I could have a decent room. Two days later, after my father left, I realized “Oh my God! I’m on my own!” and when reality sunk in I was so afraid that I almost cried myself to sleep that night. But the next day, when I went to Discovery Group, I found out that some of the students in the program were actually entertaining – like J.B., who was a funny guy who makes swift comebacks and wisecracks. To me, J.B. was like a big brother figure and he helped make the summer more fun. I met a lot of other great students there, and we formed a Nerf Wars group, battling each other with foam darts and weapons on unoccupied floors of Towers East and out on the campus grounds. We also watched movies and funny YouTube videos in each others’ dorm rooms, and I met other people who liked manga and anime too."

"The social aspect was my favorite part of the five weeks – and I’m not very social at home. But living in the dorm on my own forced me to get out and do things and make friends."

"I took a college level class in Music Appreciation, and I really liked it. The professor made me listen to opera for the first time, and I found that I grew a taste for it (especially Mozart’s Don Giovanni). After completing the music class, the professor said that I was his favorite student since I knew so much about the history of the time periods of the music that we listened to. I worked hard and got an A in the class – and I’m really proud of that, especially since I’m still in high school!"

"It was an awesome experience to have some freedom too. While I was on campus, I didn’t shave at all for the whole summer program, so I now have a beard. By the end of those five weeks, thanks to success, fun and foam darts, I really thought that college was really a great place to be. It was ironic because when I first got there I was afraid that I would oversleep and not get to class on time. I was worried about what time to go to the dining hall, how to manage my bank account and my time. Turned out that I was able to do all of those things on my own and I had Keshia, my awesome mentor, to fall back on. She was really great. She met with me every day, got me organized, and helped me study for tests and assignments. She even drove me to Wal-Mart so I could buy more foam for my Nerf arsenal!"

"At first I was nervous when I arrived, since I had visited so many colleges and felt a bit anxious. I thought that college would be too overwhelming. But by the time I left, I had a great time and didn’t want to come home. I plan to apply to Marshall this fall, and I hope I’ll be back as a full-time student in the Fall of 2011!"

College Program Staff Speak At 41st Annual Autism Society Conference

2010-08-05T11:21:00.000-04:00

Transition Specialist Kerrie Harris traveled recently to Dallas, Texas, to speak at the Autism Society's 41st National Conference on Autism Spectrum Disorders. Along with Program Coordinator Marc Ellison, Harris spoke on the topic of Developing Skill-Building Groups for College Students with ASD.

The college support program at Marshall University has facilitated group skill-building since soon after the program began in 2002. The presentation given at the national conference highlighted the pro's and con's of each evolutionary stage of our group.

The Discovery Group, the name of the group, has evolved from a support group structure to a topic-driven psychoeducational experience to a model that integrates psychoeducational, person centered and cognitive behavioral approaches. In our experience, information provided in a safe environment that provides opportunity to rehearse new skills is highly effective.

Spotlight On: Legal Aid Of West Virginia

2010-07-29T15:02:00.007-04:00

Students entering the workforce believe, sometimes mistakenly,that a successful transition into employment is based on a well developed resume or how well one does in an interview. We forget that a successful transition is sometimes determined by how a new employee handles the social constructs of the new work environment: how she engages in small talk around the water cooler, conforms to the norms of an office culture, and participates in "birthday Friday" gatherings of co-workers.

After all . . . complete all the assigned work on time and with full competence and your boss appreciates you. But skip out on singing "Happy birthday" to co-workers at the Friday afternoon office parties and your peers become annoyed.

Legal Aid of West Virginia understands that it's often the small, social moments that make employment a success or failure. Because of that understanding, LAWV's Huntington staff welcomed a student supported by the Marshall University program into their office family for a semester. While carrying out volunteer clerical support (with a high level of quality), the student learned to become part of an office culture. For forty hours during the course of the semester he discovered what it was like to work in a cubicle, eat luch with co-workers, travel to and from work on a bus, socialize in the workplace and meet the expectations of employers.

We appreciate businesses like LAWV, and value our collaborate relationship.

"Q&A" From StoryCorps

2010-06-16T14:08:00.001-04:00

A wonderful way to spend 4 minutes:

Self-Advocacy Workshop At MU

2010-06-14T10:37:00.002-04:00

Marshall University and the WV Autism Training Center was thrilled to host Valerie Paradiz, Ph.D., the creator of The Integrated Self-Advocacy ISA Curriculum, for a workshop carried out on campus in mid-June, 2010.

Teaming with WV ATC's Andrew Nelson, the pair presented valuable information regarding the concepts of self-awareness and self-advocacy to staff of the college support program. As we know, these skills are vital to success in college.

Thank you, Val and Andrew, for sharing your expertise!

Pomp & Circumstance

2010-05-08T13:18:00.000-04:00

Congratulations to the Marshall University graduating class of 2010.

Three students supported by the College Program for Students with Asperger's Syndrome graduated, and will soon transition into a new chapter of their lives.

We wish you well, and we wish you happiness. And we thank you for sharing your lives with us these past few years.

Huntington, WV Walk For Autism, 2010

2010-04-26T10:03:00.007-04:00

One of my favorite Spring activities is the annual Walk for Autism, held at beautiful Ritter Park in Huntington, West Virginia. More than simply a fundraiser, this event is a family reunion of sorts.

Huntington has a very strong and very active autism community; we enjoy spending a Saturday together for a common cause.

There was a slight drizzle in the air, but the rain stayed away for the 5K event. My completion time was pretty slow . . .although I did lallygag behind to take a few pictures.

I'm sure that was the reason.

Several students and staff from Marshall University's College Program for Students with Asperger's Syndrome participated in the event.

We were thrilled to raise nearly $300 for the cause.

Here is the group taking a rest at the mid-way point, at Huntington's Veterans' Memorial Arch.

It was a good time for all.

WV PBS Poster Session

2010-04-22T15:18:00.006-04:00

Transition Specialist Kerrie Harris, along with graduate assistants and counseling students at Marshall University, presented a poster session at the recent West Virginia Positive Behavior Support conference in Bridgeport, West Virginia.

Their session was themed on the transition from high school to college for students with autism spectrum disorders.

From left: Shannon Wood, Jessical Jordan, Kerrie Harris and Erin Grinnan.

My New Favorite Read

2010-04-14T08:22:00.003-04:00

Diary of an Asperger Kid. Check it out.

Summer College Program For High School Students With ASD

2010-02-27T13:15:00.001-05:00

Marshall University provides a practical college transition experience each summer during the university's Summer III session. Students interested in college and who have completed their junior year in high school may apply. The deadline for application is May 15, 2010.

Students accepted into the support program live in typical dorms, attend a typical class of their choosing and receive peripheral support from the College Program for Students with Asperger's Syndrome. In addition to daily face-to-face mentoring, students attend skills groups, have access to organized study halls and are included in planned recreational activities.

Contact Rebecca Hansen or Marc Ellison for details regarding the application process and fees that are included.

On The Topic Of Merging Autism Spectrum Disorders

2010-02-23T11:27:00.004-05:00

"I believe that if we take away 'Asperger's syndrome,' people will not know as easily what this child needs to excel in school and in life."

"For instance, someone who has high-functioning autism may have a learning disability, but someone with Asperger's may not."
~William Brown

Read the entire CNN article on the debate of eliminating Asperger's Disorder from the DSM at this link.

Photo courtesy of Campell Brown

Bottle Rockets, Brass Knuckles and ASD

2010-02-21T13:22:00.001-05:00

Read Jeff Witzeman's entertaining and enlightening article titled Parenting A Child With Asperger's Syndrome at this link.

To Those Who Have Applied To The MU Program

2010-02-07T14:47:00.000-05:00

The February 1 deadline for applications has passed. Invitations for interviews will be mailed out by the middle of this week (week beginning February 8th, 2010), after the several dozen applications we received are evaluated.

Kim Peek

2009-12-22T10:56:00.013-05:00

I first met Kim Peek during the early 1990s, while we were traveling on a shuttle to the same conference on the west coast. I recognized Kim immediately for his involvement in the film Rain Man. I had a very limited, highly peripheral connection with that film in 1988, and Kim had received a lot of national press for his inspiration to the central character of that movie.

He was a rock star to me.

I greeted him, expecting only a brief and polite exchange. After "hello," however, Kim asked: "What zip code do you live in?" When I answered, he smiled and said: "That's Huntington, West Virginia." He was charming, and we talked for most of the trip to the conference center.

Kim Peek died on December 19, 2009 from a heart attack. His contribution to the understanding of savant skills has been invaluable to the research community. Missed more, however, will be Kim's personality. His humor, wit and charm were endearing.

Information about Fall, 2010 Applications

2009-12-03T07:58:00.001-05:00

The timeline for applying to the CPSAS for support services for Fall, 2010 is nearing the established deadline.

Applications mailed to the CPSAS office must be post-marked by February 1, 2010.

In early February program staff will begin inviting applicants to the university for face-to-face interviews, a process which should wrap up by mid-March,. Based on those interviews, students accepted into the CSPSAS will be notified during the first week of April.

Due to time constraints, the February 1, 2010 deadline is firm. If you would like an application, please contact Marc Ellison with a mailing address, and the document will be sent quickly by mail.

Nearing The Finish Line

2009-11-19T08:31:00.009-05:00

It has been three months since Marshall University President Stephen Kopp led freshmen and first year students on the annual walk to the convocation held at the Keith-Albee.

During the walk there is hope and optimism over the upcoming semester, and excitement about entering a new stage of life. There is little thought, however, about:

* Mid-term and final exams

* Cramped living space

* Project deadlines

* Social networking

* Sleepless nights spent in study

College semesters are a bit like marathons. The first few weeks of college, like the first few miles of a race, should be full of hopeful enthusiasm. And just like a long, hard race, there must be time near the end of a semester for pause and rejuvenation.

That's the best part of the Thanksgiving break!

Happy Thanksgiving from the College Support Program for Students with Asperger Syndrome. May your time with family and loved ones bring you happiness and peace.

And don't forget to rest!

ASA WV 2009 Conference

2009-11-17T13:53:00.003-05:00

The 2009 Autism Society of America-West Virginia Chapter conference was held recently in Huntington, WV, just a few short block from campus. Several students enrolled in the college support program participated in a panel discussion on the topic of adults living with an autism spectrum diagnosis. The panel session received high marks from those in attendance.

Marshall student Jimmy Sanders provided the comic relief at the ASA WV banquet. Here's a small part of his very funny act:

Marco's Hangin' On By A Thread

2009-10-20T13:03:00.005-04:00

This Marco pinata--for decorative purposes only and not for smashing, we've been told!-- arrived at our office doorstep on Monday.

Thanks to the Lynch family of Texas for their thoughtful surprise in sending the Marshall University mascot.

Pinata Marco is going to hang in our lounge, always reminding us of the importance that community plays in all our lives.

From High School To College

2009-10-08T10:00:00.000-04:00

The transition from high school to college can be a significant challenge for any student, and particularly difficult for individuals living on the autism spectrum. Embedded below is a short video that illustrates the factors we at Marshall University believe to be important to a successful transition.

Wait...You Said Summer's Almost Over?!?

2009-08-12T12:21:00.006-04:00

The Fall semester at Marshall University is about to start, and summer is almost over! Between now and August 24th, 2009, college students across the country will (a) squeeze in a few more hours with friends and family before returning to campus, (b) sleep in during the morning, because they know they can't do that as often during the semester, and (c) start packing up their stuff for the long trek back to the university.

Of course, that last one's done at the last minute, most time.

At the Penn State National Autism Conference, where I spoke on the topic of transition to college, I was pleased to meet and get to know Caitlin Baran. Caitlin was kind enough to sit through three hours of my discussion, and we were able to talk in more detail after.

Caitlin was diagnosed with Asperger's Syndrome in 1997. She has a bachelor's degree in psychology from Lock Haven University of Pennsylvania and a master's degree in psychology from Shippensburg. She works to provide interventions to children with Mental Health and Autism Spectrum Disorders.

Considering her extensive experience in the transition to college, and that I sensed instantly that Caitlin was someone who desires to make a difference in the lives of others, I asked her to provide some tips on the topic of returning to college. She was kind enough to accept, and I'm grateful.

Here, in her own words, is Caitlin's advice:

As an individual with Asperger's Syndrome and a graduate of both graduate and undergraduate school, I thought it would be a wonderful idea to share tips on how to make the transition back to school a successful one. I know it isn't easy transitioning from summer to the start of the fall semester, however, with these tips the transition can be made easier.

My first tip deals with packing for school. It was always difficult to decide what to pack for school and what to leave behind at home. I found that packing was easier (a lot less stressful) when I made a list of what to pack. When I packed something I packed it with other like items. For example my cd's and dvd's together. That made it easier not only when packing to know what I had packed, but also when moving back to school as I would unpack all like items at once, placing them in the same location in my room. Also with making a list, it helped me to check items off the list once I got and packed the item so I knew that particular item was taken care of.

Remember to start packing early. The items you don't use on a daily basis should be packed before the items you use daily. Also it helps to designate a place in your house to collect the belongings you will be taking to school with you.

Another tip is to e-mail the professors you will be having in the upcoming semester before the semester starts to ask what text book will be used for the class. This way if you need books on tape you can make sure to order the book on tape ahead of time and have the book on tape before the start of the semester. Even if you don't use books on tape e-mailing professors before the start of the semester to ask what text book will be used for the class is still a good idea. By knowing what text book will be used for class ahead of time you can purchase the text book on half.com and save money, in addition to saving money it also saves you from standing in lines in an over crowded bookstore.

Best wishes for an excellent semester!

Thank you, Caitlin. We at Marshall University appreciate your insight and your dedication to the community.

College Support Programs Represented At ASA

2009-07-29T01:01:00.004-04:00

One of the most enjoyable aspects of the Autism Society of America national conference is developing new relationships with colleagues who have similar interests.

At the 2009 ASA conference held in Chicago, (which also happened to be the 40th anniversary of the conference), I joined Jane Thierfeld Brown, Ed.D (below, left) from the University of Connecticut and Laura Klinger, Ph.D. (below, right), from the University of Alabama in speaking on the topic College Programs For Students On The Autism Spectrum.

It was our first opportunity to meet and discuss our respective programs, and an initial step toward working closely together in the future on behalf of all students with ASD.

Off To A Good Start

2009-07-19T23:47:00.002-04:00

Davin White, an Education Reporter for the Charleston (WV) Gazette recently wrote a nice piece on the transition program Marshall University sponsors for high school students with ASD interested in attending college.

The piece, which is pasted in below, can be found at this link.

Davin White, Staff Writer
HUNTINGTON, W.Va.

This summer, Justin Depamphilis and Jay Murphy, both 17, are getting an early jump on their college careers at Marshall University.

The soon-to-be high school seniors are in the middle of a five-week program where they'll take a class, sleep in the dorms, eat meals in the cafeteria and generally get a feel for the college lifestyle.

Housed within Marshall's West Virginia Autism Training Center, the program is designed to help high school students with Asperger's syndrome -- who often have difficulty with organization, focus and social skills -- adjust to life on a college campus.

"I made a couple of friends around here ... my first couple of days," Depamphilis said. The New Jersey native first heard about Marshall from the film, "We Are Marshall."

Marc Ellison, coordinator for the Autism Training Center and the College Program for Students with Asperger's Syndrome, said students are eligible for the summer program after their junior year in high school.

"These guys are really devoting a whole chunk of their summer to really getting a sense of what college is going to be like for them," Ellison said.

Asperger's syndrome "creates some real challenges in terms of anticipating what to expect, some challenges with cause and effect, some issues of social awareness and understanding," Ellison said. "So as often as possible, a very realistic, very practical experience is really helpful, and that's what we're trying to create."

Asperger's syndrome is an autism spectrum disorder. Children with Asperger's syndrome often show obsessive interest in a single object or topic to the exclusion of any other, according to the National Institutes of Health. Repetitive or obsessive routines are also a common trait. People with Asperger's syndrome are often unable to successfully interact with peers or understand common social cues such as sarcastic comments.

For instance, another boy in the high school program was supposed to meet someone at the Autism Training Center's lounge at 11:45 a.m. one day. The person showed up at 11:48 p.m. and the boy had already left.

"They are creatures of habit," said Rebecca Hansen, assistant coordinator of the College Program for Students with Asperger's Syndrome. "They really like routine.

"[The program] just kind of gives them this new level of comfort," she said.

The high school summer program is a microcosm of the Autism Training Center's larger program, which will assist 32 students at Marshall this fall.

The Asperger's program is not special education, Ellison and Hansen said. It's designed to teach social and life skills while the students try to obtain their degrees.

In a structured high school setting, students often rush from class to class. In college, downtime is much more common, and it can be difficult for a student with Asperger's syndrome to adjust to both the freedom and routine changes, Ellison said.

"Around here we have lots of times to relax, get our studies done," Depamphilis said.

Ellison knows of one student who watches hours of You Tube videos some nights, and might forget to study.

Depamphilis said some noises, such as popping bubble gum, might affect his focus in the classroom. Video games can become a distraction for Murphy.

Murphy, from Charlotte, N.C., described himself as a slow reader. He visits the autism training center's lounge to read, and took his flash cards back to the dorm once or twice. "The study hall is nice to have," he said.

One Marshall student with Asperger's syndrome said this type of program would have helped him with his adjustment to college a couple of years ago.

Jack Goodman, a junior math and physics major at Marshall, struggled greatly with social skills at high school in Maryland, but believed things would get better when he went off to Harvard University.

"I really bit off more than I could chew academically," he said. For Goodman, one math class alone begged more than 50 hours of work a week.

Still, his struggle to fit in socially led to depression and contributed to his academic troubles.

"I was really miserable. I didn't really enjoy myself at parties," he said. "I couldn't really figure out how to interact with people. I could never get a date."

At Harvard, "everybody" is a geek, he said. However, the geeks with social skills were still too narrow-minded to accept into their ranks the really socially awkward guys, he said.

Once, on the dance floor at a party, he broke out into a cold sweat and just froze. He couldn't emulate the social skills of the popular guys at Harvard, because it didn't come naturally to him.

"I think for a lot of people with Asperger's syndrome -- guys at least -- girls are a huge issue," he said. "Even for normal guys, girls are perplexing."

Ellison said it's difficult for some people with Asperger's to tell the difference between flirting and just being friendly.

"Because I was so awkward they would always think I was a creep, which is a big issue with guys with Asperger's syndrome ... often because we don't know how to express ourselves in what's considered a socially accepted manner," Goodman said.

Goodman said he's "doing a lot better now," and he's been dating his girlfriend for eight months.

"The biggest advantage of a program like this is to allow people with Asperger's to see other people with Asperger's," Goodman said. "By increasing your awareness of what Asperger's behaviors are, you can kind of increase your self awareness and stop yourself from doing things that might be considered creepy or awkward.

"If I had something like this ... I wouldn't have had 90 percent of the problems I ended up having in my college years," Goodman said. "People with Asperger's don't learn life skills the same way other people do. We have to learn them like we're studying a subject in school."

Goodman also struggled with organization, which helped to compound his troubles, he said. In an honors physics class, he usually worked alone while others teamed up in study groups of three or four.

"I just had trouble forming the social network among my classmates ... in order to be in the study groups," he said.

@tag:Reach Davin White at davinwh...@wvgazette.com or 304-348-1254.

Transitions

2009-07-01T09:15:00.011-04:00

As almost anyone honest enough to admit it will confirm, the transition from high school to college can be difficult. The lifestyle change--the change in pace, the sudden independence, the unexpected free time one didn't have during the highly structured high school years--can make an otherwise exciting time of life difficult for a young adult.

Add to that dynamic the challenges most students with Asperger Syndrome face with academic organization and social networking, and the freshman year can be even more difficult.

We at Marshall University recognize the additional support needs for incoming freshmen diagnosed with autism spectrum disorders, and have created a new professional position to provide that support. Beginning today, Kerrie Harris will serve as the Transition Specialist for our College Support Program. This full-time position will focus increased efforts on incoming students, and Kerrie will lead a group of graduate assistants devoted to supporting freshmen and transfer students during their first year at the university.

A recent Master's level graduate from Marshall University's Counseling program, Kerrie also worked for several semesters as a graduate assistant for the ATC's College Program.

She brings tremendous experience and professional talents to the unique position of Transition Specialist. Kerrie is an organizer, and she does it in a highly person-centered manner.

We welcome Kerrie as she begins her own transition!

Professors Who Make A Difference: Dr. Kateryna Schray

2009-06-14T23:42:00.006-04:00

I knew immediately that I was going to like Dr. Kateryna Schray.

The opening week of classes is, generally, a busy period filled with uncertainty and mild confusion. The Spring 2009 semester was no different; students were fighting January's cold and bitter elements to make it to class, while professors were struggling to match names to the new students occupying chairs in the classroom.

The week can be something of a blur.

It was during that first week that Dr. Schray telephoned our office, and asked to talk in more detail about a student she would be teaching in her course on Chaucer. The student (called "Jay" here) recently attended his first class with Dr. Schray, and the professor had questions about how best to provide him instruction. After talking briefly by telephone, Dr. Schray asked to meet with us in person for more detail. We offered to meet her in her office. Instead, she replied: "I'll come to you."

And she did.

She made the trip across campus and talked with us ( "us" meaning Jay as well) for 90 minutes about several topics: Jay's interest in history and culture, Dr. Schray's Ukrainian-Latvian heritage, Asperger's Disorder, Chaucer, the class structure and requirements, etc. The conversation was magical, and a bond was formed between Jay and Dr. Schray that was obvious to all in the room.

"I'll come to you."

Indeed.

In her own words, Dr. Schray speaks of her experience:

"Walking into the classroom is by far the most exciting part of my workday. I am deeply grateful for my students, and very proud of their achievements. I grew up in Philadelphia, PA, in a Ukrainian-speaking household (my heritage is Ukrainian-Latvian). I received my BA in German from La Salle University in 1987, MA in English from Georgetown University in 1989, and Ph.D. in English from UNC-Chapel Hill in 1997. I joined Marshall’s faculty in 1996 and teach courses in medieval literature and in the Honors program; I also serve as a Writing Mentor for the Yeager program. I genuinely look forward to every class session and cannot imagine a more rewarding career. I hope that I will never take my calling for granted. My husband Jim and I have four wonderful children: Tesia (age 8), Perin (age 7), Blaise (age 5) and Simeon (age 3).

My teaching philosophy is embarrassingly simple: provide students with a supportive learning environment, identify and build on their strengths, and make each person an active participant in his/her own education. All of us share a natural desire to learn, whether we are toddlers examining a remote control or astronauts exploring space. The success of my courses depends directly on each student recognizing that he/she is an indispensable part of every class session. In a very real sense, we’re all in this together. If I ever doubted that, it was reaffirmed for me this semester in my Chaucer class, a course I have taught many times.

On the first day of class, my student Jay arrived quite noisily with a large pilot case and a second piece of luggage crammed full of papers and immediately announced himself to the class. My first thought was that he was running late and hadn’t quite gotten a chance to move into his dorm yet, but the volley of questions and comments that followed quickly put that theory to rest. I was wholly unprepared for anything but the routine first day of Chaucer class and it took me about 10 minutes to fully realize that Jay’s persistent questions weren’t intended to heckle me or derail the class plan. This first day is generally a fun session with me offering what I think is an entertaining overview of Chaucer’s life and a cursory introduction into the medieval worldview. Instead, I felt like I was treading water for 75 minutes, thinking on my feet, frantically trying to balance the needs of everyone in the class. I hadn’t worked so hard in a classroom . . . ever. Class-time is usually the payoff for a whole lot of prep and is easily the best part of my workday. Needless to say, Jay, the rest of the class, and I all made it through that first day, and it took me several weeks to recognize the various emotions I had that day as a college professor. To make it more interesting, I found out shortly after the semester began that I was a finalist for Marshall’s Reynolds Teaching Award and that my Chaucer class would be observed by a selection committee of twelve people from across the campus.

Oddly enough, Jay could not have arrived in my classroom at a better time: I’m in a professionally transitional phase right now. I joined Marshall’s faculty as a single 30-year-old out of grad school; today I’ve been married eleven years and have four young children. “Hip” went from being an adjective to describe my teaching to a noun identifying where it hurts. And now, as I have gotten settled in my ways and finally think I know what I’m doing, along comes someone who pretty much forces me to question my course goals, reassess my pedagogical strategies, and revisit successful assignments. Those first few days of the semester, I could not take anything for granted. And, I’m happy to say, it made me a better teacher.

The folks at Marshall’s Autism Training Center were immediately helpful, forwarding links to on-line videos that helped me begin to understand what Asperger Syndrome was, putting me in touch with Jay’s academic mentor, and setting up a meeting time as soon as our schedules allowed. In the meantime I had a great advantage: a friend of mine, a woman I love and greatly admire, has a young son with Autism – she is quite emphatic that he has Autism as opposed to he is autistic – and it was easy for me to think of Jay as that sweet little kid 15 years down the line. Beyond that, my goal is to respond to every student with joy, never apprehension. My first meeting with Jay and the Autism support team was one of the most productive conversations I’ve ever had, yet for one of the few times in my teaching career I felt entirely clueless and vulnerable. In short, what looked like a major challenge on the first day of class turned out to be an invitation to become a better teacher and hopefully a better person, an invitation to become good at something new.

While this blog is generously titled “Professors Who Make a Difference,” my experience this past spring reminds me that our students make the real difference, both the students who surprise us with challenges and the students who help us rise to meet those challenges. Jay gave my students something that I couldn’t: a chance to walk on common ground rather than worry about the differences. The best moment of class for me was probably one of Jay’s worst, but here it is: Jay had gotten caught in the rain earlier in the semester and was anxious about the weather. He kept asking if he could leave because he was afraid it might rain. I glanced out the window: the sky looked clear, in fact it was beautiful day. A few minutes later Jay crossed the room to see if clouds were gathering. And then something nice happened. Since Jay was only comfortable in his usual seat by the door, one of his classmates on the window side of the room gently offered to let him know if it looked like the weather might change. After some further pacing, another student reassured him that rain wasn’t in the day’s forecast. A third promised him a ride to his dorm if, in fact, it did start raining. All of these things were said sincerely and matter-of-fact, interwoven into our discussion of Chaucer’s “Clerk’s Tale,” a story about a local ruler who abuses his power over the disenfranchised. After class I sent a quick email thanking one of the students who reassured Jay and her response was simple and beautiful: “I know it's never a good feeling when you think that you might get caught in a storm.” Her response is beautiful because it doesn’t at all talk about Jay as someone who is different, but in fact the opposite: she identifies with his fears and responds with kindness. Some form of commonality occurred on a weekly basis: one student emailed me an answer to an obscure question Jay asked so that I could forward it to him (and believe me, Jay can come up with some pretty obscure questions); another student helped Jay gather up his papers when one of his suitcases spilled.

Spring 2009 has been an amazing semester, one of the most challenging and yet easily one of the best of my teaching career. Looking back, in a very real sense it was a perfect class, built around Geoffrey Chaucer’s famous fourteenth-century work The Canterbury Tales. After all, what is the Canterbury Tales but a collection of stories told by diverse and sundry folks who come together for a common purpose and in the process reveal their passions, strengths, idiosyncrasies, obsessions, and imperfections? I could not have asked for a better class or a better semester."

As one might expect, Dr. Schray did indeed win the Reynolds Award for Outstanding Teaching at Marshall University. Read more about her at this link.

Huntington, WV Walk For Autism 2009

2009-04-25T14:01:00.027-04:00

Each year, the Huntington Area Autism Society (HAAS), Autism Services Center (ASC) and the WV Autism Training Center (ATC) at Marshall University combine efforts to host a Walk For Autism.

Some photos from the event held Saturday at Ritter Park:

Below: Each year interest and participation grows, and 2009 was no exception. More than 500 people participated in the event, which also included biking and running categories.

Below: Elaine Harvey, President of HAAS and former board member of the national Autism Society of America greets the crowd, along with Tim Irr from WSAZ (left) and regional radio legend JB Miller.

Elaine was nominated for, and won, the Herald-Dispatch 2008 Volunteer of The Year Award for her work on behalf of the autism community.

Below: Ruth Sullivan, founding member and the first elected President of the Autism Society of America inspired the crowd before the walk.

The parent of an individual with an autism spectrum disorder (ASD) and a professional in the field, the pioneering work carried out by Ruth during the past 45 years played a significant role in the development of many of the services available nationwide today.

Below: Barbara Cottrill, Executive Director of the WV ATC, talking to a Walk participant before lining up for the 3.1 mile trek.

Barbara's work at the Autism Training Center has significantly improved educational services available to children with an ASD in West Virginia, and the Family Focus PBS model through which the ATC works is a national model for best practice methods. Barbara is currently a Co-Chair for the Autism Society of America's Panel of Professional Advisors.

Below: ASC Executive Director Mike Grady, with his grandson Grady. The Autism Services Center recently celebrated it's 30th year of service delivery in West Virginia.

In addition to specializing in service delivery to individuals with ASD, the Autism Services Center provides case management and direct services of the highest quality to hundreds of individuals diagnosed with various developmental disabilities living in the southwest region of the state.

Below: The ATC's College Program was well represented. Justin Kaunitz and Keshia Peterson stopped for a photo just prior to the finish line.

Below: Some folks just enjoy having their picture taken, even if they are sweaty!

Jason Deusenberry (left), an employee of Autism Services Center and soon-to-be graduate of Marshall University's Counseling program, with Marc Ellison at the finish line of the 3 mile hike.

The Sky Is The Limit!

2009-04-22T16:11:00.004-04:00

"Maybe my story at least shows people that even if institutions put this bar up and won't help you and give you an environment where you can be comfortable, at least with enough work and luck you can still do well." ~ Alex Goodenough, 17, and a student at Cambridge.

Read his inspirational story of resilience here.

Susan Boyle Reminds Us

2009-04-16T09:23:00.014-04:00

For several years during the 1980s and 1990s, a significant portion of my career was spent developing supported employment sites for individuals diagnosed with autism spectrum disorders. On those occasions the job site worked out, the result was usually magical; most times, however, combating the stigma that existed in the business community over hiring employees with disabilities was disheartening.

Humans are rather finicky. We tend to make quick judgements about people when they walk at a different pace than the majority. We become cynical about capabilities when one's suit has an imperfect fit. We're sometimes jaded about people who talk with an unusual cadence, or who forget to look us in the eye during conversation.

All too often, those quick judgements cause us to devalue others.

That perception is not only wrong, it allows us to close the door on amazing talent and potential.

Susan Boyle reminds us: allow for opportunity. Creativity, talent, ability and desire have nothing to do with the package in which it's contained.

See what I mean by clicking here.

Thanks to my friend Brad, for the link.

Autism Awareness Day

2009-04-02T08:46:00.004-04:00

Sometime in the early '90s, at a national conference in North Carolina, I attended a discussion on autism presented by a panel of individuals, each diagnosed with an autism spectrum disorder. It was the first-ever attempt this conference made to develop such a panel, and I was eager to hear the perspectives of the individuals.

During the Q&A session, an audience member walked to the mic and asked this simple question: "If you could take a magic pill today and wake up tomorrow without the symptoms of autism, would you take the pill?"

Of course they would, I thought. Who wouldn't?

"No, I wouldn't take the pill," was the answer. And not by just one panel member; each of them clearly and with great passion explained why they would pass on any treatment that would remove the condition from their lives.

"Autism is a part of my life, and helped shape me into the person I am today. Without it, I'd be a different person, with different perspectives and different insights. I'd be someone different than me, and I sort of like the me I am now."

It was exactly the answer this young professional needed to hear. Perhaps it's not the condition that requires a cure: perhaps the cure lies in acceptance, the removal of stigma, and in understanding and support. Maybe the best approach is for those of us living off the spectrum to effectively adapt and change our own presumptions about autism, and in doing so put ourselves in a better position to support folks living with an ASD.

Be aware.

College Support Programs Becoming More Common

2009-03-30T11:46:00.007-04:00

When Marshall University developed its College Support Program for Students with Asperger's Syndrome in 2002, there was very little on which to model our service. Since that time, however, more institutions of higher learning have recognized the need for similar supports, and several colleges and universities have developed and implemented them.

This blog will maintain a list of four-year academic institutions that offer specialized supports, embedded within the college system, for individuals with an autism spectrum disorder. The list, kept under "Higher Education Support Programs," (on the right of this page, near the bottom) is not an endorsement of any particular program; it is intended simply to serve as a source of information.

I welcome emails from anyone interested in adding a known program to the list.

Friendly Neighborhood Spiderman

2009-03-24T14:20:00.004-04:00

Some stories simply have to be told:

(From AOL and AFP, March 24) - An everyday hero became a superhero to save a boy in distress Monday.

Rescue workers got the call when an 8-year-old boy diagosed with autism crawled out onto a third-floor ledge at a Bangkok special needs school, AFP reported. The boy was scared because it was his first day at the school, police said.

After the boy's mother mentioned that the child loved superheroes, firefighter Somchai Yoosabai hustled to his fire station and donned a Spider-Man costume that he kept to wear during school fire drills.

"I told him Spider-Man is here to rescue you, no monsters are going to attack you and I told him to walk slowly towards me as running could be dangerous," Somchai said.

The boy then stood and let Sonchai carry him in, AFP reported.

The Poet's Corner: Part 1

2009-01-13T00:00:00.017-05:00

Horses

by Ashley Bishop

(Published with permission.)

The wild horses
In Chincoteague,
Springing through the sand
With their heads held high.

The ocean waves lapping at their hooves,
Twenty stallions, mares, fillies, and colts,
Such beautiful creatures
With their muscular build
And silk bodies.

The different colored tails,
Black, chestnut, and pearl
Flying behind them
As they run, run, run
Free.

Information Regarding Fall, 2009 Applications

2009-01-06T08:15:00.006-05:00

The timeline for applying to the CPSAS for support services for Fall, 2009 is nearing the established deadline. Applications mailed to the CPSAS office must be post-marked by February 1, 2009.

On February 2, 2009, program staff will begin inviting applicants to the university for face-to-face interviews, a process which should wrap up by mid-March,. Based on those interviews, students accepted into the CSPSAS will be notified during the first week of April.

Due to time constraints, the February 1, 2009 deadline is firm. If an application is needed, please contact Marc Ellison with a mailing address, and one will be quickly sent by mail.

Happy New Year: 2009

2008-12-31T10:24:00.007-05:00

The best part of a new year is that it gives one time to reflect on the previous three-hundred-and-something days, then figure out how to use that experience to make the next 12 months better.

Thank you to: Marshall University students, graduate assistants, interns and professors, valued colleagues, visitors and prospective students for making 2008 all that it was. And thank you for providing information and making suggestions that will help 2009 be even better.

Happy New Year.

Professors Who Make A Difference: Mr. Julio Alves

2008-12-08T08:28:00.019-05:00

When asked about the most effective way to support college students diagnosed with ASDs, I'm often reminded of the movie Rain Man.

More specifically I'm reminded of the character Charlie, played masterfully by Tom Cruise. A world-wide audience loved that film, I believe, because it understood that through his interactions with Raymond, Charlie’s own life was improved. The relationship, which started off as awkward, evolved into a mutual understanding and respect between the two that, while never verbalized, was clear and obvious at the film’s end. By getting to know intimately a brother with whom he initially had little in common, Charlie grew as an individual and improved as a person.

It's relationship, then--and the trust, bonding, rapport and commitment that occurs when it's done right-- that may be most integral to the success of college students with ASD.

Professor Júlio Ribeiro Alves understands that well.

A native of Brazil, Professor Alves earned a B.M. in Guitar Performance from the University of Brasilia, and obtained a Masters of Music Performance Degree from the Peabody Conservatory of the Johns Hopkins University in Baltimore, MD. He is currently pursuing a Doctor of Musical Arts degree in Guitar Performance and Music Literature at the Jacobs School of Music at Indiana University.

A teacher and performer of classical guitar, Professor Alves was recipient of the “Prominent Guitarist Award” in the 16th International Guitar Seminar of Pôrto Alegre in 1996. He has performed in Brazil, Uruguay, Argentina, and in the USA as a soloist, in chamber groups, and with choir and orchestra.

Professor Alves has taught at Marshall University as an Assistant Professor of Music since 2006. For several semesters, a few Music majors who also receive support through the ATC's college program have been part of his classroom. Professor Alves is well respected for his dedication, his commitment to excellence and for his ability to teach students who have ASDs through understanding and the development of a natural rapport.

He expects and demands excellence, and provides the professional relationship through which his students are able to achieve success.

Reflecting on his teaching of one particular student during the Fall, 2008 semester, Professor Alves states:

"I am very optimistic about this semester, and for feeling that I was also able to reach him a little further at the personal level."

The student "opened himself a little bit to me this semester, and I could even talk to him about his plans, ambitions with his music, and I was able to help him to realize that he does not need to carry the world on his shoulders when he plays the guitar."

"I look forward to the day I will see him in graduation. It will be a very special moment for me when that day comes."

Thank you, Professor Alves, for your patience, expertise and dedication. But most of all, thank you for making a difference!

Happy Halloween!

2008-10-31T10:26:00.004-04:00

From:

(Pumpkin carved by Tasha Lefevers.)

West Virginia Counseling Association and ASD

2008-10-22T00:00:00.009-04:00

Several years ago -- perhaps well more than a decade -- I served as part of a team of professionals that provided support to an adolescent diagnosed with Autism. His parents were divorcing, and the team believed the child could benefit from meeting with a counselor. Those on the team felt the child needed the opportunity to express his worries and concerns to a professional therapist who, in turn, could help him through the difficult transition his family was beginning. I called every counselor I knew in the area to make a referral. Each expressed an interest in seeing the child, and offering professional assistance.

Until I mentioned the word "autism."

"I have no expertise in the area," I heard. And "I've never worked with a client diagnosed with autism" was a common answer. Pretty soon, I ran out of people to call.

It was with that child in mind that I eagerly accepted an invitation by Dr. Violette Eash to speak about autism spectrum disorders at the Fall Conference of the West Virginia Counselors Association.

Made up of licensed mental health counselors and graduate students from Marshall University's Counseling program, attendees listened to a discussion titled: Asperger's Disorder: Developing A Therapeutic Relationship, and participated in a discussion about best practice methods of support for individuals on the spectrum.

I was very pleased that the WVCA actively sought out information about how to best support individuals with autism spectrum disorders in a therapeutic relationship. When I arrived at the conference, however, I was thrilled to learn the organization had not one but two presentations devoted to the topic. Tim Vaughn, a licensed professional counselor, provided information on Saturday to attendees of his workshop: New Techniques to Use when Working With People With Asperger’s Disorder.

The difference time can make.

MU Parents' Weekend Celebration

2008-10-09T10:37:00.007-04:00

Marshall University's 2008 Parent and Family Weekend, observed on October 3 and 4, was highlighted by a nationally televised football game with the Cincinnati Bearcats and several get-togethers across campus, during which students and their parents were able to mingle with and get to know university staff and faculty.

The College Program for Students with Asperger Syndrome held it's 3rd Parents' Weekend Get-Together with a brunch in the John Marshall Room. More than 60 attendees enjoyed the camaraderie, and the terrific musical performances from students.

Chris Tucker, a Marshall University Music Composition major and pianist, played a brilliant rendition of Beethoven’s Piano Sonata in F Minor - First Movement.

Bach’s Prelude from Cello Suite in G Major was played masterfully by Jason Breslin, a Marshall University Music Performance major and guitarist.

The annual Marshall University Trivia game was hosted by freshman Eren Niederhoffer

Eren kept the crowd entertained with his great game show voice and clever wit.

Thanks to each of these students --along with freshman background pianist Christian Carlsson --who made the Parents' Weekend Get-Together a smashing success!

Spotlight On: GRASP

2008-08-29T00:00:00.001-04:00

GRASP, the Global and Regional Asperger Syndrome Partnership, is an "educational and advocacy organization serving individuals on the autism spectrum," and is comprised mostly of individuals living with an autism spectrum diagnosis.

The group's mission is: (taken from it's website)

(1) To increase public awareness of Asperger Syndrome and High-Functioning Autism;

(2) To provide those with Asperger Syndrome and High-Functioning Autism with a mutually-supportive community that is both comforting and challenging to one another;

(3) To teach ourselves, through education and understanding, to maximize the talents brought on by our condition; to harness the unique capabilities and celebrate the accomplishments inherent in our community;

(4) To teach ourselves, through education and understanding, to minimize the damage brought on by our condition; to reduce the harm caused when our behavior diverges from non-autistic norms; and

(5) To become a national, and eventually, international force for change in improving the lives of those with Asperger Syndrome and High-Functioning Autism.

"You Don't Take A Photograph, You Make It"

2008-08-16T14:53:00.006-04:00

~ Ansel Adams

Nolan Evans of Oregon, a freshman at Marshall University studying Photography, recently had one of his photographs published in Brainstorm magazine. With his permission, we've published the photo, below.

Check out Nolan's remarkable work at Nolan - Photography, and be sure to sort through the Featured Photos section.

(If that section's his favorite, its gotta be good!)

College Support Program Hosts Summer Transition Group

2008-07-24T09:25:00.003-04:00

The ATC's College Support Program recently hosted a six-week group experience for area high school students interested in learning more about the transition from high school to college. In collaboration with high school guidance counselors in the Huntington, WV area, graduate assistant Ben Childers, along with program coordinators Rebecca Hansen and Marc Ellison, identified students entering 9th, 10th or 11th grades who had an interest in attending college, and invited those who could make a six-week committment to participate.

Initial goals included:

1. How to effectively interact with college administrators, professors and advisers;
2. Preparing for college lifestyle events (sporting games, rallies, etc.);
3. Dorm Living;
4. Preparing for the freedom and independence that comes with campus living;
5. Exploring campus social groups and clubs;
6. Techniques effective in reducing the distress that can come with the transition.

Like many teens, several of the high school students in the group began the summer meetings with little reference for what the college experience would be like for them.

"My First Day Of College"

The purpose of the group--to provide a basic, experiential reference--was successful. In addition to informational exchanges and educational discussions, group participants ate a meal in the dorm cafeteria, toured residence halls and spent time exploring clubs available on campus at the Memorial Student Center.

Marshall University Student And Staff Speak At ASA's National Conference

2008-07-15T13:52:00.009-04:00

Jon Lamp, a Huntington, West Virginia native and Education major at Marshall University and Melanie Ague-Beckett, a school counselor at Huntington High (and an adjunct professor of Counseling at Marshall), traveled to Orlando, Florida in mid-July to speak at the annual conference of the Autism Society of America.

Along with Marc Ellison, the Coordinator of the ATC-sponsored support program provided at Marshall University, the group spoke on the topic of college transition.

From High School to College: Providing Successful Supports to Students Making the Transition provided the audience with first person accounts of successful transition, from the perspective of: (a) a student diagnosed with Asperger's Disorder who did make a successful transition, (b) a high school counselor who supports students interested in making that transition, and (c) a college program administrator who provides support once students are accepted into college.

Other staff from the Autism Training Center at Marshall spoke at the conference as well. Educational Specialists Andrew Nelson and Peggy Hovatter, along with parent Richard L. Work, Jr., presented information on Building A Social Skills Club.

The 2008 annual conference was a tremendous success, and we at Marshall were pleased to be a part of it.

Navigating Campus Life

2008-07-08T13:37:00.004-04:00

Associated Press reporter Melissa Dutton has written an informative article on the interest many high school students living on the autism spectrum have in attending college, and the general supports some may need to be successful in that setting. (The article can be found at this link.)

Contained within the piece is information about the support program provided by Marshall University, and comments by some who receive services from the university.

Accompanying the article was Tips for College-Bound Students and Their Families. Considering the Fall semester begins in a few short weeks, these tips could not have been more timely. They include (taken from the published article):

Choosing a college

1. Decide whether the student is ready to move away from home.
2. Select a college that has a strong program in the student's area of interest.
3. Determine what size university is appropriate. Some students might thrive at a big university with large classes and public transportation; others will do better in a smaller setting.
4. Meet with the staff at the college's disability services office and find out whether anyone has specialized training in autism.
5. Find out whether students have good access to psychiatric services.

Prepare the student

1. Make sure the student has the basic skills to live on his or her own, such as knowing how to launder clothes, clean house, etc.
2. Encourage the student to take a class at a community college while still in high school to become familiar with the format of college classes.
3. Consider sending the student to camp or another program that requires them to temporarily live away from home.
4. Visit the campus and show the student where to go for meals, health care services, etc.

Recognize the differences between high school and college

1. Most colleges will not write a specialized plan for a student's education; it's up to the student to approach the university about his or her special needs.
2. Students are expected to advocate for themselves.
3. Remember that college students have more privacy rights than high school students, so it may be more difficult for parents to gain access to records.

ASD And College Dorm Life: The Making Of A Video

2008-07-02T10:05:00.006-04:00

The ATC's College Support Program joined the Global and Regional Asperger Syndrome Partnership (GRASP) and the Organization for Autism Research (OAR) to produce a short video designed to inform college student with ASD's, and those who support them, about the experience of living in a dormitory.

GRASP Executive Director Michal John Carley, artist and GRASP member Vera Balyura, documentarian Adam Larsen and OAR President Peter Gerhardt flew into Huntington, WV to film on the campus of Marshall University. Featuring Carley, Balyura and Huntington native and Marshall student Jon Lamp, the video provides valuable information to students on the autism spectrum about the experience of dorm living.

The video, set for release in early Autumn, also provides helpful information to college professionals and para-professionals who support them on campus.

Some pictures of the shoot:

Carley, Balyura and Larsen set up the first segment shot.

Larsen, Carley, Balyura and Marshall University student Jon Lamp prep for the introduction segment.

Larsen films Lamp's monologue.

Dr. Peter Gerhardt, doing what executive producers do.

Spotlight On: Wrong Planet.net

2008-05-19T13:10:00.007-04:00

Wrong Planet, an on-line community for individuals with autism spectrum disorders (and their families), provides various forums dedicated to discussion, education about ASD's, and real-time chat with others who share the diagnosis.

Alex Plank is the owner, developer and host of Wrong Planet. Alex is currently a student at George Mason University, and often speaks publically about his experience on the autism spectrum.

Understanding Asperger's Syndrome: A College Professor's Guide

2008-05-15T00:00:00.007-04:00

Educating college professors about being a college student living on the autism spectrum can be a challenging experience, particularly when most colleges and universities rely on a "self-advocacy" model of support. This model typically requires students to independently seek out college faculty and staff who could benefit from the information about the syndrome, or who might be in a position to provide some assistance.

This two part video, produced by the Organization for Autism Research (OAR), in cooperation with the Global and Regional Asperger Syndrome Project (GRASP) and Pace University in New York City, provides invaluable and easy-to-understand information to college staff that may be useful in that effort.

Part 1:

Part 2:

About Marshall University's College Support Program

2008-05-14T10:16:00.004-04:00

The College Program for Students with Asperger Syndrome was developed in 2002, by the West Virginia Autism Training Center at Marshall University.

The College Program exists to offer appropriate academic, social and independent living supports to individuals with autism spectrum disorders, so that they may have a successful college experience and learn skills necessary to enter a competitive workforce.

Many individuals with Asperger syndrome or high functioning autism can achieve great success, but most require individualized supports to reach their goals. This innovative , person-centered program is structured to ensure the right supports exist, and are in place.

Through the process of Positive Behavioral Support (a proactive, collaborative and assessment-based process) the ATC College Program staff support students in identifying and reaching their goals for college. Each student, along with his or her family, participates in person-centered planning prior to the first semester, resulting in:

* A PATH (Planning Alternative Tomorrows with Hope), and

* MAP (Making Action Plans)

Plans are developed through a team approach, and provide a framework for supports designed to assist students in reaching goals that may lead to competitive employment and independent living upon graduation.

Faculty, staff, and tutors receive training related to Asperger syndrome, and specific information about the unique characteristics and learning style of the participating student.

Academic supports include:

(a) Course advising, based on the learning strengths, abilities and interests of each student
(b) Students, program staff and team members working together to determine reasonable accommodations beneficial to each student
(c) Individual and small group tutoring, or assistance with organizing and accessing tutoring services
(d) Strategies designed to teach students
organizational skills
(e) Consistent, periodic interaction with professors

Social supports are:

(a) Developed to meet individual needs and interests
(b) Varied, with support staff providing assistance for student involvement in campus organizations, clubs and extra-curricular activities
(c) carried out both in an individual manner, and through The Discovery Group, a skills-building class

Independent living skills are:

(a) Designed to teach effective adaptive living skills
(c) Provided to assist students as they navigate through the day-to-day needs of a college lifestyle
(c) Available for supporting students as they become involved in campus and off-campus communities