Philadelphia College of Osteopathic Medicine

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PCOM Psychology Dissertations Student Dissertations, Theses and Papers

2008

Qualitative Study of Male Asperger's Syndrome Students : Transition from High School to College
Jon Alan Lyman
Philadelphia College of Osteopathic Medicine, jonlyman@dvrhs.org

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Lyman, Jon Alan, "Qualitative Study of Male Asperger's Syndrome Students : Transition from High School to College" (2008). PCOM Psychology Dissertations. Paper 86.

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Philadelphia College of Osteopathic Medicine Department of Psychology

A QUALITATIVE TUD! O" MALE A PE#$E#% TUDE&T ' T#A& ITIO& "#OM (I$( C(OOL TO COLLE$E

!&D#OME

)y *on Alan Lyman + ,-mitted in Partial ",lfillment of the #e.,irements of the Degree of Doctor of Psychology *,ly /001

PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE DEPARTMENT OF PSYCHOLOGY

Dissertation Approval
This is to certify that the thesis presented to us by Jon Alan Lyman

M_a.....::y _ _ _ _, 20~; in partial fulfillment of the on the 22nd day of ___ requirements for the degree of Doctor of Psychology; has been examined and is acceptable in both scholarship and literary quality.

Committee Members Signatures: George McCloskey, Ph.D., Chairperson Rosemary Mennuti, Ed.D., NCSP Kenneth Robey, Ph.D. Robert A. DiTomasso, Ph.D., ABPP, Chair, Department of Psychology

AC6&O7LED$EME&T

This dissertation is dedicated to my parents 4ho ha8e al4ays s,pported my directions in life3 )oth ha8e passed on 4isdom that I tap daily3 Than2 yo, for yo,r strength and lifelong s,pport3 I than2 my st,dent participants 4ho readily agreed to help me3 I 4ish all of yo, s,ccess in school and in yo,r f,t,re3 I 4ant to than2 my committee' Dr3 $eorge McClos2ey9 Dr3 #osemary Menn,ti9 and Dr3 6en #o-ey3 Each of the mem-ers of the committee has -een 8ery helpf,l in s,pporting my 4or23 "inally9 I 4o,ld li2e to note special than2s to my 4ife9 *anet 4ho enco,raged me e8ery step of the 4ay -eginning 4ith my first 8isit to an open ho,se at PCOM9 thro,gh a year:long internship9 and all of the 4ay to the final days of re8ision of this doc,ment3 I co,ld not ha8e done this 4itho,t yo,r help3

Abstract This st,dy e;amines the narrati8e statements of indi8id,als 4ith Asperger<s yndrome concerning their recollections of the transition from high school to college3 &ine male college st,dents are led9 8ia inter8ie4s9 starting 4ith their e;periences in high school9 to the initial stages of preparing for college life9 and ending 4ith c,rrent e;periences in college3 Analysis of the data foc,ses on the factors that ha8e impact on this transition3 The st,dy is intended to contri-,te to the de8elopment of .,alitati8e data a-o,t Asperger<s yndrome9 informing st,dents 4ith Asperger<s yndrome 4ho intend to apply to college9 and pro8iding recommendations for parents9 and professionals 4ho are s,pporting transition goals3 This st,dy is designed to add to the -ody of information a8aila-le a-o,t st,dents 4ith Asperger<s yndrome

For the most part we humans live with the false impression of security and a feeling of being at home in a seemingly trustworthy physical and human environment. But when the expected course of everyday life is interrupted, we are like shipwrecked people on a miserable plank in the open sea, having forgotten where they came from and not knowing whither they are drifting. But once we fully accept this, life becomes easier and there is no longer any disappointment.

Al-ert Einstein Letter =/> April ?@ABCD as .,oted in Albert Einstein, The uman !ide" #ew $limpses From is Archives =?@1?C edited -y (elen D,2as and )anesh (offman

TA)LE O" CO&TE&T

Chapter ?3 tatement of the Pro-lem and its Conte;t EEEEEEEEEEE? P,rpose of this st,dy EEEEEEEEEEEEEEEEEEEEA Chapter /3 Literat,re #e8ie4 EEEEEEEEEEEEEE3EEEEEEEEE3> The Ed,cator<s 8ie4point on A EEEEEEEEE3333333333333333333333@ Diagnosis of Asperger<s yndrome E333EEEEEEEEEEEE3?/ Pre8alence EEEEEEEEEEEEEEEEEEEEEEE?> Transition from (igh chool to College EEEE33EEEEEE33?1 M,ltic,lt,ral and Ethical Considerations EEEEE333EEEEE3/0 Chapter F3 Method EEEEEEEEEEEEEEEEEEE333EEEEEE3/> Criteria for Participants EEEEEEEEEEEEEEEEE/> #ecr,itment Process EEEEE333EEEEEEEEEEEEEE3/> )ac2gro,nd Information on the Participants EEEEEEEEEEE/1 O8er8ie4 of the #esearch Design EEEEEEEEEEEEEEF0 Proced,res EEEEEEEEEEEEEEEEEEEEEEEF0 The emi tr,ct,red Inter8ie4 EEEEEEEEEEEEEEF/ Q,estions Used in Inter8ie4 EEEEEEEEEEEEEEEE3333FA In8estigator Acti8ities EEEEEEEEEEEEEEE33E33F> "inal In8estigator Acti8ity 3EEEEEEEEEEEEEEEE333FG Chapter A3 #es,lts EEEEEEEEEEEEEEEEEE333EEEEEE33333F1 O-ser8ations EEEEEEEEEEEEEEEEEEEE3EE333333333333333A0 O-ser8ations: setting inter8ie4s EEEEEEEEEEEE333E3A0 O-ser8ations: meeting the respondents H,st prior to -eginning the inter8ie4 Themes EEEEEE333EEEEEEEEEEEE3EAF O-ser8ations: d,ring the inter8ie4 EEEEEEEEEE33EE3E3AB Ta-le F: ,mmary of range of noted speech characteristics EEEE3333AG O-ser8ations: at the concl,sion of the inter8ie4 EEEEEEEEA1 O-ser8ations on e8idence of atypicality EEEEEEEE333EE3A1 "o,r Themes EEEEEEEEEEEEEEEEEEEE3EEEE3E33A@ Theme n,m-er ?' academic f,nctioning EEEEEE333EEEE3A@ Theme n,m-er /' social f,nctioning EEEEEEEE3EEEEE333B> Theme n,m-er F' Independent f,nctioning EEEEEEEEEEE>0 Theme n,m-er A' Personal iss,es EEEEEEEEEEEEEE>>

Chapter B3 Disc,ssion EEEEEEEEEEEEEEEEEEEEEEE1? ,mmary of the "o,r Themes E333 EEEEEEEEEEEEEEEEEE31? ,mmary of academic f,nctioning 33EEEEEEEEEEEEE331? ,mmary of social f,nctioning EEEEEEEEEEEEEE1? ,mmary of independent f,nctioning 333EEEEEEEEEE31F ,mmary of personal iss,es 333EEEEEEEEEEEEEEEE31A Concept,al Models EEEEEEE3EEEEEEEEEEEEEEE3331B Coplan<s model E3EEEEEEEEEEEEEEEEEE3331> Adapted transition model EEEEEEEEEEEEEEEEE1> Using the adapted model to plan for transition EEEEEEEE11 Additional O-ser8ations and Comments on "indings EEEEEEEE1@ Dealing 4ith interests E33EEEEEEEEEEEEEEEEEE331@ 7hat A means to those 4ho ha8e it EEE3EEEEEEEEEE333@0 Acceptance of 4ho I am EEEEEEE33EEEEEEEEE33@? People 4ith A can pro-lem sol8e in transition sit,ations EEEEE@/ Application of the st,dy findings to psychological practice EEEEEEE3333@F Identification EEEEEEEEEEEEEEEEEEEE333EE3@A elf disclos,reEEEEEEEEEE333EEEEEEEEEEEE3@B Li8ing sit,ations EEEEEEEEEEEEE333EEEEEE3@> Comm,nity college EEEEEEEEEEEEEEEEE333EE3@> Choosing a college EEEEEEEEE33EEEEEEEEEE33@> tr,ct,red gro,ps EEEEEEEEEEEEEEEEEEEE@G "amily EEEEEEEEEEEEE333EEEEEEEEEEEE3@G Lang,age EEEEEEEEEEEEEEE333EEEEEEE3@1 Limitations of the st,dy EEEEEEE3EEEEEEEEE333@1 Impro8ing st,dy proced,res EE3EEEEEEEEEEEEEE333@@ Implications for f,t,re research methodology EEEEEEE33?00 Implications for a follo4:,p st,dy EEEEEEEE33EEEE3333?00 Plans for collected data EEEEEEEEEEEEEEEE33?00 Concl,ding remar2s EEEEEEEEEEE333EEE3333333333333333333?0? #eferences Ta-les Ta-le ? D M:IV Diagnostic Criteria EEEEEEEEEEEEEEEE33?01 Ta-le / ICD:?0 Diagnostic Criteria 3EEEEEEEEEEEEEEEE3?0@ Appendices Appendi; A Consent to Participate EEEEEEE33EEEEEEEEE??/ Appendi; ) Participant Demographics "ormEEEEEEEEEEEE33E??1 Appendi; C emi tr,ct,red Inter8ie4EEEEEEEEEEEEEE3E33??@ Appendi; D )iographical InformationEEEEEEEEEEEEEE33E33?// EE33EEEEEEEEEEEEEEEEEEEEEEE?0F

"ig,res "ig,re ? Coplan<s model EEEEEEEEEEEEEEEE33EEE?/F "ig,re / Coplan<s modelEEEEEEEEEEEEEEEEEE33EEE?/A "ig,re F Adapted modelEEEEEEEEEEEEEEEEEE33EEE3?/B

Asperger<s yndrome' Transition to College @

Chapter 1 Statement of the Problem and its Context. The n,m-ers of indi8id,als -eing diagnosed 4ith an a,tism spectr,m disorder =A DC has dramatically increased 4ithin the last decade3 It is estimated that there are o8er ?3B million indi8id,als diagnosed 4ith A D and that o8er ?009000 of these indi8id,als are school children ages > thro,gh /?3 This represents a B00I increase in the past ?0 years3 =United tates $o8ernment Acco,nta-ility Office9 /00BC3 There is a great deal of information regarding ed,cational inter8ention for children 4ith A D -,t little information is a8aila-le regarding yo,ng ad,lts9 partic,larly those at the higher f,nctioning end of the spectr,m3 Many of the high f,nctioning st,dents in the a,tism spectr,m are diagnosed 4ith Asperger yndrome =A C3 )eca,se of the dramatic increase in research and the information a8aila-le for the ed,cation of children in the a,tistic spectr,m9 more s,pports and help ha8e -een applied to their ed,cation3 Children identified 4ith A are s,cceeding in increasing n,m-ers in the lo4er grades and in high school and are going on to college3 t,dents 4ith A are arri8ing in college -eca,se many display academic strengths despite 8arying deficits in comm,nication and social s2ills3 6no4ledgea-le

Asperger<s yndrome' Transition to College ?0 clinicians in the field ha8e p,-lished recommendations for inter8entions in s,pport of indi8id,als 4ith A in school9 -ased on anecdotal information from field 4or23 (o4e8er there is little information a8aila-le for the parents9 professionals and the st,dents themsel8es a-o,t the transition from high school to college3 ocially9 indi8id,als 4ith A are often isolated from others3 This is not d,e to shyness9 attention span9 aggressi8e -eha8ior9 or lac2 of e;perience3 It is primarily d,e to the diffic,lties in8ol8ed in -eing ,na-le to adapt their -eha8ior to the changing demands of the en8ironment3 Cogniti8ely9 8er-al e;pression and recepti8e a-ility to register and interpret non:8er-al meanings is not an a,tomatic tas2 for an indi8id,al 4ith A 3 This places them at ris2 in the comple; social en8ironment of college3 They are often literal in their ,nderstanding of 4ords and do not easily ,nderstand the 8er-al c,es for comm,nicating emphasis s,ch as tone9 pa,sing -et4een 4ords9 and lo,der 8ers,s softer3 Ver-al comm,nication is a 4ay for indi8id,als 4ith A to as2 for or to relate information a-o,t things9 -,t it is not ,sed easily as a means for enhancing social contact3 In a social conte;t9 indi8id,als 4ith A ha8e diffic,lty grasping the intentions or the moti8es of others3 They often ha8e the a-ility to acc,m,late large amo,nts of information concerning highly specialiJed s,-Hects s,ch as 4eather9 geography9 geology9 modes of transportation9 etc3 These s,-Hects tend to fit into categories of non:li8ing o-Hects and mechanical systems3 "or e;ample9 the A st,dent might -e

Asperger<s yndrome' Transition to College ?? interested in Hoining school cl,-s primarily as a 4ay to add to their 2no4ledge -ases and secondarily to -e in8ol8ed 4ith peers socially3 The st,dent 4ith A 4ants to -e a part of the social 4orld aro,nd him or her -,t often lac2s the s2ills to do so3 7hen Lorna 7ing =?@1?C commented initially on the 4or2 of (ans Asperger 4ho 4rote in $erman9 the syndrome 4as 8irt,ally ,n2no4n in the English spea2ing 4orld3 In the inter8ening years many st,dies ha8e res,lted in the de8elopment of a phenotype of Asperger yndrome that .,alitati8ely and .,antitati8ely has e;panded the original diagnosis placed in the Diagnostic and tatistical Man,al of Mental Disorders: "o,rth Edition =D M:IVC in ?@@A3 In a recent Ho,rnal article9 7ing =/00BC loo2ed -ac2 at the conse.,ences of -ringing to light this condition first descri-ed -y (ans Asperger in ?@AF3 he notes that descri-ing and naming the syndrome has had positi8e res,lts for indi8id,als 4ith A and that altho,gh there has -een a gro4th of s,pport ser8ices9 more ser8ices are needed3 #esearchers 4ho ha8e st,died the transition of ad,lts 4ith A into the 4orld of 4or2 =$erhardt9 /00FD Miller ch,ler9 ),rton9 K !ates9 /00F9 (,rl-,tt K Chalmers9 /00AC ma2e recommendations for 4ays to assist the indi8id,al 4ith A in his or her search for employment -,t note the need for more research3 Despite the s2ills and strengths that st,dents 4ith A possess9 many face diffic,lties maintaining themsel8es in an ed,cational setting and

Asperger<s yndrome' Transition to College ?/ e;perience lifelong diffic,lties in finding and maintaining Ho-s3 These st,dents pose a challenge to the higher ed,cation system -eca,se their deficits9 s,ch as their lac2 of social ,nderstanding9 res,lt in -arriers to s,ccess3 There are n,mero,s college programs for Learning Disa-led high school st,dents transitioning to college3 There are 8ery fe4 analogo,s programs for A st,dents3

Purpose of this Study This st,dy e;amined the transition of A st,dents from high school into college9 ,sing a .,alitati8e case st,dy design3 &ine college st,dents 4ith A 4ere as2ed to disc,ss their e;periences concerning the initial stages of preparing to go to college and the act,al transitions to college3 The role of this researcher 4as to chronicle their stories9 ela-orate on common themes fo,nd and relate the themes to the ed,cational needs of these nine indi8id,als d,ring the transition period3 pecific aims of this in.,iry are as follo4s' ? To descri-e the transition to college 8ia semi:str,ct,red inter8ie4 of nine college st,dents 4ith Asperger yndrome3 / To interpret these inter8ie4s 8ia gro,nded theory and to descri-e the emerging

Asperger<s yndrome' Transition to College ?F themes of transition from high school to college3 F To interpret the data collected in order to ma2e informed clinical statements a-o,t aC 4hat inter8entions 4o,ld -e most li2ely to help A st,dents thro,gh the transition period9 and -C -est practices for professionals stri8ing to meet the needs of transitioning st,dents 4ith A 3

Asperger<s yndrome' Transition to College ?A

Chapter 2 Literature Review Asperger yndrome =A C is a ne,rocogniti8e9 social and comm,nication disorder that is in the higher f,nctioning range of the A,tism pectr,m =Coplan9 /00FC3 It 4as named for a physician9 Dr3 (ans Asperger 4ho 4rote a thesis regarding his findings a-o,t a set of related -eha8iors and symptoms for a small gro,p of -oys that he 4as treating3 7ing =?@1?C 4as the first to translate and p,-lish his 4or23 In ?@AA9 Asperger 4rote a-o,t and identified a ,ni.,e thread of common -eha8ior and personality in se8eral of his patients3 (e 4as treating yo,ng -oys 4ho had common impairments in social relationships9 8er-al and non:8er-al comm,nication9 and restricted repetiti8e patterns of interest in acti8ities or ho--ies3 (is 4or2 4as -,ried 4ithin the conte;t of 7orld 7ar II ,ntil 7ing p,-lished on the s,-Hect in ?@1?3 In ?@@A9 the diagnostic criteria for A 4as added to the Diagnostic and tatistical Man,al of Mental Disorders9 "o,rth Edition =D M:IV9 APA9 ?@@AC3

Asperger<s yndrome' Transition to College ?B The D M:IV identifies A as a Per8asi8e De8elopmental Disorder9 noting that the hallmar2s of this condition are mar2edly impaired social interactions and restricted9 repetiti8e patterns of -eha8ior9 interests and acti8ities3 ince the nearly ?0 years that this diagnosis 4as first descri-ed in the D M:IV9 researchers ha8e added other -eha8iors that help to define A D these incl,de mar2ed diffic,lties in reading the non:8er-al lang,age or prosody of comm,nication = hri-erg9 Pa,l9 Mc 4eeny9 6lin9 /00?C and the limited a-ility to ta2e the perspecti8es of others as 4ell as the diffic,lty in 8er-aliJing their o4n perspecti8esLinsights =#,therford9 )aron:Cohen9 K 7heel4right9 /00/C3 E;amination of the literat,re from the past three years indicates that the most recent research has foc,sed on findings that indi8id,als 4ith A appear to ha8e deficits in the a-ility to self:reference9 to display empathy9 and to infer the emotionsLtho,ghts of others3 These researchers =#,therford9 et al39 /00/C call their line of in.,iry Theory of Mind =ToMC research9 and ha8e attempted to differentiate A from other Per8asi8e De8elopmental Disorders 8ia comparison 4ith (igh ",nctioning A,tistic and A pop,lations3 Disc,ssion of A and its differentiation from A,tism is part of the scientific de-ate in 4hich researchers ha8e attempted to place the data from st,dies into a neatly conforming theory that relates -rain str,ct,re to -eha8ior3 (o4e8er9 determination of the relationship -et4een de8elopment or lac2 of de8elopment of str,ct,res in the -rain that correlate 4ith A or

Asperger<s yndrome' Transition to College ?> A,tism is not a simple .,estion3 #esearchers s,ggest differences 4ill -e fo,nd -,t ha8e not yet fo,nd those differences =Lotspeich9 64on9 ch,man9 "ryer9 $oodlin:*ames9 ),onocore9 Lammers9 Amaral9 K #eiss9 /00AC3 ne,rological =Lotspeich9 et al39 /00AC and -eha8ioral = Jartmari9 Archer9 "isman9 treiner9 K 7ilson9 ?@@BC in8estigators s,ggest that A,tism and A are distinctly different constr,cts3 (o4e8er9 the maHority of the clinicians in the field ha8e e;panded the definition of A to -e incl,ded as part of the A,tism pectr,m Disorder =A DC3 #egardless of one<s perspecti8e on 4hether or not A is a distincti8e disorder or one -est descri-ed as part of a spectr,m9 the .,alitati8e differences s,ggested in the literat,re are informing ho4 researchers attempt to descri-e the differences and also informing to the clinicians in the field 4ho 4or2 4ith school:aged children 4ho ha8e -een diagnosed 4ith A 3 #e8ie4 of the diagnostic criteria from the D M:IV =American Psychiatric Association9 ?@@AC for A 8ers,s A,tism re8eals common criteria that open the door for .,estioning 4hether or not there tr,ly is a difference -et4een the t4o conditions3 In a st,dy of ?BG children =Mayes9 Calho,n9 K Crites9 /00?C pre8io,sly diagnosed 4ith a,tism and A 9 there 4as ?00I diagnostic agreement -y a psychologist and child psychiatrist 4ith no 2no4ledge of the pre8io,s diagnosis9 that all of the children met the D M:IV criteria for A,tism3 This res,lt 4as achie8ed despite the fact that AG of the children had IQ<s of 10 or a-o8e3 A,thors of this st,dy .,estion 4hether or not there is ome

Asperger<s yndrome' Transition to College ?G any clinical distinction -et4een A and A,tism =Mayes9 /00?C3 A comprehensi8e st,dy of the speech characteristics of adolescents and ad,lts 4ith A and (igh ",nctioning A,tism = hri-erg9 Pa,l9 Mc 4eeny9 K 6lin9 /00?C descri-ed the speech profiles for these t4o pop,lations3 The findings 4ere that there 4ere fe4 significant differences -et4een the t4o gro,psD the e;ception is that s,-Hects 4ith A tended to ,se more 4ords9 a characteristic 4hich the researchers termed 8ol,-ility3 Prosody9 the added information that affects the meaning of spo2en 4ords9 4as an area in 4hich -oth gro,ps sho4ed deficits3 Clinicians in the field hold to the -elief that .,alitati8e differences that impact indi8id,al st,dents needs do e;ist9 and they arg,e for ma2ing the distinction -et4een a,tism and A 9 not as categorically defined differences -,t as .,alitati8e differences3 Q,alitati8e distinctions -et4een A and A,tism place them9 f,nctionally9 on a contin,,m -eca,se of the core related feat,res of significant diffic,lties in comm,nication and socialiJation3 The Educators Viewpoint on AS (o4 do ed,cators define A M 7hat are ed,cators doing to help st,dents 4ith A M Children and adolescents diagnosed 4ith Asperger yndrome =A C present a challenge to ed,cators3 Ed,cators ha8e had to come ,p 4ith inter8entions to help A st,dents in the school setting3 E;amining the recommended inter8entions in the literat,re gi8es a pict,re of 4hat professionals -elie8e are the pro-lems of ed,cating school:aged indi8id,als

Asperger<s yndrome' Transition to College ?1 4ith A 3 It also pro8ides information a-o,t the inter8entions ascri-ed to those pro-lems and -y e;tension adds to the 2no4ledge -ase of the definition of A 3 7illiams =/00?C identifies se8en general characteristics of children 4ith A ' insistence on sameness9 impairment of social interaction9 restricted range of interests9 poor concentration9 poor motor control9 academic diffic,lties9 and emotional 8,lnera-ility3 &eeds that re.,ire inter8ention are also identifiedD these incl,de the transition from elementary grades into middle school =Adreon K tella9 /00?C9 o8er:literal interpretation of lang,age = hri-erg et al39 /00?C9 poor motor s2ills = Jartmari9 Archer9 "isman9 treiner9 K 7ilson9 ?@@BC9 diffic,lty 4ith a-stract information s,ch as metaphors and idioms =Ch,rch9 Alisan2i9 K Aman,llah9 /000C9 and co: mor-id conditions of depression and attention deficits =$haJi,ddin9 /00/C3 Theory of Mind =ToMC researchers ha8e disco8ered that st,dents and ad,lts 4ith A do not display reciprocity of tho,ghtD that is9 in a social sit,ation they often ass,me that the persons 4ith 4hom they are tal2ing 2no4 4hat they 2no43 This has disastro,s res,lts in the social arena3 The theory of Hoint attention =Meyer K Minshe49 /00/C s,ggests that in social settings st,dents 4ith A cannot share attention -et4een people and o-Hects9 a capacity that normally de8elops 4ithin the first year of de8elopment3 Therefore9 they do not capt,re facial e;pressions9 tone of 8oice9 and gest,res and are ,na-le to ,se these to enhance ,nderstanding 4ithin the social setting3 Ed,cators and researchers ha8e doc,mented the res,lts of teaching

Asperger<s yndrome' Transition to College ?@ social s2ills as an inter8ention =Myles K impson9 /00/D $,tstein K 7hitney9 /00/C3 #ecent research =$ris4old9 )arnhill9 Myles9 (agi4ara9 K impson9 /00/C on A and academic achie8ement has concl,ded that st,dents tested sho4ed a 4ide range of academic achie8ement scores from significantly -elo4 a8erage to significantly a-o8e a8erage3 The st,dy also re8eals that 2no4ing that the st,dent carries the diagnosis of A is of 8ery little 8al,e 4hen de8eloping IEP goals and o-Hecti8es for the st,dent3 cores 4itho,t specific interpretations -ased on o-ser8ation and accompanying .,alitati8e information are of little 8al,e to teachers dealing 4ith the needs of the st,dent 4ith A 3 Indi8id,al analysis of s2ills and deficits 4ithin each s,-test 4o,ld -e helpf,l3 ",rthermore9 the clinician sho,ld pro8ide a synthesis of the cogniti8e a-ilities and academic s2ill de8elopment for s,ch areas as memory9 8is,ospatial a-ility9 attentionLe;ec,ti8e f,nctioning9 a-ility to integrate patternLdetail9 and speed of processing3 #e8ie4 of the literat,re for the definition of A re8eals that the definition has e;panded since its incl,sion in the D M:IV3 This e;pansion of the definition seems d,e to the increase in a4areness of A 3 Clinicians in the field ha8e responded to the needs of st,dents 4ith A -y e;plaining the nat,re of A 9 4idening the definition and pro8iding concomitant inter8entions directed to specific areas of deficit for indi8id,als 4ith A 3

Asperger<s yndrome' Transition to College /0 Diagnosis of AS In a re8ie4 of the literat,re9 cases 4ere fo,nd that display the inade.,acy of diagnosis of the spectr,m of A,tism Disorder =ADC9 (igh ",nctioning A,tism =("AC9 and Asperger yndrome =A C3 A life span approach emphasiJes the dynamics of the gro4th of an indi8id,al thro,gho,t his or her life9 pro8iding a theoretical constr,ct for the rate9 progression9 stages9 and ,ni.,e characteristics of a de8elopmental disorder as it relates to the chronological age of the s,-Hect3 )eca,se many indi8id,als had reached ad,lthood -efore the addition of the A diagnosis in the fo,rth edition of the Diagnostic and tatistical Man,al of Mental Disorders =American Psychiatric Association9 ?@@AC9 many indi8id,als 4ho fit that criteria may -enefit from re:e;aminations of their diagnoses9 4ith an eye to4ards de8elopment of s,pports that 4ill -enefit each specific indi8id,al3 ome ad,lts 4ho 4ere la-eled 4ith childhood schiJophrenia or 4ith schiJophrenia are act,ally ad,lts 4ith A =Perlman /00/C3 In re:e;amining clinical diagnoses9 one sho,ld e8al,ate 4hether or not the patient e8er had the a-ility to see e8ents from the perspecti8es of others3 Theory of Mind =ToMC proponents =6inderman9 D,n-ar9 )entall9 ?@@1D #,therford9 )aron:Cohen9 K 7heel4right9 /00/C descri-e the A indi8id,al as one 4ho has ne8er -een a-le to process information regarding the mental states of others3 Persons in a psychotic state9 or schiJophrenics9 are hypothesiJed as ha8ing had at one time9 the a-ility to ga,ge the emotional states of others9 e8en tho,gh they

Asperger<s yndrome' Transition to College /? ha8e lost that a-ility -eca,se of their c,rrent mental conditions3 Th,s there is an important distinction -et4een A and other mental disorders9 reflecting lac2 of ToM that is specific to the de8elopmental timeline of emergence of ToM pro-lems3 Attempts to descri-e those elements that ma2e someone diagnosa-le 4ith A ha8e led to se8eral st,dies e;panding the definition -eyond the D M:IV criteria for diagnosis3 As the definition in the literat,re e;pands so does the diagnosis of A and A,tism pectr,m Disorders =A DC3 In general9 there ha8e -een fe4er polariJing differences re8ealed and more similarities noted along a contin,,m3 #esearch into A D and A has not pro8ided a differential diagnosis that s,pports A as a separate entity3 In a recent st,dy9 Macintosh9 Dissanaya2e =/00AC9 re8ie4ing the empirical e8idence for differences -et4een those diagnosed 4ith (igh ",nctioning A,tism =("AC 8ers,s A 9 ins,fficient e8idence 4as fo,nd to esta-lish the 8alidity of A as a syndrome distinct from ("A3 Th,s these findings are consistent 4ith the 8ie4 that A -elongs on an a,tism spectr,m3 The a,thors also concl,ded that the research does not s,pport the fact that there are .,alitati8e differences -et4een ("A and A 3 This finding may -e more specifically the res,lt of the fact that there has -een 8ery little .,alitati8e research done 4ith indi8id,als 4ho ha8e A 3 The e;panded definitions of A offered in the professional literat,re descri-e .,alitati8e differences as sho4n in the pre8io,s section on the definition of A 3

Asperger<s yndrome' Transition to College // "irth =/00AC9 a researcher from Uni8ersity College London =UCLC 4ho has researched A,tism and Asperger yndrome9 has edited and a,thored se8eral -oo2s on the s,-Hect3 "irth notes that there are more .,estions than ans4ers s,rro,nding diagnosis of A 3 A,tism9 (igh ",nctioning A,tism =("AC9 Per8asi8e De8elopmental Disorder =PDDC9 Per8asi8e De8elopmental Disorder &ot Other4ise pecified =PDDL&O C and A ha8e -een mi;ed together in the pop,lar literat,re and also mi;ed together in diagnosis -y professionals3 Indi8id,als are la-eled 4ith A -eca,se this tacitly hints at s,perior intelligence3 Cases of ("A9 PDD9 and PDDL&O contain a range of indi8id,als 4ho ha8e 8arying IQ scores and f,nctional capa-ilities3 There is a heterogeneity 4ithin these gro,ps that incl,des indi8id,als 4ho ha8e 8ery poor social s2ills 4ith lo4 IQ and indi8id,als 4ith good social s2ills 4ith high IQ scores3 "irth notes that the most 4or2a-le differential method of diagnosis pro8iding a distinction -et4een A,tism and A is that early lang,age and cogniti8e le8els sho,ld not ha8e -een delayed in A 3 The A diagnosis sho,ld -e s,pported -y e8idence that single 4ords 4ere spo2en -y age / and comm,nicati8e phases spo2en -y age three3 "irth cites three pro-lems related to de8elopment that are associated 4ith this method of diagnosis3 "irst9 the e8idence s,pplied is retrospecti8eD recall co,ld -e inacc,rate3 econd9 8oca-,lary of children later diagnosed 4ith A tends in early stages to -e precocio,s9 containing ad,lt:li2e phrases that are not normally ,sed -y children3 Third9 the phrases ,sed -y children to

Asperger<s yndrome' Transition to College /F comm,nicate do not necessarily indicate lang,age ,nderstanding -eca,se they may -e imitati8e3 "irth notes that c,rrent information on 8er-al a-ility might -e more helpf,l in determining a diagnosis than retrospecti8e information from childhood and that the re8ision of the D M:IV 4ill most li2ely need to pro8ide g,idelines for diagnosis that encompass the perspecti8e of A as part of a spectr,m of disorders of A,tism3 Coplan =/00FC proposes a concept,al model of A,tistic pectr,m Disorder =A DC that incl,des9 for diagnostic p,rposes9 the age9 the se8erity9 the de8elopmental le8els9 and the cogniti8e a-ilities3 C,rrent meas,res9 s,ch as the Childhood A,tism #ating cale = chopler9 #iechler9 #enner9 ?@11C9 the $ilham A,tism #ating cale =$ilham9 ?@@BC9 and the A,tism Diagnostic O-ser8ation ched,le =Lord9 #,tter9 and DiLa8ore9 ?@@1C are often gi8en only once3 !et -eca,se this is a de8elopmental disorder9 an indi8id,al co,ld -e reassessed9 -ased on age related norms and not meet the criteria for diagnosis3 The three scales mentioned a-o8e descri-e se8erity of f,nctioning -ased on le8el of atypicality3 The term atypical denotes de8elopmental and -eha8ioral feat,res that differ from the e;pected9 gi8en normal de8elopment or in children 4ith ,ncomplicated de8elopmental delay3 Coplan9 =/00FC sees A D as composed of o8erlapping concepts of A,tism9 PDD9 and A 3 7hat differentiates them is the place 4here one 4o,ld place them in terms of the le8el of atypicality =;: a;isC from se8ere to moderate to mild9 and the accompanying le8el of intelligence =y:a;isC9 ranging from Profo,nd Mental

Asperger<s yndrome' Transition to College /A #etardation to $eni,s IQ3 This creates fo,r .,adrants in 4hich the far ,pper right .,adrant contains primarily A and PDD indi8id,als9 the far ,pper left .,adrant contains primarily ("A indi8id,alsD the indi8id,als 4ith A,tism and Mental #etardation fall in the lo4er left .,adrant9 and the last .,adrant9 the lo4er right contains indi8id,als 4ith PDD9 M#9 4ho display atypical feat,res3 Coplan adds one more dimension to his model that pro8ides s,pport for the idea of a spectr,m:-ased model9 age3 In his model9 age is represented on the N a;is3 The addition of age as a dimension helps to concept,aliJe the place 4here an indi8id,al falls on the A,tism spectr,m3 It theoretically pro8ides for a 4ay to represent the heterogeneity of the spectr,m 4hile at the same time aiding in ,nderstanding the differences -et4een the components of A,tism9 PDD9 PDDL&O 9 ("A and A 3 Altho,gh this model does not ans4er .,estions of etiology9 it may help in concept,aliJing the -ig pict,re of the clinical o-ser8ations made -y professionals 4ho are treating these indi8id,als in the field and may also assist in g,iding f,rther research9 especially for A indi8id,als 4ho9 -eca,se of their high le8els of cogniti8e a-ility and s,-tle or mild atypical feat,res9 ha8e gone ,ndiagnosed and ,ntreated 4ell into ad,lthood3 Preva ence The pre8alence of A is not 2no4n ="irth9 /00AC3 One of the reasons for this is the fact that the c,rrent g,idelines for diagnosis do not encompass the 4ider definition of A descri-ed -y clinicians in the fieldD also9 as stated

Asperger<s yndrome' Transition to College /B pre8io,sly9 the terms A 9 PDD9 and PDDL&O are often ,sed interchangea-ly =6,sch K Peterman9 ?@@B9 Vol2mar9 ?@@GC3 There are ho4e8er9 pre8alence rates a8aila-le for A,tism pectr,m Disorders =A DC 4hich encompasses all of the disorders of the spectr,m incl,ding A 3 C,rrent researchers of pre8alence rates for A,tism =!eargin:Allsopp9 #ice9 6arap,r2ar9 Doern-erg9 )oyle9 K M,rphy9 /00FC note that pre8alence rates ha8e -een 4idely reported as ha8ing greatly increased in the past /0 years3 #ates p,-lished -efore ?@1B fall into the range of A to B per ?09000 children for the -road category of A,tism spectr,m9 and appro;imately / per ?09000 children in the more classic definition of A,tism3 ince ?@1B9 pre8alence n,m-ers from other co,ntries ha8e consistently -een reported as -eing higher than the United tates9 4ith pre8alence ratios of G to ?0 per ?09000 for the a,tistic disorder and an estimated pre8alence for the A D of ?3B to /3B times higher3 !eargin:Allsopp et al3 =/00FC in8estigated a maHor U metropolitan area and fo,nd pre8alence rates of FA per ?09000 for incl,si8e diagnoses of A D3 "om-onne =/00FC re8ie4ed the !eargin:Allsopp st,dy and contends that the FA per ?09000 is most li2ely a lo4 estimate of the act,al n,m-er3 (e cites reasons for ,nderestimation9 citing changes o8er time in methods of diagnosis9 the pro-a-ility that an A indi8id,al 4ith a high IQ is not li2ely to -e diagnosed9 and that protocols to assess yo,nger aged children do not e;ist9 and that it is only ,ntil they are older that the diagnosis

Asperger<s yndrome' Transition to College /> is made3 "om-onne estimates that -ased on recent research9 pre8alence rates for A D are more li2ely >B per ?090003 ,r8eys done in the United 6ingdom ="om-onne9 immons9 "ord9 MeltJer K $oodman9 /00?C pro8ide pre8alence meas,res of ? in B003 Another s,r8ey also -ased in the U6 estimates pre8alence for the specific diagnosis of A,tism as /? to F? per ?09000 and BG3@ per ?09000 for the entire spectr,m 4hich incl,des A =)aird9 Charman9 )aron:Cohen9 /00/C3 Transition from !igh Schoo to Co ege earches of the professional literat,re 8ia ,se of data-ases s,ch as Medline9 PsychInfo9 and E) CO see2ing for Ho,rnal articles 4ith e8idence: -ased methods of addressing the needs of high school aged indi8id,als 4ith A 4ho are transitioning to college ret,rned fe4 references3 There is one article on the need for s,pport for A st,dents 4ho are transitioning from elementary school to middle school or to high school =Adreon9 /00?C3 &o articles specific to s,pporting transition to college 4ere fo,nd3 There e;ists one -oo2 on the s,-Hect entitled !ucceeding in %ollege with Asperger !yndrome" A student guide =(arp,r9 La4lor9 and "itJgerald9 /00AC3 The self: help -oo2 for the st,dent 4ith A contains /F references -,t does not directly cite research related to the topic of s,cceeding in college3 These references are pro8ided as recommendations for f,rther e;panded reading and f,rther self:disco8ery3 The -oo2 contains a comprehensi8e approach to the details of selecting a college9 of staying in

Asperger<s yndrome' Transition to College /G college and finally of transitioning to ad,lt life and 4or23 It also incl,des a section on se;,ality3 &,mero,s e;amples of acti8ities are offered to help the indi8id,al 4ith A deal 4ith the ne4 and often challenging e;periences of college3 Additionally there are chapters in -oo2s on A de8oted to the needs of college age and yo,ng ad,lts 4ith A =OJonoff9 Da4son9 K McPartland9 /00/D Tant,m9 ?@@?D Tant,m /000C3 These chapters de8oted to yo,ng st,dents 4ith A transitioning into college or 4or2 pro8ide recommendations of 4ays in 4hich to facilitate s,ccess3 )oth OJonoff and Tant,m agree that the prognosis for s,ccessf,l transition into ad,lthood can -e a positi8e one -eca,se yo,ng ad,lts 4ith A appear to contin,e to de8elop compensatory s2ills o8er time3 Tant,m =?@@?C pro8ides data from a s,r8ey confirming that the yo,ng st,dent 4ith A 4ill ha8e diffic,lties in dealing 4ith the demands of college and career3 OJonoff =/00/C notes that the same diffic,lties in transition from grade school to adolescence may still -e a pro-lem for the college -o,nd st,dent 4ith A 3 )oth recommend inter8ention and s,pportD ho4e8er9 no specific e8idence:-ased inter8entions are offered3 Their recommendations come from time tested 4or2 4ith their s,-Hects and altho,gh 8al,a-le as clinical o-ser8ations are not research -ased3 Despite the fact that most st,dents diagnosed 4ith A ha8e an a8erage to a-o8e a8erage IQ =Coplan9 /00FC9 many st,dents 4ith A pose a challenge to ed,cators 4ho stri8e to assist them 4ith strategies for s,ccess in an ed,cational setting3 In partic,lar it is 2no4n that indi8id,als 4ith A ha8e

Asperger<s yndrome' Transition to College /1 diffic,lty handling transitions on a daily -asis and generally prefer ro,tine3 Therefore transitioning from the high school en8ironment to the college en8ironment represents a h,rdle for 4hich the A indi8id,al 4ill re.,ire strategies and inter8entions in order to negotiate s,ccessf,lly3 The st,dies p,-lished th,s far foc,s on childhood and appear to e;trapolate this data to the condition and needs of the yo,ng ad,lt indi8id,al 4ith A 3 )ased on the almost total lac2 of research:-ased information on the e;perience of st,dents 4ith A transitioning from high school to college9 there is a clear need to de8elop a -etter ,nderstanding of this transition9 of the themes that s,rro,nd that process9 and of the ,se of e8idence:-ased9 -est practices to facilitate that transition s,ccessf,lly3 "u ticu tura and Ethica Considerations A is named after a $erman psychiatrist9 4ho9 in ?@AF9 noted a common thread of comm,nication and social pro-lems among -oys that he 4as treating3 C,rrently9 primary researchers of A come from the English spea2ing co,ntries of the United tates9 United 6ingdom9 Canada9 and A,stralia3 There are also researchers in *apan9 Tai4an9 &or4ay9 and 4eden st,dying A 3 Additionally9 a search of internet 4e- sites indicates that there are n,mero,s sites thro,gho,t the 4orld for A and A,tism3 The non:profit organiJation9 Action for A,tism9 4hich is -ased in India9 maintains a list of organiJations last ,pdated in May F09 /00A9 that pro8ide s,pport for people 4ith A D =Action for A,tism9 /00AC3 There are 1B co,ntries listed that ha8e

Asperger<s yndrome' Transition to College /@ agencies dealing 4ith A,tism3 "rom this9 one can concl,de that A,tism is a 4orld4ide pro-lem that affects many of the co,ntries of the 4orld3 According to the Diagnostic and tatistical Man,al of Mental Disorders =D M: IVC a diagnosis of Asperger<s syndrome re.,ires that fo,r of the fi8e listed criteria -e present9 incl,ding at least t4o indicators of a .,alitati8e disa-ility in social interactions9 =e3g39 serio,s impairments in peer relationships9 social reciprocity9 non8er-al -eha8iors9 and empathyC and at least one in the category of restricted interest and stereotyped -eha8iors or rit,als =e3g39 rigid adherence to r,les or ro,tine9 preocc,pation 4ith a narro4 interest9 parts or o-Hects9 repetiti8e motor mo8ementsC3 The 7orld

(ealth OrganiJation =?@@/C definition and criteria for diagnosis of Asperger yndrome is essentially the same as the D M:IV =see ta-les ? and / for comparisonC3 &o references 4ere fo,nd that detail differences in diagnosis or in treatment of A in the professional literat,re -ased on c,lt,ral or ethnic considerations3 A -est practices approach to treatment of A sho,ld consider the need to ta2e into acco,nt the differences fo,nd c,lt,rally from one indi8id,al to the ne;t =Ochs9 6remer: adli29 irota9 K olomon9 /00AC3 )eca,se of the social deficits fo,nd in A 9 treatment 4o,ld ha8e to -e specific to the en8ironment and c,lt,re of the indi8id,al3 2ills that are adapti8e and ,sef,l in one c,lt,re may -e seen as maladapti8e in another c,lt,re3 Professionals 4ho treat indi8id,als 4ho ha8e A sho,ld consider doing a thoro,gh social

Asperger<s yndrome' Transition to College F0 history for each one in order to assess ethnic -ac2gro,nd and its effect on diagnosis3 The D M:IV offers g,idelines for applying diagnoses in a m,lti: c,lt,ral en8ironment3 Incl,ded in the g,idelines are ,nderstanding the c,lt,ral identity of the indi8id,al9 assessing the degree of acc,lt,ration the indi8id,al has in hisLher c,rrent society9 and determining if m,ltiple lang,ages are spo2en3 Also important are the indi8id,al%s c,lt,ral e;planation of the disorder9 c,lt,rally rele8ant interpretations of the social stressors9 and any c,lt,ral iss,es that might e;ist in the relationship -et4een the indi8id,al and the professional3 Professionals 4ho do research on Asperger<s yndrome sho,ld consider the ,tility of A,tism screening protocols that ha8e -een normed on pop,lations 4ith c,lt,ral differences3 "ertile gro,nd for f,t,re research might -e in percei8ed c,lt,ral differences -et4een co,ntries3 As2ing for inp,t from an indi8id,al 4ith A 4ho has deficits in ToM =#,therford et al39 /00/C is pro-lematical 4hen assessing or attempting to case concept,aliJe3 &ormally to -e c,lt,rally sensiti8e one as2s clients to pro8ide insight 4ithin the c,lt,ral setting of the indi8id,al<s disorder and also to define c,lt,rally rele8ant interpretations of social stressors3 This may -e 8ery hard for the A person3 Clinicians may 4ish to consider other methods of gathering this information from others 4ho 2no4 the indi8id,al 4ith A 3 Three .,estions of an ethical nat,re res,lt from the consideration of A and m,lti:c,lt,ral sensiti8ity3 "irst9 to 4hat degree is the indi8id,al acc,lt,rated into the society he in 4hich he li8es9 and 4hat factors related to the disorder

Asperger<s yndrome' Transition to College F? of A affect the indi8id,al<s s,ccessf,l acc,lt,rationM econd9 gi8en 4hat is 2no4n a-o,t the diffic,lty of A indi8id,als to interpret s,-tle9 c,lt,rally -ased9 non:8er-al c,es and idioms of lang,age9 sho,ld professionals 4ho ha8e no -ac2gro,nd in the indi8id,al<s c,lt,re attempt to train the indi8id,al to manage himself or herself in the host c,lt,re according to those c,lt,ral norms or to manage himself or herself in one<s o4n more familiar c,lt,reM Third9 altho,gh the definition of A is the same from one co,ntry to the ne;t9 do c,lt,ralLethnic c,stoms and norms indigeno,s to some co,ntries predispose for increased or decreased n,m-ers of indi8id,als diagnosed 4ith A M These .,estions merit f,t,re research3 7hen doing .,alitati8e research9 a primary concern of the researcher is to maintain the ethical and professional standards3 "i8e important points merit ethical disc,ssion in dealing 4ith the A st,dent 4hen cond,cting research3 "irst9 do no harm3 The A indi8id,al is ,ni.,ely s,scepti-le -eing the 8ictim in social settings3 )eca,se the A indi8id,al has a challenged insight into the moti8ations of others9 he or she may not display a concern regarding the implications of participation in research3 7o,ld the A indi8id,al -e stigmatiJed -y -eing associated 4ith a research proHectM It 4o,ld -e important for the in8estigator to maintain anonymity for the s,-Hect ,nder st,dy to a8oid doing harm to the st,dent3

Asperger<s yndrome' Transition to College F/ econd9 indi8id,als 4ith A tend to gra8itate to4ards interaction 4ith those older than they or 4ith the 8ery yo,ng3 It appears that they enHoy the predicta-ility of ad,lts and the less threatening interaction 4ith children3 7o,ld a proposal of s,ch research to the st,dent 4ith A ,nd,ly -ias that indi8id,al to4ards agreeing to participateM Third9 most li2ely the indi8id,al<s parents ha8e ta2en a primary role in s,pporting their child thro,gho,t school3 The researcher m,st stri2e a -alance -et4een the parent<s needs to -e in8ol8ed and the indi8id,al<s need for a,tonomy3 Indi8id,als 4ith A can re8eal information a-o,t their parents or a-o,t themsel8es that is sensiti8e3 The researcher m,st -e prepared to e8al,ate ho4 s,ch information is to -e ,sed in order to a8oid harm3 7hat filter sho,ld the researcher apply to the information re8ealed in the st,dyM "o,rth9 feed-ac2 m,st -e pro8ided to the participant so that it is therape,tic3 Identification of the st,dent<s deficits is potentially harmf,l if the researcher does not consider the indi8id,al<s c,rrent needs3 #esearchers need to consider caref,lly the desired o,tcomes of feed-ac2 gi8en to the s,-Hect of the st,dy3 7hat methods can -e ,sed to ins,re therape,tic res,lts from the feed-ac2 processM "inally9 the researcher sho,ld also consider 4hether or not to recommend that the st,dent self:disclose his condition of A 3 7hat are the potential -enefits of confidentiality 8ers,s the need to 2no4M 7hat are the

Asperger<s yndrome' Transition to College FF potential negati8e aspects of promoting self:disclos,re of the st,dent<s diagnosis of A M

Asperger<s yndrome' Transition to College FA

Chapter 3 Method

Criteria for Participants This st,dy incl,ded @ College st,dents 4ho ha8e the diagnosis of Asperger<s yndrome =A C3 They 4ere recr,ited to participate in an inter8ie4 process that pro8ided the data for this .,alitati8e st,dy3 Incl,sion criteria consisted of ?C c,rrent or past enrollment as a st,dent at a college9 /C chronological age of at least ?19 and FC 8erified diagnosis of Asperger yndrome3 Recruitment Process #ecr,itment of respondents 4as accomplished thro,gh the ,se of fo,r 8en,es' aC formal letters to directors of college programs that s,pport st,dents 4ith disa-ilities9 -C net4or2ing 4ith professionals 4ho treat indi8id,als 4ith A 9 cC email and or letters to 4e-sites that pro8ide

Asperger<s yndrome' Transition to College FB information and s,pport for indi8id,als 4ith A 9 and dC email and or letter to s,pport gro,ps for indi8id,als 4ith A 3 Prospecti8e 8ol,nteer participants 4ere contacted -y phone or email to confirm eligi-ility 8ia a -rief s,r8ey3 Prospecti8e 8ol,nteer participants 4ere also gi8en the option of completing the s,r8ey -y mail3 It 4as decided for the p,rposes of this st,dy that ideally9 prospecti8e participants< A diagnosis 4o,ld -e 8erified -y a report 4ith specific reference to a diagnosis or -y comm,nication 4ith a professional .,alified to ma2e the diagnosis3 7hen a 4ritten report 4as not a8aila-le9 diagnosis 4as 8erified 8ia contact 4ith a parent or g,ardian3 The prospecti8e 8ol,nteer participant 4as notified of his eligi-ility stat,s after his diagnosis of A 4as 8erified3 elected participants recei8ed a letter detailing the nat,re of the st,dy3 Those 4ho responded to recr,itment for the st,dy -,t 4ere not designated for incl,sion recei8ed notification than2ing them for their 4illingness to -e in8ol8ed and an e;planation of the decision not to incl,de them in the st,dy3 Participants chosen for the st,dy 4ere presented 4ith a O/B gift certificate at the concl,sion of their participation3 In the co,rse of searching for respondents for this st,dy9 emails 4ere sent9 phone calls 4ere made9 and professionals 4ere seen face to face d,ring 4or2shops3 This method of recr,itment yielded only one prospecti8e participant for the st,dy3 That one person 4as not incl,ded in this st,dy -eca,se he did not respond to emails3 One initial -arrier to recr,itment 4as

Asperger<s yndrome' Transition to College F> d,e to a narro4 foc,s of incl,sion9 4hich in8ol8ed only c,rrent freshman and sophomores3 This limitation 4as sol8ed -y as2ing for I#) appro8al to 4iden the criteria to incl,de any indi8id,al 4ho had some college e;perience and 4as at least ?1 years of age3 ome of the -arriers to finding s,-Hects thro,gh other professionals incl,ded rights to pri8acy and confidentiality9 potential for the need to meet I#) standards from a school that referred an indi8id,al9 and the o8erall secondary contact nat,re of 4or2ing thro,gh another professional as the referral so,rce3 Altho,gh college:-ased co,nseling centers and pri8ate practices that 4ere contacted may ha8e passed on information a-o,t the researcher<s interest to potential participants9 none of these contacts res,lted in the recr,itment of a st,dy participant3 #ecr,itment efforts 4ere s,ccessf,l only after the researcher had face to face contact 4ith potential participants3 These face to face contact opport,nities came 4hen the researcher 4ent to a local ad,lt s,pport gro,p for people 4ith A that incl,ded parents and also 4hen the researcher attended the ann,al "all Asperger yndrome Ed,cation &et4or2 =A PE&C 4or2shop3 The -est referrals came from parents of st,dents 4ho -elong to A PE&3 All of the referrals that 4ere appropriate for incl,sion in the st,dy 4ere recei8ed thro,gh this net4or23 #ac$ground information on the Participants All of the s,-Hects =nP@C in this research st,dy 4ere male3 There 4as one referral for a female college st,dent -,t the researcher

Asperger<s yndrome' Transition to College FG 4as ,na-le to maintain contact 4ith her to sched,le an inter8ie4 and e8ent,ally she 4as dropped from the st,dy3 Parents of A indi8id,als 4ith A 8ol,nteered their children for incl,sion in the st,dy -,t -eca,se they 4ere ,nder ?19 they 4ere not eligi-le at the time of the st,dy3 All of the participants 4ere inter8ie4ed in face to face meetings 4ith the e;ception of one person 4ho had to -e inter8ie4ed -y phone3 The participants ranged in age from ?@ to /1 years3 At the time of their inter8ie4s9 three 4ere attending a fo,r year college9 fo,r 4ere attending a comm,nity college9 one 4as enrolled in an online co,rse thro,gh a comm,nity college9 and one9 c,rrently not enrolled9 had dropped o,t of a A year college after t4o semesters3 D,ring the co,rse of their transitions from high school to college ,ntil their inter8ie4s9 one of the respondents had started in a fo,r year school -,t transferred to a comm,nity college9 each of t4o respondents has attended F different colleges and one st,dent attended B different colleges3 The remaining fi8e respondents had each attended only one college3 T4o st,dents at the time of inter8ie4 li8ed in a dormD the other se8en li8ed at home 4ith their parent=sC3 "o,r of the respondents reported that they 4ere in their freshman yearD three 4ere sophomores9 one a H,nior9 and one non:matric,lated3

Asperger<s yndrome' Transition to College F1 %verview of the Research Design The open ended inter8ie4 as a .,alitati8e method of in.,iry 4as ,sed to e;amine the social research iss,e related to the transition of st,dents 4ith A from high school to college3 The nat,re of the st,dy 4as e;ploratory9 and therefore 4as not intended to test a n,ll hypothesis3 Instead9 a .,alitati8e design 4as adopted9 4hich posed .,estions intended to help -etter ,nderstand the Ho,rney of the transitioning indi8id,al 4ith A 3 The 4ords of these indi8id,als formed the data of this research and the data 4as ,sed to identify themes3 These themes 4ere de8eloped ,sing techni.,es -ased on $ro,nded Theory = tra,ss K Cor-in9 ?@@0C3 Data 4as encoded to align 4ith coding strategies s,ggested -y the 4or2 of tra,ss and Cor-in =?@@0C as tools for .,alitati8e research3 Procedures& This st,dy 4as g,ided and -o,nd -y the reg,lations of the Committee on #esearch and Other Acti8ities In8ol8ing (,man ,-Hects at Philadelphia College of Osteopathic Medicine3 These g,idelines incl,ded the follo4ing' the s,-Hects 4ere informed as to the nat,re of the research -eing cond,cted prior to their consent to participate in the st,dyD a signed letter of informed consent 4as o-tained from each of the participantsD

Asperger<s yndrome' Transition to College F@ participants 4ere informed that their participation is 8ol,ntary and that they may 4ithdra4 from the st,dy at any time 4itho,t e;planationD the confidentiality and anonymity of the s,-Hects 4as protectedD permission to a,dio:tape telephone con8ersations and face to face inter8ie4s 4as re.,ested and all s,-Hects 4ere informed in ad8ance 4hen s,ch an a,dio:tape recorder 4as going to -e ,sed3 In addition to these g,idelines e8ery effort 4as made -y the researcher to ,phold the dignity and 4orth of the indi8id,al participants3 ,-Hects 4ere gi8en consent forms prior to the date of the inter8ie4 8ia mail or email and they either ret,rned signed copies of the consent forms in a self:addressed stamped en8elope pro8ided -y the inter8ie4erLresearcher or they pro8ided their signed consent form at the time of the inter8ie43 Consent forms descri-ed the p,rpose of the research9 as 4ell as proced,res9 -enefits9 and any potential harmLris2 factors concerning this type of inter8ie43 Inter8ie4s 4ere done at m,t,ally agreed ,pon sites3 The sites ,sed for inter8ie4ing incl,ded li-raries and homes3 One inter8ie4 4as done -y phone3 )oth inter8ie4er and respondent had paper and pen a8aila-le for note ta2ing if desired3 A tape recorder 4as placed in f,ll 8ie4 of the respondentD in 2eeping 4ith the 4ritten protocol9 permission to tape the inter8ie4 4as sec,red3 The .,estions posed to each participant came from the protocol and the same order and 4ording of .,estions 4as ,sed for each s,-Hect3 "i8e

Asperger<s yndrome' Transition to College A0 open:ended .,estions 4ere ,sed to elicit the respondent<s o4n ideas and terms of e;pression9 so that .,estions meant to pro-e for more information 4ere rele8ant to the respondent3 &at,rally each respondent descri-ed and ,sed terms from their personal e;periences that 4ere different from the other respondents3 Therefore the -ase .,estions 4ere the same open:ended .,estions for each respondent -,t the secondary .,estions or pro-ing .,estions differed9 -ased on the 4ords and terms that the respondent ,sed and -ased also on the inter8ie4er<s need to pro-e for clarification or to enco,rage the respondent to ela-orate3 Another criterion for a secondary .,estion 4as to refoc,s -ac2 to the specific aim of data collection' the period of transition from high school to college3 The Semi Structured 'nterview The inter8ie4er<s instr,ctions to the participant 4ere as follo4s' QI 4o,ld li2e to than2 yo, for ta2ing the time to see me to -e a part of this st,dy3 It is my hope that the information that yo, pro8ide me today 4ill help people -etter ,nderstand 4hat it is li2e to -e a person 4ith Asperger yndrome3 !o,r participation in this st,dy ma2es it possi-le for me to share information a-o,t the transition of st,dents 4ith A from high school to college not only 4ith professionals9 -,t also 4ith other indi8id,als 4ho ha8e Asperger<s and 4ith their family mem-ers3 My hope is that this st,dy not only helps people ,nderstand Asperger<s -etter9 -,t also helps people ,nderstand ho4 to assist in ma2ing st,dents< Ho,rneys from high school to

Asperger<s yndrome' Transition to College A? college s,ccessf,l3 !o,r name9 address9 and school information 4ill -e 2ept confidential and no information that co,ld identify yo, 4ill -e ,sed in reporting the res,lts of this st,dy3 All information that yo, pro8ide to me today 4ill -e referenced -y an assigned ID n,m-er rather than -y yo,r name3 In that 4ay9 no one 4ho has access to this information or the res,lts of the st,dy 4ill ha8e any 2no4ledge of yo,r f,ll name or any other information a-o,t yo,r identity3 I 4ill -e recording this inter8ie4 so I can create a transcript3 The transcript 4ill -e ,sed to help me ,nderstand and share the information yo, share today3 O8er the ne;t ho,r I am going to as2 yo, .,estions a-o,t high school and mo8ing on to college3 I am also going to -e as2ing yo, to tell me a-o,t yo,r tho,ghts and feelings related to -eing a person 4ith Asperger yndrome3 The goal of these .,estions is to ,se yo,r 4ords to descri-e the Ho,rney yo, too2 to get to college3 !o, may decide that yo, do not 4ish to ans4er a .,estion if yo, choose3 !o, also may stop at any time sho,ld yo, not 4ish to contin,e the inter8ie43 At the concl,sion of the inter8ie4 yo, may 4ant to 8ol,nteer more information that I may not ha8e as2ed yo, concerning the topic of transition to college3 Once again the goal of today<s inter8ie4 is that I may learn a-o,t Asperger yndrome and specifically 4hat it is li2e for a st,dent 4ith A to

Asperger<s yndrome' Transition to College A/ transition from high school to college3 )efore 4e -egin is there anything that yo, 4o,ld li2e to as2 me a-o,t 4hat 4e are going to -e doing todayM O69 let<s start3R (uestions )sed in 'nterview The inter8ie4 .,estions 4ere de8eloped -ased on the re8ie4 of the literat,re on Asperger yndrome3 The gro,nded theory method 4hich incl,des methods for coding9 categoriJing9 and concept formation 4as ,sed to identify maHor themes9 iss,es and patterns 4ithin the stories of the st,dent<s li8es3 The semi:str,ct,red inter8ie4 consisted of these fi8e of open:ended .,estions' ?C 7hat 4as starting college li2e for yo,M /C ometimes people tal2 a-o,t diffic,lties they had 4hen they started collegeM 7hat 4as diffic,lt for yo, as yo, started collegeM FC 7hat 4as high school li2e for yo,M AC ometimes people tal2 a-o,t 4hat 4as diffic,lt a-o,t lea8ing high school3 7hat 4as diffic,lt a-o,t lea8ing high school for yo,M BC ometimes people tal2 a-o,t 4hat 4as good a-o,t lea8ing high school3 7hat 4as good a-o,t lea8ing high school for yo,M At the concl,sion of the inter8ie4 the tape recorder 4as sh,t off and the respondents 4ere de-riefed3 De-riefing in8ol8ed gi8ing the s,-Hects the

Asperger<s yndrome' Transition to College AF opport,nity to state 4hether or not any ,ncomforta-le feelings e;isted3 The inter8ie4er o-ser8ed the respondents d,ring the co,rse of the inter8ie4 to determine if any change in the comfort le8el 4as displayed3 All respondents recei8ed information a-o,t a8aila-le therapy s,pport3 The plan 4as that if the respondent indicated discomfort or the inter8ie4er noted signs of discomfort9 the inter8ie4er 4o,ld ta2e steps to address the discomfort immediately -y facilitating prompt action that incl,ded the option of self:referral -y the respondent3 &one of the respondents indicated or displayed discomfort d,ring the inter8ie4 process and none ,tiliJed the n,m-ers pro8ided to self:refer for co,nseling3 De-riefing 4as also a time for the inter8ie4er to than2 the respondent for his participation and praise him for his sharing and colla-oration3 The de-riefing phase concl,ded 4ith the presentation of a gift certificate3 Participants< identities 4ere protected -y assigning each respondent a code n,m-er3 This code n,m-er 4as ,sed on all materials related to this st,dy3 Aliases chosen -y the respondents 4ere ,sed in the transcripts and also in all 4ritten references to the st,dy3 Consent forms9 a code chart depicting the alias9 name and code n,m-er9 emails9 tapes9 field notes9 and transcripts 4ere considered as ris2s that co,ld potentially pro8ide information that identifies the participantsD th,s they 4ere all stored in a loc2ed file ca-inet -y the primary researcher3 Any potentially identifying information collected d,ring the co,rse of this st,dy 4as protected thro,gh sec,re meas,res in

Asperger<s yndrome' Transition to College AA order to safeg,ard the respondents of the st,dy and also those indi8id,als as2ed to consider participation that 4ere not incl,ded in the st,dy3 #espondents 4ere informed in 4riting and 8er-ally that the transcripts from their inter8ie4s 4o,ld -e read -y the dissertation committee9 a transcri-er9 and a colleag,e3 'nvestigator activities Each of the nine transcripts 4as read m,ltiple times -y the in8estigator as part of the .,alitati8e research design in search of themes generated -y the data9 i3e39 the 4ords of the respondents3 Transcripts from the inter8ie4 tapes incl,ded 8er-atim statements of the inter8ie4er and of the respondent and also incidental data9 s,ch as noticea-le pa,ses9 la,ghter9 non 4ord ,tterances =e3g3 Q,mm9 ahhR9 etc3C and repetiti8e 4ords or stammering3 Additionally9 field notes 4ere ,sed to place information into the transcriptD these notes coordinated 4ith o-ser8ations made a-o,t facial e;pressions9 mo8ement9 and any other nota-le non8er-al aspects of the inter8ie43 Occasionally9 a process 2no4n as peer de-riefing =Cres4ell9 /00FC 4as ,sed after some of the taped inter8ie4s 4ere transcri-ed to see2 feed-ac2 from a peer 4ho re8ie4ed the st,dy and as2ed .,estions designed to pro8ide the in8estigator 4ith a 4ider 8ie4point or help disco8er in8estigator -ias that might threaten the 8alidity of the st,dy3 The open coding method = tra,ss9 ?@@0C 4as ,sed to ,nco8er primary and secondary themes3 The coding process res,lts 4ere ,sed to create a

Asperger<s yndrome' Transition to College AB description of the Ho,rney to college -y indi8id,als 4ith A Ho,rney3 These descriptions res,lted in the de8elopment of a small n,m-er of themes that informed the res,lts section of this st,dy3 &arrati8es from the respondents 4ere ,sed to ill,strate ho4 the analysis of the data and res,lting themes 4ere accomplishedD the respondents o4n 4ords 4ere ,sed to descri-e the themes3 *ina investigator activity Each 8ol,nteer participant 4as pro8ided feed-ac2 in the form of a 4ritten s,mmary at the concl,sion of the st,dy3 In.,iries to disc,ss the res,lts 8er-ally 4ere honored as 4ell3 Indi8id,als not in8ol8ed in the st,dy -,t 4ho 2ne4 a-o,t the st,dy from the recr,itment process 4ere also gi8en 8er-al and sometimes 4ritten feed-ac2 a-o,t the st,dy3

Asperger<s yndrome' Transition to College A>

Chapter 4 Results

The data incl,ded in this chapter are the 4ords of @ indi8id,als 4ith A 4ho ha8e made the Ho,rney from high school to college3 Each of their inter8ie4s 4as recorded and then transcri-ed3 This chapter descri-es 4hat 4as fo,nd d,ring the process of data collection3 The res,lts chapter is di8ided into t4o sections' O-ser8ations and Themes3 In the first section9 o-ser8ations are reported that set the stage in terms of the circ,mstances ,nder 4hich the data 4as collected and the -eha8iors displayed -y the indi8id,als in this st,dy3 This information is pro8ided to help the reader of this st,dy to get a sense of the -eha8ior displayed -y the respondents that cannot -e capt,red -y their 4ords alone3 The descriptions of 8ario,s interactions 4ith the respondents 4ill s,pplement the record of their oral statements and pro8ide a sense of the often ,n,s,al and socially a424ard nat,re of the -eha8ior of the

Asperger<s yndrome' Transition to College AG respondents d,ring the st,dy3 These descripti8e passages co8er the follo4ing time periods' e8ents that occ,rred d,ring attempts to set ,p inter8ie4sD initial meetings prior to the act,al inter8ie4sD e8ents d,ring the inter8ie4sD and e8ents that occ,rred after inter8ie4s 4ere completed3 This section concl,des 4ith o-ser8ations on e8idence of atypicality 4ith regard to 2een interests3 The second section of this chapter contains the themes de8eloped from the 4ords of the participants in this st,dy3 The fo,r themes are' ?C AcademicD /C ocialD FC IndependenceD and AC Personal3 7ithin each of these maHor themes the 4ords of the respondents 4ith A tell 4hat it 4as li2e to ma2e the Ho,rney from high school to college3 Each person has e;perienced 8arying degrees of s,ccess in his transition3 The information pro8ided 4ithin the fo,r themes pro8ides a pict,re of the maHor components that related to the le8el of s,ccess in transition3 Each indi8id,al reports a range of s,ccess 4ithin the fo,r maHor themes aro,nd 4hich the res,lts ha8e -een organiJed3 "or e;ample9 4ithin the theme n,m-er ?9 Academic9 the reported range of academic s,ccess 8aries from dropping o,t of college to ma2ing the dean<s list3 This section incl,des many 8er-atim statements from the respondents organiJed 4ithin the fo,r themes3 The respondents< .,otes presented in this chapter are the ,nedited and ,nre8ised 8er-atim statements made -y the respondents3 The disHointed nat,re of the respondents< comm,nication styles may hinder to some degree9 the reader<s attempts to ,nderstand 4hat the respondents 4ere trying to comm,nicate3 The respondents< 4ords are offered

Asperger<s yndrome' Transition to College A1 4itho,t editing in order to gi8e the reader a fla8or for the comm,nication diffic,lties that the respondents displayed d,ring the inter8ie4s9 and to increase the reader<s appreciation of the cogniti8e processing demands placed on the inter8ie4er 4hen comm,nicating 4ith these indi8id,als3 %+servations %+servations, setting up interviews& As mentioned in the proced,re section of this st,dy the researcher can8assed gro,ps of people that incl,ded parents of st,dents 4ho ha8e A 9 people 4ith A 9 professionals s,ch as therapists 4ho 4or2 4ith indi8id,als 4ith A 3 D,ring the co,rse of this process some enco,nters 4ith indi8id,als 4ith A are informati8e3 )efore the start of one 4or2shop9 a 4ell 2no4n spea2er on A 4ho happens to -e an ad,lt 4ith A 4as approached -y me and 4as told a-o,t the st,dy and a re.,est 4as made to hand o,t the recr,itment letter to the 4or2shop participants3 (e 4as 8ery accommodating and allo4ed the distri-,tion of the letter aro,nd the room3 (e sho4ed interest in the st,dyD the e;planation that 4as gi8en to him stated that the st,dy 4as a-o,t the transition from high school to college9 and he said9 QOh9 so yo,<re interested in those / months -et4een high school and going to collegeMR This response re.,ired clarification that the st,dy 4as not H,st a-o,t that -rief time period -,t also a-o,t ho4 the A st,dents recalled their time in high school and college3 I realiJed that he interpreted the title of the dissertation st,dy in e;plicit terms3

Asperger<s yndrome' Transition to College A@ On another occasion 4hile at 4or29 I 4as contacted -y a potential participant 8ia a front des2 phone operator3 7ith no introd,ction and no e;planation a-o,t the p,rpose of his call9 this indi8id,al re.,ested Qan application3R An attempt 4as made to as2 .,estions to find o,t 4hat he 4as tal2ing a-o,t9 -,t little information 4as gi8en9 e;cept that he 4anted Qan application3R (e did not state his name9 did not mention the Asperger<s st,dy and did not e;plain ho4 he got this 4or2 telephone n,m-er3 An attempt 4as made to ,nderstand 4hat he 4as calling for -,t it seemed that he gre4 more impatient 4ith each .,estion as2ed3 "inally9 he 4as told -y the in8estigator that there 4ere no applications and he h,ng ,p3 $i8en the conte;t of the setting in 4hich the call 4as recei8ed9 it 4as not ,ntil later that the realiJation da4ned that the call li2ely 4as from an indi8id,al 4ith A 3 Unfort,nately9 it 4as impossi-le to find o,t 4here the call came from or 4ho referred the caller in the first place3 One of the potential s,-Hects 4as a yo,ng 4oman in college 4hom the researcher reached -y phone3 he 4anted to do the inter8ie4 immediately -y phone d,ring that first contact3 he 4as told that a face to face inter8ie4 4as prefera-le3 he ga8e the contact information and 4as told that she 4o,ld -e called -ac2 and an inter8ie4 4o,ld -e sched,led3 D,ring the ne;t telephone con8ersation it 4as diffic,lt to arrange a time -eca,se she 4as home for only a short time and then had to ret,rn to school3 After that point9 there 4ere no replies to the emails sent to her9 so this researcher stopped trying to recr,it her for an inter8ie43 Later the idea occ,rred that if the tho,ght of meeting a stranger9 e8en

Asperger<s yndrome' Transition to College B0 tho,gh the referral came thro,gh her therapist9 4as some4hat diffic,lt for her and that perhaps there 4as only that one chance at an inter8ie4 4ith her3 It is possi-le that phone contact 4o,ld ha8e -een a less challenging 4ay for her to comm,nicate 4ith me3 It seems reasona-le that her stated idea of doing the inter8ie4 no4 4as 8ery m,ch the 2ind of straightfor4ard thin2ing that some people 4ith A display3 he 4as saying9 Q(ey 4e<re tal2ing no49 so 4hy not do the inter8ie4 no4MR Another e;ample of the 2ind of thin2ing displayed -y persons 4ith A is ta2en from an incident d,ring 4hich I met one of my respondents at a conference3 There had -een a pre8io,s con8ersation -y phone and he also as2ed if 4e co,ld do the inter8ie4 -y phone3 After an e;planation that it 4o,ld -e prefera-le to meet him in person instead9 he then agreed to a meeting time and date at a local li-rary near his home3 )efore there 4as a chance to inter8ie4 him9 the t4o of ,s happened to meet at a conference on A D he 4as sitting in a hall 4ith a-o,t A00 seats as the conference participants 4ere finding seats to listen to the opening spea2er3 After confirming for him that the meeting 4o,ld ta2e place on the follo4ing 4ee2 he said9 Q!o,<re hereD I<m here let<s do this no43R Thin2ing9 initially9 that he 4as 2idding9 -,t then realiJing that he 4as serio,s9 that he 4anted to tal2 right then and there9 I e;plained to him that pri8acy 4as necessary9 and that his responses 4o,ld -e recorded9 and therefore this 4as not a good place for thatD -esides9 the spea2er 4as a-o,t to -egin his presentation3 Later the ne;t 4ee2 4hen the meeting too2 place in the li-rary9 he stood in the middle of the

Asperger<s yndrome' Transition to College B? li-rary and said that the inter8ie4 co,ld -egin3 Again there had to -e a reminder that pri8acy 4as necessary and that tal2ing in this part of the li-rary 4o,ld dist,rothers3 In the co,rse of o,r disc,ssion a-o,t a place in 4hich to tal2 pri8ately9 there 4as the sense that he might -e ,na4are of the impact that tal2ing in the reference section of the li-rary might ha8e on other people and that he did not seem to mind if 4e tal2ed a-o,t personal information in front of others 4hom he did not 2no43 In this partic,lar li-rary9 pri8ate rooms 4ere a8aila-le on a first come9 first ser8ed -asis3 After 4aiting for a room to -ecome a8aila-le9 the inter8ie4 4as cond,cted in pri8acy3 %+servations, meeting the respondents -ust prior to +eginning the interview& Once I set ,p inter8ie4 appointments 4ith my respondents I then met 4ith them3 The descriptions -elo4 are intended to help the reader get a sense a-o,t ho4 the indi8id,als 4ith A responded initially ,pon meeting me to -egin their inter8ie4s3 I arranged to meet one of the respondents at his home3 I rang the door-ell and after a lengthy pa,se he opened the door9 said hello9 shoo2 my hand9 and then disappeared3 Mean4hile I 4as left on the front doorstep9 standing there 4ith the door part 4ay open3 I peered aro,nd the door and co,ld not locate him3 I stepped into the ho,se9 closed the door9 and 4aited for him to reappear3 The time d,ring 4hich I 4aited seemed long -eca,se I 4as feeling ,ncomforta-le3 I 4al2ed into the 2itchen and p,t my folder and tape recorder on the ta-le3 "inally I sat do4n3 All the 4hile I 4as 4ondering 4here my s,-Hect had gone3 I called o,t his nameD

Asperger<s yndrome' Transition to College B/ there 4as no ans4er3 I noticed a closed door do4n a hall4ayD it loo2ed as if it might -e a -edroom3 I 2noc2ed and called o,t his name3 (e called o,t thro,gh the closed door saying9 QI<ll -e right there3R I 4ent -ac2 to the 2itchen and 4aited3 "inally9 he came o,t to the 2itchen 4ith a tooth-r,sh in hand3 (e told me that he had to go thro,gh a ro,tine -efore 4e started and then proceeded to -r,sh his teeth o8er the 2itchen sin23 (e then p,lled the -r,sh o,t of his mo,th and told me that I co,ld start as2ing .,estions3 I told him that I co,ld 4ait ,ntil he 4as finished 4ith his preparations3 (e told me9 Q!o, don<t ha8e to 4aitD go aheadD start inter8ie4ing me3R Again I told him I 4o,ld 4ait9 e;plaining that I 4o,ld -e recording and it 4o,ld -e a -etter recording if he 4ere sitting do4n 4ith me3 I started the inter8ie4 after he finished -r,shing his teeth3 I met another respondent at a large athletic facilityD it has meeting rooms that an A ad,lt s,pport gro,p ,ses for its meetings3 Unfort,nately9 the meeting room that the gro,p ,ses 4as occ,pied so 4e had to find another place to do the inter8ie43 My respondent met me in the lo--y3 7hen I told him that staff 4as loo2ing to find a room for ,s to ,se9 he s,ggested that 4e H,st ,se the lo--y3 I had already loo2ed into options and decided the constant traffic in and o,t of the lo--y 4as not ideal3 &ot only 4as there a lot of people traffic9 there also 4as a large screen TV playing3 I am reasona-ly s,re that he noticed those things -,t e.,ally s,re that he did not connect them 4ith the idea that these things 4o,ld -e distractions that co,ld -e -arriers to a pri8ate meeting3 taff fo,nd ,s an ,n,sed

Asperger<s yndrome' Transition to College BF e;ercise room and 4e 4ere a-le to do the inter8ie4 in pri8ate9 4ith no distractions3 On another occasion I again met a respondent at a local li-rary3 This location 4as ideal for him -eca,se he 8ol,nteers at a comp,ter technology center connected to the li-rary3 I as2ed him if he co,ld reser8e a room 4here 4e co,ld tal2 pri8ately3 (e told me that it 4o,ld not -e a pro-lemD there 4as a room right ne;t to the tech center that 4e co,ld ,se3 7hen I came into the center loo2ing for him I noticed se8eral yo,ng st,dents sitting at comp,ter stations3 My respondent 4as sitting at a comp,ter as 4ell3 I introd,ced myself and9 as in the case of other first meetings for inter8ie4s that I ha8e descri-ed9 there 4as little transition3 (e 4as prepared to do the inter8ie4 right there despite my re.,est for a more pri8ate setting3 After I e;plained again the need for pri8acy9 he arranged for someone to ,nloc2 a near-y meeting room and I 4as a-le to start the inter8ie4 appropriately3 %+servations, during the interview& Altho,gh this 4riter is not an e;pert in speech assessment9 there 4ere significant o-ser8a-le speech patterns that noticea-ly affected the a-ility of the respondents to e;press their tho,ghts ade.,ately and -e ,nderstood -y others3 ome of the .,alitati8e aspects of the respondents< speech that I noticed 4ere consistent 4ith clinical o-ser8ations in the literat,reD these incl,ded poor pacing of speechD derailment or going off topicD stilted or o8erly formal patterns of speechD monotone e;pression of speechD melodic speechD and po8erty in the amo,nt of speech3

Asperger<s yndrome' Transition to College BA #o-ert<s speech d,ring the inter8ie4 4as characteriJed -y press,red speechD that is9 he spo2e rapidly9 often did not finish a tho,ght -efore initiating another tho,ght and then often H,mped -ac2 to the original tho,ght3 (e also mi;ed ,p his tensesD he 4o,ld H,mp .,ic2ly from the past to present 4itho,t e;planation3 (e also mi;ed locations of e8ents that he spo2e a-o,t3 I had to .,estion him to clarify the school at 4hich an e8ent happened3 (e spo2e e;citedly thro,gho,t the inter8ie4 and e8en 4hen he9 himself9 pointed o,t his tendency to spea2 rapidly9 he did not modify his rate of speech3 7hen #o-ert drifted into one of his 2een interests9 a -,siness 4here he is self:employed9 he spo2e e8en more rapidly3 In re8ie4ing his taped inter8ie4 I 4as a-le to de8elop a m,ch -etter ,nderstanding of 4hat he 4as trying to con8ey -y slo4ing his speech pace electronically and re8ie4ing it se8eral times3 In contrast9 )o- displayed a pa,city of speech3 Altho,gh he 4as responsi8e9 he ,sed 8ery fe4 4ords to ans4er each of my .,estions3 I had to elicit a f,ller response -y as2ing pro-ing .,estions s,ch as9 QTell me more a-o,t that3R Additionally9 his speech 4as deli8ered at a slo4 pace and the pitch of speech 4as at a high tone and some4hat melodic3 (o4e8er9 4hen )o-<s interest in pop c,lt,re came ,p in the co,rse of the inter8ie49 he spo2e more spontaneo,sly a-o,t this 2een interest9 ,sing many more 4ords 4itho,t the need for prompting3 #ed also too2 a long time to con8ey information9 -,t his speech 4as .,alitati8ely different from )o-<s3 (e did not re.,ire any prompts -eca,se he tended to say more than )o-D instead he tended to ta2e long pa,ses in mid:

Asperger<s yndrome' Transition to College BB sentence3 (is 8oice 4as lo4 in pitch and in 8ol,me and 4as also 8ery monotone in prosody3 #ed also tended to display stilted and formal phrasings 4hen spea2ing3 Clint displayed the most normati8e speech pattern of all of the respondents3 )y that9 I mean that he displayed an ease of con8ersation that facilitated my inter8ie4 4ith himD he stayed on topic9 as2ed me .,estions to clarify his ,nderstanding of the p,rposes of my st,dy9 and did not demonstrate the 2ind of ,n,s,al speech characteristics that 4ere displayed -y the other respondents3 Ta-le F -elo4 charts all of the respondents -y the most nota-le aspects of their speech patterns3

&ame

"ast Pace

lo4 Pace S

Monotone L"lat S S

Melodic

Off Topic

On Topic S

(igh Le8el of Content S S

Lo4 Le8el Of Content

"ormal peech S

Informal peech

#ed Tom #o-ert $T Clint )oMatt #oc2y Da8e S S

S S

S S S

S S S

S S

S S S S S S S S S S S

S S S S S S S S

peech characteristics 4ere gro,ped ,sing fi8e pairs' "ast PaceL lo4 PaceD MonotoneLMelodicD Off TopicLOn TopicD (igh Le8el of ContentLLo4 Le8el of ContentD and "ormal peechLInformal peech3 These parings represent a scale

Asperger<s yndrome' Transition to College B> in 4hich the descriptor in a pair is on opposite ends of a s,-Hecti8e contin,,m3 An QS< for an indi8id,al indicates that the speech characteristic 4as significantly e8ident3 7hen a specific indi8id,al did not display that characteristic or it 4as not significantly e8ident9 the -o; 4as left -lan23 %+servations, at the conc usion of the interview& At the concl,sion of each inter8ie4 I de8oted time for disc,ssion 4ith each of the respondents to see if the process of the inter8ie4 had created any lingering discomfort3 All respondents indicated that they 4ere not ,pset -y any of the .,estions that 4ere posed d,ring their inter8ie4s3 I then offered them the chance to as2 me .,estions3 In some cases9 the inter8ie4 ended -eca,se the respondent did not ha8e any .,estions for me3 In the fo,r inter8ie4s done in the home9 parents engaged in an informal con8ersation 4hen I completed the inter8ie43 )oth #ed and )o- initiated con8ersation a-o,t their 2een interests 4hen I ga8e them an opport,nity to as2 .,estions3 %+servations on evidence of atypica ity& People 4ho happen to ha8e A are 2no4n to also ha8e 2een9 narro4ly foc,sed interests3 D,ring the co,rse of my inter8ie4s some of the most informing social interactions and disc,ssions came -efore and after the inter8ie4s3 D,ring the formal str,ct,re of the inter8ie4 interests might not come ,p -,t 4hen I 4as not recording the inter8ie4s9 respondents 4o,ld tal2 informally9 some re8ealing their 2een interests3 I had not so,ght to deli-erately collect information on my s,-Hects< interests -,t early on in my inter8ie4s I realiJed that their interests represent a strong part of 4ho they are

Asperger<s yndrome' Transition to College BG to themsel8es and to the people aro,nd them 4ho are e;posed to those interests3 These interests incl,ded $eography9 Mathematics9 Pop C,lt,re9 especially M,sicD Dating9 Comp,ters9 (eating and Ventilation9 ),siness9 Photography and Ancient Ci8iliJation3

*our Themes "o,r primary themes 4ere identified in the analysis of the content of the inter8ie4s3 Primary themes 4ere re8ealed in the statements of all nine s,-Hects3 The primary themes identified 4ere ?C Academic f,nctioningD /C ocial f,nctioningD FC Independent f,nctioningD and AC Personal iss,es3 )iographical material 4as collected 8ia a s,r8ey form =appendi; )C and d,ring the co,rse of the inter8ie4s3 A s,mmary of that information is incl,ded in appendi; D that s,mmariJes that information3 Cons,lting this s,mmary may help the reader of this st,dy to -etter ,nderstand the perspecti8e of the respondents as they tal2 a-o,t their e;periences3

Theme num+er ./ academic functioning& The respondents sho4ed 8arying degrees of academic readiness for ma2ing the transition from high school to college3 Their e;periences ran the gam,t from fail,re to s,ccess3 In one sense9 all of them ha8e e;perienced some degree of academic s,ccess -eca,se they grad,ated from high school and 4ere accepted for st,dy at colleges3 e8eral reported academic fail,res that 4ere t,rned into s,ccesses3 Academics are a 2ey

Asperger<s yndrome' Transition to College B1 part in their Ho,rney to4ards ,ccess In Transition = ITC3 #espondents< o4n 4ords are offered to gain a sense of their academic e;periences regarding ho4 to st,dy9 learning from their mista2es9 and finding 4ays to adapt to the academic demands of college =e3g39 the ad8antages of going to comm,nity collegeD ta2ing co,rses onlineC3 Clint9 in e;plaining ho4 ha8ing A has affected him9 descri-ed ho4 he is challenged academically3 (e reads passages from -oo2s and highlights the important parts3 (e sees most of 4hat he reads as important so he often ends ,p highlighting most of the -oo23 (e ,nderstands that this is not helping him to de8elop an ,nderstanding of the main ideas or to de8elop generaliJations from the specific content3 (e descri-es ho4 he needs to pay attentions to some details 4hile ignoring detail in other sit,ations' & been better at it recently but & really like to say & have to resort to using highlight the important parts and even if it's not important. !o & end up highlighting everything or like paraphrasing was sometimes hard. But &'ve noticed that like what & do better to help myself now, is & read the chapter, think about you know important concepts and what & usually do is (ust read a page and then write notes on what & felt were the most important concepts of that page. And then as far as paraphrasing goes, that's easier now because what &

Asperger<s yndrome' Transition to College B@ do is &'ll read something, wait like maybe a minute and then say all right what they were talking about. And then & always put it into my own words there and & (ust have to get it down on paper. !o & think before & was trying to put stuff in my own words from looking at their words) whereas now & read it and then maybe wait a minute and then you know, so & think that helps too as far as summing everything up. Also, paying attention like to extra detail or other times extra detail may be not needed. !o it could be interesting if further like state their point, but you know if it's not really part of what they are doing like for instance, if someone says someone's like sub(ect is like school cafeteria shouldn't push health food on students. *aybe one of their parts is lets studies show from you whoever said this. +kay that theory supports the research but not as much to take notes at because that is not really the main topic. !tuff like that, that's (ust an example. $T s,mmed ,p his e;pectations for college9 ho4 his college e;perience ,nfolded for him9 and also the regrets that he had a-o,t 4hat he did not do in college 4hen he stated' !tarting college was like a new step towards my future. &t was like going into a brand new world. ,rior to this & had a

Asperger<s yndrome' Transition to College >0 lot of support with people with my disability. & had assistance in classrooms) & had mostly in the form of like a support teacher and that was in public schooling though. & didn't receive that in college first of all. Also before, & had trouble keeping tabs on the time, people would (ust tell me or remind of where & was suppose to go. %ause & would generally find myself in the library and bury myself in a book and lose track of time. *ost people knew where to find me so if & was really late to where & was going to be late they would gently remind me that & was suppose to go and then & would eventually go there. !o it helped me a lot in my high school years. &n college, though no one was there to do that. -hich is probably why & really didn't last that long there, approximately two semesters, but really one and a half. And most of that was because & didn't attend classes every day. There was a very long interval between my classes and & was long. &'d tell them & wasn't driving myself to school each day so & would have to wait until around ."// and & would be picked up by my parents usually. And that's the way & timed myself and & didn't manage my time properly back then. !o going to my classes which & had plenty of time) & (ust spent all day in the library playing on

Asperger<s yndrome' Transition to College >? the computer. &t was wrong of me) & wish & could go back in time and change that as & am more mature now. That's the way mistakes are made. There is no going back now to live with that now. & do have a feeling that if & was given a little more assistance perhaps someone to monitor me, keep me out of the library. & was, easily distracted & would have attended more classes and possibly still graduated from college and & would have had a bright future by now $T regrets his mista2es in college3 (e -elie8es that if he had had more help organiJing his time 4hen he 4as in college that he 4o,ld ha8e -een more s,ccessf,l3 In high school he -orro4ed from the str,ct,re pro8ided -y the staff aro,nd himD in college he did not ha8e the same s,pport3 Tom is ta2ing classes at a local comm,nity college9 -,t also is ta2ing an on:line class thro,gh a college in another stateD this college offers classes in photography3 (e comm,nicates 8ia email and mails his 4or2 to his professor3 Tom li2es this class and e;plains 4hy' & go to B0A#1 %ommunity %ollege and right now &'m 2also3 going to one that is not a college but a takeoff from a college blank &nstitute for photography. 4. But &'m able to um, do it differently and that one is easy because you are on tape) you don't talk you ask 5uestions and my mom helps

Asperger<s yndrome' Transition to College >/ me with the writing and stuff and the test part and & email back and forth my pictures and &'m learning very well that right now. Through the mail and everything. !o that's another opportunity to try if college is hard. is to do to try and figure them out to try internet classes) you're not going to be facing the professor the impression next that you made semester and that's not what they want) you figure an internet class is more or less money. +ne bad part is you don't feel so live and watching unless if you come for classes. Tom has a history of -eing o8erly eager to ma2e a good social impressionD he -elie8es that it has h,rt his opport,nities in school3 An online co,rse is a 4ay for him to learn and not ha8e to 4orry a-o,t the impression that he is ma2ing on others3 Da8e descri-ed 4hat it 4as li2e for him to anticipate going off to college and a little later on in his statement9 he ga8e ad8ice a-o,t pic2ing a college3 -ell & loved that fact that & didn't have to be there all day and a & was able to have more time, a little bit more time to work on my homework and & & was able to take classes when & wanted to take them and not when they were given44. A it was, yeah, & would highly recommend to anyone that has

Asperger<s yndrome' Transition to College >F a Asperger's that they should look for a community college unless they really know what they want to do and want to go to a ma(or university) they should (ust go to a community and a save some money. #oc2y left a fo,r year college and dorm:li8ing sit,ation to ret,rn to li8e at home and ta2e classes at a local comm,nity college3 (e ga8e ad8ice a-o,t the reasons 4hy he finds comm,nity college good for him' This one, B0A#1 2community college3 it's (ust classes and & don't even have) it's (ust a community college so there's no campus) it's not as board so & don't have a roommate. & still live at home but & don't have to worry about people waking me up all hours of the night and like getting my door) the classes are more) &'m only taking one class at a time at the other place & had a full work load. #ow & take one class) now & can focus on (ust that one class. #ow &'ve gotten B's and A's in all my classes. 0ike my other class, the highest, the best & got was a B in one of my classes. & made up the work load is definitely better at the community college) there's not as much stress. #oc2y finds comm,nity college less stressf,lD he can li8e at home9 ta2e fe4er co,rses9 and his grades are -etter3 In reading this .,ote one can see that

Asperger<s yndrome' Transition to College >A #oc2y<s statement is interspersed 4ith more than one tho,ght at a time3 (e -egins a tho,ght in a sentence and then changes to another topic 4ithin the same sentence3 Listening to him tal29 I noted that he made no pa,ses and the 4ords flo4ed 4itho,t regard to sentence str,ct,re3 In the a-o8e passage9 he 4as contrasting the difference for him -et4een room and -oard in a A year college and comm,ting to a / year comm,nity college3 (e 4as saying that he 4as more comforta-le at home 4here he does not ha8e to deal 4ith socially ,ncomforta-le sit,ations s,ch as the one in 4hich his roommate scre4ed sh,t his door3 "or #oc2y9 comm,nity college is less stressf,l -eca,se he can ta2e one co,rse at a time3 #o-ert had a different college e;perience from the rest of the gro,p3 (e 4as ta2ing an online co,rse for comp,ter training thro,gh a comm,nity college3 (e fo,nd9 that for him9 that it 4as easier to deal 4ith iss,es related to social setting -y staying home' 4 & don't have to worry about making up work that is missed. 6ou are in a room that you don't feel comfortable in being or not knowing where the students or teacher is. They announce that you don't have to worry about not being able to sleep at home but & am at home, but & like being online because that is what & do best. Theme num+er 0/ socia functioning& The st,dent<s 4ith A descri-ed the 8ario,s social settings they fo,nd themsel8es in d,ring the co,rse of their

Asperger<s yndrome' Transition to College >B transition3 The social settings they tal2ed a-o,t ranged from ones of isolation to ones eager 4ith o8er:engagement3 All of them ha8e e;perienced social diffic,lties -,t the fla8or of those e;periences differs -y indi8id,al3 Their 4ords are directed to dating9 isolation9 s,ccess 4ith str,ct,re9 friendships3 In high school Matt indicated that he had diffic,lty 4ith relationships -eca,se he 4as preocc,pied 4ith girls9 as he stated' &f that's the topic of high school academically & did (ust fine. & stopped caring so much about getting good grades once & started liking girls. That's (ust typical. The only problem about me is that & would start talking excessively about a girl & like. & mean that was one of my serious issues in high school. And people who & was friends with would get really annoyed that & would keep doing that because it was like interfering with their own well7being for me to continuously be talking about a girl that it was futile even to think about because & had already acted kind of strange to her so or it was almost like & needed somebody to say 8 i9 to every morning, (ust to feel good about myself during the day. Matt seems a4are that his actions made it diffic,lt for him socially and in hindsight9 he noted that his social interests affected his a-ility to do 4ell in school3

Asperger<s yndrome' Transition to College >> #ed descri-ed se8eral sit,ations in high school that made him feel isolated' & had very few friends in high school. & felt ostraci:ed. #o-ert also felt isolated in high school9 offering' Fitting in all the time was difficult for me. &t was a lot harder to make friends in high school. *aking friends is one of the hardest things for me in high school. Da8e also shared similar o-ser8ations a-o,t high school' &t was difficult for me to be social) & didn't feel like & fit in anywhere too much. And & usually (ust kept to myself and didn't talk to many people. 7hen prompted to9 QTell me more a-o,t feeling that yo, didn<t fit in9R he responded after a long pa,se' & & (ust didn't feel, & didn't feel like, because & didn't feel like & could have gotten involved with anyone at that time. 7hen as2ed a-o,t his social sit,ation in college9 Da8e noted that he has had diffic,lty 4ith his grades and a8oids social interaction' lately in college & haven't focused on social activity since &, &'m more concerned about my grades at the moment and that's & feel that's something & have to fix before & could do anything else.

Asperger<s yndrome' Transition to College >G #oc2y e;plained that ha8ing A for him res,lts in -eing shy and ,ns,re in social settings' &'m shy a shy person like meeting people, making friends is pretty hard. & guess &'m unsure about myself usually social situations when & meet people well other than that & don't really that's all. That's about it really.9 #oc2y recalled that some people in high school 4o,ld go o,t of their 4ay to socialiJe 4ith him' !ome people were kind of nice. & mean they would talk to you, say hello back. & mean they wouldn't harass me. That was a plus. Matt9 4ho presents himself as a 8ery social person9 -,t as needing help in finding friends9 fo,nd a str,ct,red and safe place in his college to meet others' & was actually part of a program that was part of their special office of speciali:ed services they call the B0A#1 %lub, which stood for B0A#1, which was basically (ust a group of people (ust kind of chatting and stuff. &t was kind of a nice thing to do. Because & was wondering if there was any place & could go to (ust kind of meet people and (ust be friendly.

Asperger<s yndrome' Transition to College >1 #ed also stated that he has a close friend 4ho happens to ha8e A D here he tal2s a-o,t meeting him after high school' 4one of my best friends to this day is someone & didn't meet in high school my freshman year. &t seems (ust paradoxical & believe it's hypothetical hypothetical 7the fact that the fact that that & didn't meet one of my closet friends today is someone who & never met in high school. Clint noted that teasing 4as not a pro-lem for him in school especially after Gth grade' so you know that could be a problem but you know one that like if & was teased like earlier in school & (ust would see a guidance counselor and try to calm down. But & say like after about ;th grade or so, teasing wasn't as much of a problem and if & really didn't like someone that & probably (ust wouldn't talk to them or hang out with them outside of class. After o,r inter8ie4 4as o8er9 Clint shared that his -est friend happens to ha8e A 3 Theme num+er 1/ independent functioning& The st,dents 4ith A 8ary in their s2ills and their needs for independence3 All of them ha8e needed help from others and noted that they -enefited from that help3 D,ring the co,rse of tal2ing

Asperger<s yndrome' Transition to College >@ a-o,t transition9 they descri-e their le8el of independence 4ithin a range -et4een lo4 le8els of independence to high le8els of independence3 Their 4ords descri-e the sit,ations in 4hich s,pport helped them stri8e to4ard independent f,nctioning as they transitioned and sit,ations in 4hich lac2 of s,pport hindered their transitions3 Their 4ords also tell a-o,t e;pectations for independence in ad,lt life9 ad8ice on ho4 to help oneself9 on people and gro,ps 4ho help9 on missing s,pports that 4o,ld ha8e helped9 and on ad8ocacy to get those things that help3 $T sa4 college as a transition into ad,lthood3 (e descri-es his e;pectations for mo8ing into the ad,lt 4orld9 seeing college as a promise of training for a career that 4o,ld res,lt in independence3 & feel that is was another, as & would say, another step towards maturity and & felt like & had accomplished stuff and & graduated and & earned my high school diploma which was a ma(or achievement in my life. And & felt good to be wearing my cap and gown. +f course & was nervous about the transition stage and hoped that & would do well, but & feel that's normal with almost everyone to feel nervous when they make a big change like that. +ther things that & felt, would be a positive that & was going on to possibly learn about improving my skills in writing to a point where & could write possibly professionally or

Asperger<s yndrome' Transition to College G0 something to do with writing in general, possibly even teaching. Clint noted that time management 4as a challenge in college3 (e ga8e ad8ice a-o,t 4hat he -elie8es st,dents in college sho,ld -e doing to manage their time3 Clint tal2ed a-o,t ma2ing r,les a-o,t time management9 a-o,t self discipline9 and a-o,t 4ays to comm,nicate 4ith teachers and classmates' !o you have to be strict with yourself like you can have long breaks and everything between classes and you know some of the time is instead of partying or eating, you might have to study some or do an assignment also) assignments are handed out like you have more work to do but you have more time to do it than in high school. !o you don't want to wait until the last minute) you want to make up a set schedule and you know the teachers aren't there telling you what to do. 6ou know a lot of the stuff) you have a course syllabus so you have to pay attention to that and e7mail them if you have any 5uestions. 6ou also could get you know phone numbers from kids in class. !o in that case you know you know in college you could meet some classes) you meet less then in high school and isn't like you know six straight hours of nothing but class. But in the same you are

Asperger<s yndrome' Transition to College G? challenged more independently in making decisions about also like to driving to school, you know, like once a week with traffic and everything. #o-ert stated that he co,ld not imagine managing the demands of college3 Time management 4as a concern of his as 4ell' -ell, & have always wanted to go to a real college. & (ust wanted to find somebody that & could relate to but & am happy to be online because it's something that &'m good at. !omething that & do well, something that comes easy to me. & can't see myself having to rush from room to room and worry about that whether & make the bell on time. $T tal2ed a-o,t people 4ho helped him 4hen he 4as in high school3 (o4e8er9 in college as he descri-ed in a pre8io,s statement9 he did not feel that s,pport' !ubse5uent environment 2college3 & had to be my own advocate. Back in high school there was a counselor that & could usually go to and a setup of people who were my teachers who & could also confide in and ask for assistance and who knew about me and my disability. And then the work found out. At college & didn't usually have that thing at all at that end. ,eople who were in charge of that everyone else 5uit. & spoke to a lot of people during school there, and

Asperger<s yndrome' Transition to College G/ they didn't want to do anymore than they had to as where as & was concerned. $T 4as disappointed in the lac2 of a8aila-ility in college of the 2ind of help that he felt made him s,ccessf,l in high school3 (e appeared to ,nderstand that in college he needed to as2 for help and not to e;pect it to -e gi8en 4itho,t re.,est3 (e did not ha8e to disclose his disa-ility in high schoolD people already 2ne4 a-o,t it3 Later in o,r con8ersation he restated ho4 teachers in high school helped him and ho4 his e;pectations for similar assistance in college 4ere not met3 (e concl,ded that he sho,ld ha8e ad8ocated for more help' ,eople would help me, my teachers would be there after school and & could ask them if they could help me out organi:e my book bag, improve my writing, ask the proper thesis, things of that nature. They were around to give me measures and little hints, and (ust a helping hand when & need them. &n college & didn't really have or seek any of that and & think & expected to see that. Clint fo,nd help at his comm,nity college' 4what is really good about B0A#1 2community college3 is their pro(ect connections. -hich not everyone gets into, but what happens is this pro(ect connection is a place where you can have tutoring for homework. 6ou could meet with

Asperger<s yndrome' Transition to College GF advisors to set up, you know like if you wanted to get tests in a different place. Also, they could set up with you like how many credits you want to take you know if you are working that kind of thing. !o you know you're not really alone in that sense. Clint fo,nd help in college in a program called QProHect ConnectionsR in 4hich he fo,nd a 8al,a-le reso,rce in people 4ho co,ld pro8ide t,toring9 test accommodations9 and ad8ice on 4or2 load3 Da8e had so,ght o,t help from a co,nselor in college -eca,se he needs to get -etter grades' *y a grade future wasn't looking so well in the classes and recently &'ve been to see a counselor to help improve my $,A Later in o,r con8ersation Da8e added that he fo,nd programs offered in high school s,ch as the st,dy s2ills class and a peer mediation gro,p to -e helpf,l for him for his academics and for respect for di8ersity' -ell in high school was that a it was hard to like, but there was a few good things. & like the help that they offered at the school with the class with the study skills. And they would um they would um and they would have a mediation group every week that every *onday of the week and that that actually helped out with knowing people better4. they

Asperger<s yndrome' Transition to College GA helped, they talked about diversity) &'m remembering about diversity and they talked about cultural issues at times, and how you can get help for them. Theme num+er 2/ persona issues& The st,dents 4ith A re8ealed a great deal of information a-o,t their personal li8es d,ring these inter8ie4s3 In the co,rse of spea2ing a-o,t their transitions to college they tal2ed a-o,t deeply tro,-ling topics that they identified as pri8ate and h,rtf,l3 They told me 4hat it is li2e for them to ha8e A 3 They tal2ed a-o,t their personal relationships or lac2 of satisfying ones9 a-o,t -eing tra,matiJed -y people 4ho -,llied9 harassed and in some cases assa,lted them9 a-o,t loss of lo8ed ones9 a-o,t 4anting to date9 and a-o,t ho4 they are different from others3 #ed descri-ed relentless and contin,o,s harassment -y his peers in high school3 Tal2ing a-o,t teasing he noted' 4there were several students who constantly, on a consistent basis would because & used the lap top as part of my accommodations in high school in accordance with &<EA. & would & would carry it) & would have to carry it over my shoulder the case for it. And & happened to carry the case over my shoulder and a number of students would say that &, 5uote =carry a purse' un5uote. And they would never) they would never cease doing that.

Asperger<s yndrome' Transition to College GB #oc2y 4as as2ed 4hat high school 4as li2e for him3 (e noted that he 4as teased9 physically attac2ed in middle school9 threatened9 and called names'3 & was harassed by a lot of, kids always tease, being mean, being picked on, it was a little awkward. & mean like & was attacked on the school bus like back in middle school. !omebody he threatened to shoot me in class. >ust really bad and people would call me names... Tom<s recollections of high school also contain descriptions of teasing9 name calling and physical assa,lt' igh !chool was was very bad. 1ids would always tease me call me names and stuff, like retard re(ect and anything they could come up. They (ust (ust called me names and stuff. And retard wasn't that big. & really wasn't upset4 But when & was going there, cause kids were calling me names & transferred to B0A#1 2another school3 4 Later9 on the same topic9 Tom noted' They would say, oh you slow or you talk too fast and stuff stuff like that and one of them when & was at like third level2reference to token reward system3 when & was going to speech class they broke my fingers and they called me names and stuff like that. And & remember kids they were in

Asperger<s yndrome' Transition to College G> special ed school) they weren't nice to me and everything) they would (ust make fun of me and my sister would protect me when she was in the school going by and stuff and everything, and one say oh he didn't break his fingers) he (ust fell and everything and stuff like that and the teachers wouldn't want to walk you to the speech class, actually had to go by yourself with the other kids in the classroom) so that was hard. Matt indicated that he 4as acc,sed of stal2ing people more than once3 Listening to him descri-e his diffic,lties9 I had the impression that he tended to misinterpret social signs of cas,al friendship and attempted to force relationships to a more intense le8el -y H,mping past the ,s,al steps one ta2es in esta-lishing a ne4 relationship3 In his o4n 4ords he stated' & (ust started getting in trouble because & was) girls were filing harassment complaints against me because & (ust didn't really know how to handle myself. -hat would happen is that & would lose my temper one night and anybody who was even slightly nice to me, & would try to get them to be friends with me. & tried to force them almost and eventually they would have enough with me and they would tell me to go away from them and the next thing & would do is try to apologi:e to them that & had ever acted so weird

Asperger<s yndrome' Transition to College GG that some of them were not that forgiving or willing to. !o & would (ust get very frustrated and what happened is that & would (ust get extremely frustrated, but they wouldn't get over it. !o & would resort to getting even more mad at them. And telling them basically that they better forgive me or else. & don't think & ever said that they would be sorry, but somebody once accused me of doing that. Matt e;pressed fr,stration in interpreting the social c,es of people he is interested in -eing friends 4ith3 Altho,gh he 4ants to -e a part of the social QsceneR of college9 he is ostraciJed -eca,se of his poor social s2ills3 (is diffic,lties in this area created a n,m-er of diffic,lt sit,ations for him3 Matt said he had learned from the mista2es that he made in these sit,ations9 -,t commented that he still has diffic,lty a8oiding them3 "or e;ample9 he told me that on the day that he 4as to -e inter8ie4ed for a tele8ision ne4s program a-o,t his life as a st,dent 4ith A 9 he again 4as acc,sed of -eing too forcef,l in his approach to friendship 4ith a female st,dent3 D,ring times 4hen Matt is e;cited and feeling good a-o,t himself9 he tends to e;perience diffic,lty 4ith managing his relationships3 #oc2y e;plained that his roommate harassed himD I as2ed him to e;plain more a-o,t it' -ell um not so much that it was teasing but um like bullying) like he'd come home like get there real late and at

Asperger<s yndrome' Transition to College G1 night and wake me up and drunk and his friends would all be drunk and stoned and all be on drugs, and eventually & had to get my own room. And prank calling throughout the night. They screw2ed3 my door my lock shut like locked it from the inside so & couldn't get into my room. ?m they entered my room turned on all the electrical so it blew the fuse to my room, so & had no power in my room. And at that point you know what & eventually threatened to call the police on them. The next day after the first semester ended & didn't go back. Lea8ing college and the e8ents leading ,p to his depart,re seem to ha8e -een 8ery ,psetting to #oc2y3 Tom remem-ers diffic,lties 4ith his roommates in college too3 (e e;perienced -eing 8oted o,t of his dorm -y the other three mem-ers of his s,ite' -hen & was at the 2blank3 campus but & tried to go to college for hospitality and it was very hard and there was a lot of stuff because of my Asperger's !yndrome & would give too much information. -hen & was up there were people that were on drugs in my dorm and everything. And with the A! we tend to give too much information, like to report them right away to the @A not knowing that the @A was the one

Asperger<s yndrome' Transition to College G@ who was dealing the drugs. They voted me out of college there. Thro,gh the inter8ie4 process I 4as a-le to learn that this e;perience occ,rred at the first of the B colleges that he attended3 (e had not yet -een diagnosed 4ith A at the time of this e;perience3 (e displayed the characteristic of -eing a Qr,le policeR 4ith his roommates9 telling on them 4hen they -ro2e school policy3 (is roommates did not ,nderstand him and 8oted him o,t of the dorm3 7itho,t ho,sing on camp,s9 the comm,te made it diffic,lt for Tom to stay in school9 so he dropped o,t3 Matt 4ants people to 2no4 that A is e;pressed differently in each person 4ho happens to -e diagnosed 4ith it3 (e 4arns that indi8id,als sho,ld not ass,me that one person 4ith the diagnosis 4ill -e similar to the ne;t person3 7ithin the A comm,nity9 some indi8id,als 4ith A descri-e themsel8es as &e,roatypical and those 4itho,t A 9 as QnormalsR or ne,rotypicals3 Matt notes that H,st -eca,se a person has A does not mean that all indi8id,als 4ho ha8e A are socially compati-le 4ith others 4ho ha8e A 3 (e 4o,ld prefer to date a &e,rotypical' Everybody who has it is totally different. !o never, it's okay to say somebody is diagnosed with it, but don't ever assume that because they are diagnosed with it they are going to be a specific way. Everybody who has, has it to a different degree. And it is not necessarily always compatible

Asperger<s yndrome' Transition to College 10 with other people who have it. 0ike you (ust have to reali:e that because everybody who has it, has it totally differently. 0ike honestly, & feel like & get along better with people who don't have it, except with people who have it similar to me) like regarding the whole scheme of dating, & would much rather date somebody who's so called more typical that might be a little bit different. *y goal is to date somebody who is more typical but the same time is not (ust a boring person such as a dumb blonde. <umb blonde doesn't even necessarily have to be blonde) it could (ust anybody who was totally superficial like on the surface. Asperger's people need people who has some depth to their personalities, like to be truly good friends with.9 )o- descri-ed his strengths or interests and -rings ,p the topic of 4hat ha8ing A means to him' &t (ust that we don't always have the same social skills as everyone else. ,ersonality wise we (ust tend to be really different, like interests tend to be different. & have more of an interest in numbers that anyone else. +h, memori:ing facts is an interest & had that tends to be kind of different from everyone else3

Asperger<s yndrome' Transition to College 1? Later in o,r con8ersation9 )o- contin,ed to descri-e ho4 he 8ie4s his reasoning a-ility' A lot of things, & have a different interests4. & think more concrete then you, not as abstract4.. & don't have the social skills like most people have) +h, by having Asperger's !yndrome & tend to be easily distracted. Matt 8ol,nteered that he 2no4s that ha8ing A means that a person approaches social sit,ations differently9 and that despite positi8e s,pport from others9 he still finds it diffic,lt to change so as to pass as QnormalT3 (e notes that he loo2s normal -,t his social actions are mis,nderstood -y others3 (e is a4are that people sometimes 8ie4 him differently and ,nderstands 4hy they do' -e didn't have that part of the brain properly developed. & couldn't) it didn't matter how much people tried to tell me if you think you can or you think you can't you are right. & could not do it. & was like a fragmented brain. <idn't matter how much & went to see any doctors that could help. &t helped keep me more relaxed but it didn't really seem to be able to fix my inability to be socially appropriate. 0ike if you remember -olfgang Amadeus *o:art) he had some cra:iness. is social graces were totally messed up. &

Asperger<s yndrome' Transition to College 1/ think he did have a girlfriend at some point though, but with his social graces were completely odd. >ust think about it like that. & would (ust like run around the place sometimes and & would (ust run around the place and start almost like shouting at people, like excited say 8 iA9 8 ow are youB9 in that kind of loud voice. 0ike very monotonous, unusual something that most people would not really understand because people mostly didn't get it about me because most would say, as you can see today, & look perfectly normal. !o it's like if & start talking differently, people would think that &, something was totally wrong with me. $T descri-ed ha8ing A as -eing -oth a strength and a 4ea2ness3 (e sees himself as -eing a-le to pay attention to details that others do not notice' & feel like &'m like the hunter) my senses are sharper than most people. &'m able to hear things) &'m either able to hear peoples conversations from across the hall and even from across the street. & can spot things easily and & also remember certain events longer than others. Later $T noted that ha8ing A presents challenges for him in social settings3 (e has diffic,lty -eing organiJed9 interpreting the non8er-al c,es3

Asperger<s yndrome' Transition to College 1F (is lac2 of emotional control often gets in the 4ay9 and he can -e impatient 4ith others' &'m more disorgani:ed, & get excitable at certain times depending on which medication &'m on. ow well the medication is affecting me. & can blow up things inappropriately at time because & lack certain social abilities. +r & might miss non7verbal cues. & always had trouble with for some reason, like maybe4a head is tilted that might be a silent cue to stop talkin and not answering the conversation that & might miss. & also had some trouble organi:ing my time properly, getting to places at the correct moment &'m supposed to. And, wandering off when & get to bored or don't feel like &'m being challenged of course. And that's also a problem. Although & have been working at that a lot in the past two years or so. #o-ert spo2e at length a-o,t 4hat ha8ing A means to him3 The passage -elo4 s,ms ,p se8eral iss,es that he -ro,ght ,p9 related to his ha8ing A 3 (e notes that he tal2s too m,ch and as2s .,estions that are too personal in nat,re3 #o-ert attempts to e;plain the reasons 4hy the gi8e and ta2e of a con8ersation is challenging to him' Ahh sometimes & talk too much. & might (ump from one topic to another topic. &'m getting better at eye contact. But

Asperger<s yndrome' Transition to College 1A it's still hard) & might ask personal 5uestions to somebody and my psychologist doctor is helping me to do better on that. #ot to ask those many 5uestions. Ahhh to listen to other people, see how they react and let them talk first, and say hi and see what they do. But the Asperger !yndrome sometimes & might talk too much or not listen to them or they might talk a lot and give me too much information and &'ll forget what they're saying. 0ike when you read that stuff that was a little bit, but if you read all ten pages and asked me to do it & would forget most of it #o-ert<s father 4as a teacher at his high school3 #o-ert recalls that his helpers in high school 4ere people he missed 4hen he grad,ated' 0eaving behind the people that & knew) some staff members that have helped, some staff members who knew my father before he passed away. They were willing to help me and in their own way said, 8-ell, there is someone who looks like they could use some help9 in the school system. !o & always thanked them for being there for me. That's what & miss most. $T recalls high school as a time 4hen he had lots of s,pport from teacher and friendship 4ith his classmates'

Asperger<s yndrome' Transition to College 1B igh school was a good time of my life there, but & had plenty of support from my teachers, friendships and classmates there. &t was a positive environment where & felt support that & needed but people didn't look down on me. & didn't feel as if & was being babied, & felt like & was part of the general class as student body. & also felt that & was doing well with my studies at the time. & didn't feel like & needed an exorbitant amount of help with a little bit on certain items. And with their help & think & was able to manage. #ed recalled his case manger from high school as someone 4ho helped him' *y case manager at the high school very, very sweet lady. !he did an unbelievable amount for me. Matt 4as tal2ing a-o,t ho4 people 4ith A ha8e strengths that moti8ate them to e;cel3 7hile tal2ing a-o,t Asperger<s yndrome9 he mentions his friend 4ho also has A 3 4people who have Asperger's are much more capable of doing it because the thing is when they find what their true interest is, they get so motivated that they will do anything to do that and invent something that they feel will be right for the world. !o & don't know) find some way or another write music) that's another

Asperger<s yndrome' Transition to College 1> way. A lot of people who have Asperger's will have some degree of musical interest. !o you sing or song writer like one of my friends is. ,erform in a rock band, sing in a choir or compose you own style of music. #ed e;plained ho4 enHoya-le he fo,nd the change from high school to college' & felt it to be a completely enthralling experience. & found that that & had found something at college this fall that had relations with other students that were virtually C//D civil 4 there was 5uite a few friendly students in high school 2but3 & truly found a caring

community at B0A#1 %ounty %ollege. & have gained a number of friends, male friends. There are a number of students with whom & go out often. Three respondents recalled loss of a lo8ed one as ca,sing significant stress9 ma2ing it diffic,lt for them to manage the demands placed on them in college3 #oc2y tal2ed a-o,t the diffic,lty he had starting college and losing his Uncle3 -ell the first one the first college obviously) & lost my ?ncle in EFCC that was the influencing that (ust

Asperger<s yndrome' Transition to College 1G made us it a little harder for me more. That this happened. e was a police officer. In recalling 4hat 4as good a-o,t lea8ing high school and starting off to college9 Tom mentions the loss of his father3 !o, can see from his 4ords that he has so many tho,ghts to present3 (e does not tal2 a-o,t 4hat m,st ha8e -een a painf,l loss9 -,t mentions the -,siness QOn the Mo8eR that his father 4as enco,raging him to start -efore he died3 Ahh that & was able then to go to college county college of B0A#1 and where & got to E, classes and stuff. +ne professor didn't believe that & was a 777 she didn't believe that & did the paper) she said, 8-ith your reading level and &G, good that you could do this, but & don't believe that you did it.9 !he made 777 the good thing was & was eager to go to college start a business with <H<, +n the *ove, the nice thing that my dad was alive for a little of it and when he passed away we started it. The good thing was that & was leaving a lot of teasing and stuff and going to the college. #o-ert also mentioned the loss of his father 4ho ta,ght at the same high school he attended and 4as already .,oted on this s,-Hect3

Asperger<s yndrome' Transition to College 11

Chapter V Disc,ssion

This chapter is di8ided into fi8e sections3 The first section contains a s,mmary of the general findings for each of the themes de8eloped in chapter IV' Academics9 ocial #elationships9 Independent ",nctioning9 and Personal Iss,es3 The second section descri-es an adaptation of a theoretical model from the literat,re as a 4ay to descri-e the findings and p,t them 4ithin a conte;t of a de8elopmental model3 The third section pro8ides additional o-ser8ations and comments a-o,t the findings9 incl,ding information a-o,t dealing 4ith 2een interestsD ho4 st,dents 4ith A 8ie4 themsel8esD and pro-lem sol8ing d,ring transition3 The fo,rth section descri-es applications of the research findings to psychological practice3 The fifth section pro8ides a disc,ssion of the st,dy<s strengths and limitations9 s,ggestions for impro8ing research proced,re9 implications for f,t,re research methodology9 and plans for the collected data3

Asperger<s yndrome' Transition to College 1@ Summary of the *our Themes Summary of academic functioning& All of the st,dents 4ith A inter8ie4ed in this st,dy e;perienced some degree of academic s,ccess3 All of them 4ere accepted to and enrolled in college programs3 D,ring the time of transition into college some of the st,dents 4ere academically s,ccessf,l -,t some 4ere not3 Those 4ho 4ere academically s,ccessf,l in transition descri-ed their approaches to co,rse 4or2 in a manner that reflected good time management9 organiJation9 and self:direction or the adapti8e strategy of loo2ing for s,pports 4ithin the school to help de8elop these capacities3 Those 4ho 4ere academically ,ns,ccessf,l in transition descri-ed diffic,lties 4ith time management9 4ith organiJation9 and 4ith self:direction3 e8eral s,-Hects noted that they had tro,-le foc,sing in an efficient manner 4hen st,dying for e;ams3 They reported the tendency to st,dy e8erything pro8ided in the co,rse and indicated diffic,lties 4ith s,mmariJing or limiting their foc,s3 Summary of socia functioning& D,ring the time of transition from high school to college all of the st,dents in this st,dy e;perienced some degree of social diffic,lties consistent 4ith indi8id,als diagnosed 4ith A 3 The ones 4ho e;perienced the greatest diffic,lties socially had no prior e;perience in li8ing 4ith a roommate and did not 2no4 ho4 to interpret the college social conte;t3 Most 4ere teased and harassed -y their roommates3 Those that 4ere more s,ccessf,l in negotiating the college social conte;t did so in a rather restricted fashion3 They employed strategies that tended to isolate them from the social setting of college

Asperger<s yndrome' Transition to College @0 s,ch as spending time alone in their rooms9 escaping for prolonged periods of time 4ith reg,lar trips home9 or immersing themsel8es completely in their st,dies3 D,ring the inter8ie4s9 many s,-Hects spo2e of the diffic,lties of managing the social part of school3 All of the s,-Hects recalled negati8e social e;periences3 Matt 4anted to ha8e a girlfriend9 #ed and #o-ert told of feeling isolated9 Da8e felt he did not Ufit in< Da8e and Tom 4ere teased9 and Tom and #oc2y recalled physical assa,lts3 Most of the s,-Hects indicated that they had e;perienced negati8e social sit,ations in college3 Da8e a8oided social life on camp,s -eca,se he indicated that he needed to spend more time on his st,dies9 Matt noted that he 4as o-sessed 4ith ha8ing a girlfriend -,t his lac2 of social s2ills res,lted in complaints of stal2ing filed against him9 and #oc2y and Tom recalled that their roommates played Ho2es on them that 4ere h,rtf,l9 and 4ere part of the reasons 4hy they left school3 The more socially s,ccessf,l st,dents dealt m,ch more effecti8ely 4ith social challenges3 They tended to ta2e ad8antage of cl,-s and other social s,pports offered -y the college3 Altho,gh these st,dents demonstrated greater social competency9 not a single one of them co,ld ha8e managed the social comple;ities of a college setting 4itho,t help from significant people in their li8es' family mem-ers9 case managers9 teachers9 professors9 ad8isors9 etc3

Asperger<s yndrome' Transition to College @? The assistance that these st,dents recei8ed came from 8ario,s so,rces3 $T praised the high school staff that helped him in his transition9 incl,ding his co,nselor9 teacher aides9 and teachers3 (e also tal2ed a lot a-o,t -elonging to cl,-s and a-o,t his enHoyment in participating in them3 In college he noted that he realiJed that he had to -e his o4n ad8ocateD people he so,ght help from did not pro8ide the same le8el of s,pport that he had in high school3 In contrast9 Clint fo,nd help at his comm,nity college from ad8isors and t,tors3 #ed had good recollections of people 4ho helped him in high school3 As isolated as #oc2y felt in high school9 he did appreciate the effort people made to socialiJe 4ith him3 Da8e felt he 4as helped socially -y his incl,sion in gro,ps3 Matt fo,nd a gro,p in college that offered him an effecti8e 4ay to socialiJe3 Summary of independent functioning& The independent f,nctioning capacities of the s,-Hects in the st,dy 8aried greatly3 This 4as partic,larly e8ident 4hen they tal2ed a-o,t people they sa4 as helpf,l in their li8es3 ome noted that H,st follo4ing a daily high school -ell sched,le 4as too diffic,lt for them 4itho,t help9 -,t others e;pressed no diffic,lty 4ith negotiating the school en8ironment3 In college9 the 8aried le8els of independent f,nctioning 4ere e8ident in the s,-Hects< descriptions of their efforts to handle the demands of the college en8ironment3 ome st,dents had to drop o,t of college -eca,se they did not go to their classes3 The s,-Hects 4ho 4ere s,ccessf,l in transitioning from high school to t4o:year comm,nity colleges li8ed at home3 Li8ing at home offered them a chance to ha8e s,pports from family 4hile negotiating the

Asperger<s yndrome' Transition to College @/ demands of transitioning into college3 E8en those 4ho clearly ha8e -een academically s,ccessf,l in fo,r year colleges ha8e needed m,ch family s,pport3 In some cases9 their parents -ro,ght them home e8ery 4ee2end3 Summary of persona issues& Many of the st,dents 4ho 4ere inter8ie4ed spo2e of personal iss,es that made the transition to college more diffic,lt for them3 These iss,es incl,ded the loss of family s,pport9 loss of lo8ed ones9 and see2ing romantic relationships3 "or e;ample9 three of the st,dents had lost close family mem-ers d,ring the transition period3 They recalled that the loss of the s,pport of these family mem-ers made it more diffic,lt to manage the demands of college3 "amily has -een 8ery important to these three indi8id,alsD they 4ere a-le to artic,late their losses and descri-e ho4 the losses affected them in school3 The challenges inherent in dating and forming friendships in college also contri-,ted to ma2ing the transition diffic,lt for some of these st,dents3 Altho,gh they e;pressed a strong desire to ha8e relationships similar to their peers9 they also confided that they 2no4 neither ho4 to start a relationship9 nor ho4 to maintain one3 They do not gi8e ,p trying -,t the process of see2ing relationships 4as a so,rce of tro,-le for them -eca,se they str,ggled to find 4ays to e;plore se;,ality safely in the conte;t of college life3 ome handled this -y a8oiding the iss,e and holding themsel8es socially apart from othersD some as descri-ed in the s,mmary for social iss,es ha8e relied on in8ol8ement 4ith str,ct,red gro,ps to f,lfill their personal needs for friendships3

Asperger<s yndrome' Transition to College @F Conceptua "ode s The in8estigation into the transition from high school to college for st,dents 4ho ha8e A res,lted in the de8elopment of A maHor themes' Academics9 ocial #elationships9 Independent ",nctioning9 and Personal Iss,es3 These themes 4ere esta-lished from the 4ords of nine indi8id,als 4ith A 4ho ha8e made the transition from high school to college3 )eca,se of the 4ide range of responses pro8ided 4ithin each theme9 each theme can -e 8ie4ed as representing a contin,,m in terms of degree of capacity 4ithin that area3 Each person e;perienced and recalled 8ery different and personaliJed facets of the transition e;perience3 One common finding 4as that all of the s,-Hects considered the transition from high school to college and the change that nat,rally came from it to -e fra,ght 4ith diffic,lties and fail,res3 ),t not all of the information that 4as related in the inter8ie4s foc,sed on diffic,ltiesD some elements of the disc,ssions re8ealed s,ccesses3 And in many cases9 determining 4hether or not an e;perience 4as a fail,re or a s,ccess seemed to -e a highly relati8e endea8or3 "or e;ample9 Tom 4ho 4as /1 had attended B colleges3 7o,ld this string of school changes represent s,ccess or fail,reM Perhaps most rele8ant in the li8es of each of these st,dents is the perspecti8e 4ith 4hich they chose to interpret their e;periences3 Tom did not gi8e ,p and at the time of his inter8ie4 he sa4 himself as s,ccessf,l in school and reported that he 4as enHoying his classes3

Asperger<s yndrome' Transition to College @A The fo,r themes identified in this st,dy represent areas 4ithin 4hich competence m,st -e demonstrated in order for a st,dent 4ith A to -e considered ,ccessf,l In Transition = ITC from high school to college3 Cop ans mode & In the process of organiJing the res,lts from chapter IV9 this researcher tried to constr,ct a model that 4o,ld s,mmariJe the findings and capt,re the de8elopmental aspects of the transition from high school to college for persons 4ith A 3 Coplan =/0009 /00FC p,t forth a model =see "ig,re ? and "ig,re /C that he s,ggested might help professionals and families to ,nderstand the de8elopmental nat,re of A,tistic pectr,m Disorders =A DC of 4hich A is a part3 This model 4as disc,ssed in the re8ie4 of the literat,re in chapter /3 Adapted transition mode & imilar to Coplan<s9 the model proposed here ,ses fo,r .,adrants di8ided -y S and ! a;es ="ig,re FC3 "or the S a;is9 the atypicality contin,,m 4as ,sed as a 4ay to descri-e the clinical manifestations of A capt,red in my st,dy3 "or the ! a;is9 the term ,ccess In Transition = ITC is ,sed to descri-e a contin,,m ranging from Lo4 Le8el of ,ccess to a (igh Le8el of s,ccess3 The addition of the N a;is representing time in terms of the age of the A st,dent ac2no4ledges the role of time in the de8elopmental process3 "or e;ample9 a st,dent 4ho e;perienced a high le8el of s,ccess in transition 4ith clinical signs of only mild atypicality co,ld -e represented -y point A in "ig,re F9 -,t a st,dent 4ho e;perienced a lo4 le8el of s,ccess in transition and demonstrated more se8ere signs of atypicality co,ld -e represented -y point ) in "ig,re F3 Adding

Asperger<s yndrome' Transition to College @B the a;is N9 of time9 to the model reflects the de8elopmental effects on transition3 #e8isiting Tom<s sit,ation from the perspecti8e of this model9 it can -e seen that Tom9 4ho e;hi-ited moderate to se8ere symptoms in his teens 4as not 8ery s,ccessf,l 4ith his initial transition to college9 placing him some4here 4ithin .,adrant III of the model at that time3 &o4 at age /19 Tom still e;hi-its moderate to se8ere atypicality9 -,t his s,ccesses 4ith the transition process no4 place him in .,adrant II3 In many de8elopmental models9 the effect of time is often concept,aliJed as a grad,al ,p4ard slope3 In a three:dimensional model that incorporates time as a dimension along 4ith se8erity of A symptoms and s,ccess in transition9 ho4e8er9 mo8ement along the dimension of time does not necessarily prod,ce a steady9 positi8e slope9 primarily -eca,se the degree to 4hich A symptoms are e;hi-ited -y an indi8id,al do not necessarily decrease o8er time and the degree of s,ccess in transition does not necessarily increase o8er time3 As a res,lt9 indi8id,als can appear to QH,mpR from one .,adrant to another 4hen their sit,ations are 8ie4ed at t4o or more different times3 "or the s,-Hects of this st,dy9 this 2ind of H,mping from one .,adrant to another across time 4as the r,le more than the e;ception9 and the .,adrant changes reflected in their recollections of the transition process o8er time generally indicated a positi8e mo8ement along the IT dimension9 e8en 4hen their recollections did not necessarily reflect any apparent red,ctions in atypical -eha8iors3

Asperger<s yndrome' Transition to College @> "rom the content of the inter8ie4s9 it 4as apparent that9 o8er time9 many of these indi8id,als learned from their early fail,res and 4ere a-le to e;perience s,ccess at a later time3 These s,ccesses 4ere achie8ed thro,gh learning and moti8ation rather than as the res,lt of some sort of ine8ita-le ,p4ard de8elopmental progression3 )sing the adapted mode to p an for transition& )ased on his dimensional model9 Coplan =/00FC offers recommendations for 4ays in 4hich his model can -e ,sed to help co,nsel parents a-o,t the nat,re of A D3 These recommendations incl,de ?C descri-ing the le8el of atypicality 4ithin a range of se8ere to mildD /C emphasiJing the dynamic aspect of change 4ithin the model9 4herein significant .,alitati8e changes can occ,r o8er timeD FC e;plaining that any degree of se8erity can occ,r 4ith any degree of cogniti8e a-ility9 and AC pointing o,t that long term o,tcomes for any gi8en indi8id,al are a res,lt of the Hoint effects of glo-al cogniti8e a-ility and A D3 The model proposed here also co,ld -e ,sed to co,nsel parents of st,dents 4ith A 9 the st,dents themsel8es9 and professionals 4ho are considering the s,pports that co,ld -e p,t in place to create a s,ccessf,l transition for st,dents 4ith A 3 )ased on Coplan<s model9 recommendations for transition ,sing the IT model 4o,ld incl,de ?C descri-ing 4here the st,dent falls 4ithin the range of Atypicality for indi8id,als 4ith A relati8e to the thematic areas of Academics9 ocial #elationships9 Independent ",nctioning9 and Personal Iss,es9 /C identifying de8elopmental shifts that ha8e occ,rred ,p to this point in time9 and FC

Asperger<s yndrome' Transition to College @G ,sing 2no4ledge of de8elopmental shifts to identify f,t,re shifts li2ely to occ,r d,ring the transition from high school to college3 The information gained from an analysis of the st,dents< sit,ations thro,gh the ,se of this model co,ld impro8e targeted inter8entions designed to promote s,ccess in transition3 Additiona %+servations and Comments on *indings Dea ing with interests& D,ring the process of interacting 4ith the s,-Hects of this st,dy9 and consistent 4ith the findings of the research literat,re on A 9 it 4as 8ery m,ch apparent that 4hen a topic of great interest to the st,dent 4as introd,ced into con8ersation9 these indi8id,als 4ere ,na-le to resist dominating the con8ersation 4ith long9 e;ceptionally detailed monolog,es a-o,t their specific e;periences 4ith9 and 2no4ledge a-o,t the topic3 #ed9 for e;ample9 4hose area of interest is $eography9 re8ealed this interest prior to the start of his inter8ie4 thro,gh his .,estioning of me a-o,t 4here I 4as from9 4here I 4as doing my internship9 and at 4hat college I 4as doing my st,dies3 (e had memoriJed all of the state capitals along 4ith almanac type information a-o,t geographical locations3 (e contin,ed to present his 2no4ledge ,ntil his mother 4as a-le to direct him a4ay from the topic3 )o-9 4hose interest is pop c,lt,re9 especially m,sic9 4as listening to m,sic playing in the -ac2gro,nd and identified the gro,p name9 the name of the song9 and the year the song 4as first heard on radio as a song from the ?@G0<s3 ",rther statements -y )o- re8ealed an encyclopedic 2no4ledge of pop m,sic across many decades3 Matt9 self: descri-ed his interest as dating 4omen and indeed sho4ed an e;treme preocc,pation 4ith this topic 4hile

Asperger<s yndrome' Transition to College @1 interacting -efore9 d,ring and after the inter8ie43 (e spo2e 8ery rapidly and 4ith e8ery .,estion as2ed in the inter8ie49 he redirected his comments -ac2 to this topic of great personal interest to him3 (e also re8ealed a second interest V heating and cooling systemsD he said he tends to thin2 a-o,t these 4hen he feels stressed3 D,ring his inter8ie49 )o- engaged in an ela-orately detailed side -ar that foc,sed on the topic of ancient ci8iliJations3 3hat AS means to those who have it& Altho,gh A is typically characteriJed -y diffic,lties appreciating the perspecti8es of others9 it 4as 8ery clear from the inter8ie4s 4ith these nine st,dents that all of them had 8ery distinct perspecti8es of their o4n a-o,t 4hat it means to ha8e A 3 Matt noted that people 4ith A are ,ni.,e indi8id,als9 meaning that altho,gh they may -e different9 they also defy generaliJation3 "rom Matt<s perspecti8e9 each person 4ith A is 8ery different from e8ery other person 4ith A 3 (e offered the hypothesis that 7olfgang Amade,s MoJart li2ely 4as a person 4ith A D he 4as a -rilliant composer 4ho foc,sed intently on his m,sic -,t 4ho lac2ed Usocial graces<3 )o- defined his A in terms s,ggesting that he is comforta-le 4ith 4ho he is and related his interest in n,m-ers as a strength and a difference9 a good difference3 (e also said that for him9 ha8ing A meant that he 4as easily distracted3 $T also -elie8ed that his attention capacity 4as different from that of most people3 (e compared himself to a h,nter 4ith sharper senses than most9 stating that he co,ld hear con8ersations across street9 8is,ally spot details in the

Asperger<s yndrome' Transition to College @@ en8ironment -etter than most people9 and remem-er certain e8ents longer than others3 $T also said that he sa4 himself as more disorganiJed9 had diffic,lty interpreting non:8er-al c,es9 and displayed a lac2 of emotional control3 $T and Clint noted that for them ha8ing A also means that they ha8e diffic,lty coming ,p 4ith s,mmariJing statements3 They realiJe that they often gi8e too m,ch detail altho,gh a s,mmary 4o,ld -e -etter s,ited3 Clint noted that for him9 ha8ing A means that identifying the meaning of passages 4hen reading is diffic,lt3 (e has had to 4or2 at de8eloping s2ills that co,ld help him find the main meaning 4hen reading a passage3 (e noted that in the past he 4o,ld find himself highlighting the 4hole -oo29 -,t no4 he has impro8ed at sorting o,t the important details from the details that are not so important3 #o-ert said that he 2no4s he tal2s too m,ch and does not 2no4 4hen to a8oid as2ing personal .,estions3 #oc2y said that ha8ing A means he is shy and ,ncertain in social sit,ations3 "rom the contents of the inter8ie4s9 it is clear that indi8id,als 4ith A ha8e definite opinions a-o,t 4hat ha8ing A means to them3 "rom their 4ords it is apparent that altho,gh they share some common 8ie4s a-o,t the challenges that ha8ing A presents9 each one of them offers a ,ni.,e insight into 4hat ha8ing A means to them3 Acceptance of who ' am& i; of the nine respondents indicated ha8ing social pro-lems in high school and fo,r of the nine indicated ha8ing social pro-lems in college3 Altho,gh social pro-lems 4ere clearly a common

Asperger<s yndrome' Transition to College ?00 occ,rrence9 they 4ere not a ,ni8ersal theme among the s,-Hects of this st,dy3 ome of those inter8ie4ed appeared to ha8e e;perienced m,ch less diffic,lty 4ithin the social realm3 Additionally9 a n,m-er of the s,-Hects tal2ed a-o,t positi8e social interactions s,ch as ma2ing friends in high school or college3 Altho,gh Matt9 as noted -efore9 is not satisfied 4ith his friendships 4ith 4omen9 he enHoys the company of a friend 4ith A 4ho is m,sically gifted and shares his 2een interest in m,sic3 )o- also has a friend 4ho has A and is m,sically gifted3 T4o of the participants in this st,dy happened to -e good friends 4ho spend a good deal of time 4ith each other3 The indi8id,als 4ith A 4ho participated in this st,dy tended to gra8itate to4ard others 4ith A 3 Each of them seemed to find their social comfort Jone most effecti8ely 4ith other indi8id,als 4ho ha8e A 3 Peop e with AS can pro+ em so ve in transition situations& The s,-Hects of this st,dy 4ere .,ite comforta-le 4ith offering ad8ice to others st,dents 4ith A 4ho are thin2ing a-o,t going to college or 4ho are already in college3 $T ga8e ad8ice that created a ca,tionary tale of his failings in college3 Clint s,ggested that st,dents adopt his strategy of listing r,les to ma2e -etter ,se of timeD he also highlighted the importance of de8eloping independence3 #o-ert9 for financial reasons9 4as ta2ing an online college le8el co,rse that 4as ena-ling him to a8oid the pro-lems that he had e;perienced in school 4ith time management9 and 4ith -eing at the right place at the right time3 Tom is ta2ing classes at a comm,nity college9 -,t li2e #o-ert he 4as also ta2ing an online co,rse that remo8ed the social press,re from him so that he did

Asperger<s yndrome' Transition to College ?0? not ha8e to 4orry a-o,t the impression that he 4as ma2ing on the other st,dents3 #oc2y9 4ho felt isolated at a A year college9 noted that he no4 enHoys comm,ting to comm,nity college and in ta2ing only one co,rse at a timeD he no longer has the 4orries he associated 4ith ha8ing a roommate3 Matt too2 s,mmer co,rses that sa8ed money 4hen he transferred to a A year college3 (e ad8ised other st,dents to thin2 a-o,t ,sing comm,nity college to earn credits as he did3 The ad8ice offered -y each of the s,-Hects clearly sho4s that they are capa-le of finding effecti8e sol,tions for many of the pro-lems that their A often creates for them3 Altho,gh the transition for each has presented many challenges9 these st,dents often responded adapti8ely to those challenges in 4ays that ena-led them to ma2e progress to4ard achie8ing their academic goals3 App ication of the study findings to psycho ogica practice imilar to the findings reported in the literat,re9 the s,-Hects of this st,dy ha8e re.,ired s,pport systems to help them realiJe their potential in school and as yo,ng ad,lts in the 4or2place3 Inter8entions are needed in the schools to address the diffic,lties typically demonstrated -y st,dents 4ith A 3 As e8idenced in the inter8ie4s 4ith these st,dents9 the accommodations 8ary depending on the specific needs of the st,dent and their transition sit,ations3 ome st,dents had organiJation pro-lems and co,ld not get to classD some had academic pro-lems and did not see2 help from their professorsD some 4ere socially isolated and ,na-le to initiate con8ersations 4ith their fello4 st,dents3

Asperger<s yndrome' Transition to College ?0/ Perhaps the only consistent finding of this st,dy is that each st,dent 4ith A 4ho engages in the transition process is li2ely to present a ,ni.,e set of strengths and 4ea2nesses that 4ill re.,ire a ,ni.,e approach to adapting to the specific demands of their transition processes3 (ence the strategies that are applied 4ill -e 8ery different from person to person3 An e;ample can -e fo,nd in the case of t4o indi8id,als 4ith A 4ho 4ere too yo,ng to participate in this st,dy3 )oth st,dents finished high school and grad,ated 4ith associate degrees from comm,nity colleges3 Their transition e;periences 4ere 8ery different from those of the indi8id,als 4ho participated in this st,dy3 )eca,se of the relati8ely ,ni.,e e;perience that transition to college 4ill present for each st,dent 4ith A 9 the s,ggestions offered -elo4 are meant to stim,late tho,ght a-o,t 4ays to assist st,dents 4ith A to ma2e the transition from high school to college rather than to s,ggest general r,les that apply e.,ally 4ell to all st,dents 4ith A 3 The s,ggestions presented here are organiJed according to se8en maHor facets' identification9 self disclos,re9 li8ing sit,ations9 comm,nity college9 choosing a college9 importance of str,ct,red gro,ps9 family9 and lang,age3 'dentification& T4o of my s,-Hects 4ere not identified as ha8ing A ,ntil they 4ere already in college and 4ere o8er /0 years old3 Diagnosis may -e seen -y some as stigmatiJing and demeaning3 (o4e8er s,pports in p,-lic ed,cation are not a8aila-le ,nless the st,dent is e8al,ated as displaying a handicapping condition3 In order to get s,pports in place in college9 the st,dent has to meet

Asperger<s yndrome' Transition to College ?0F federally mandated criteria3 7itho,t e8al,ations that s,pport a disa-ling condition9 ser8ices need not -e offered3 Early diagnosis and inter8ention may -e a 2ey facet in str,ct,ring impro8ed o,tcomes d,ring 2ey transitions in the life of an indi8id,al 4ho has A 3 Se f disc osure. )efore heading off to college st,dents 4ith A may 4ant to self:disclose their conditions to the school and as2 for accommodations that address their needs3 ome indi8id,als opt not to self:disclose their A condition9 preferring to do so only 4hen necessary9 or re8ealing only as m,ch as they are comforta-le 4ith as sit,ations arise3 "or e;ample9 st,dents 4ho 4ant to ma2e a fresh start socially9 might not 4ant anyone they meet at the college to 2no4 that they ha8e Asperger<s3 They may 4ant to -e treated the same as any other st,dents in social sit,ations9 and may elect to tell others that they ha8e a foc,sing pro-lem or an a,ditory processing pro-lem as a means of e;plaining any ,n,s,al -eha8iors related to the A that they may e;hi-it in social sit,ations3 elf:disclos,re is a personal choice3 Deciding to self:identify depends on the st,dents< indi8id,al circ,mstances and the need to -alance their aspirations 4ith the realities of their conditions3 "or e;ample9 the degree of atypicality e;hi-ited -y the st,dent 4o,ld li2ely -e an important factor in ma2ing the decision 4hether or not to self:disclose3 ome st,dents 4ill need to disclose so that the school can prepare for a s,ccessf,l transition3 My clinical e;perience is that personnel 4ho ,nderstand the ,ni.,e needs of st,dents 4ith A are a8aila-le at the college le8el to pro8ide s,pports3 t,dents 4ho did not self:disclose

Asperger<s yndrome' Transition to College ?0A e;perienced diffic,lties in transition that they might other4ise a8oided had they ta2en ad8antage of ser8ices offered3 Living situations& The degree of atypicality e;hi-ited -y the A st,dent is li2ely to -e the maHor factor that m,st -e considered 4hen thin2ing a-o,t college li8ing sit,ations3 t,dents9 along 4ith their parents9 4ill need to consider 4hether

they 4ant a roommate or 4hether a single room 4o,ld -e -etter s,ited to their needs3 E;posing the st,dent to different li8ing arrangements prior to entering college can help st,dent and parents ma2e more informed decisions a-o,t 4hat these li8ing sit,ations might -e li2e for a f,ll year3 As 4as the case 4ith some of the st,dents in this st,dy9 st,dents may opt to li8e at home rather than immersing themsel8es in a less predicta-le9 and possi-ly stressf,l9 social en8ironment3 Community co ege. ome st,dents 4ith A may not 4ant to start college in a fo,r year school and may opt for a comm,nity college 4here options incl,de a red,ced sched,le9 and a camp,s that is 4ithin comm,ting distance3 Another ad8antage of comm,nity college might come from the contin,ed s,pport from family mem-ers 4hile the st,dent li8es at home3 Comm,nity College is also a less e;pensi8e ed,cational option9 there-y offering a lo4er cost 4ay to get e;pos,re to college life3 Choosing a co ege& t,dents 4ith A can consider enrolling in schools

that ha8e staff 4ho ,nderstands ho4 diffic,lt transition is for A st,dents and that pro8ides help to assist 4ith the transition process3 Professionals in helping roles ha8e positi8ely impacted the social li8es of the A indi8id,als in this st,dy3

Asperger<s yndrome' Transition to College ?0B Professionals are important potential ad8ocates for helping others ,nderstand the Uho4 to< of transition to college for people 4ith A 3 College -ased professionals can also -e agents of s,pport for self ad8ocacy -y the st,dent3 There is at least one college in &e4 *ersey that has de8eloped a program specifically for st,dents 4ith A 9 and the li2elihood is great that more colleges 4ill follo4 s,it in the f,t,re3 Structured groups3 *oining organiJed gro,ps can pro8ide a st,dent 4ith A 4ith a sense of -elonging to the college comm,nity3 7hen loo2ing for a college9 the st,dent sho,ld consider choosing a college that offers str,ct,red gro,ps or cl,-s that address the A st,dents topics of great interest3 $ro,ps formed aro,nd similar interests offer a 4ay for indi8id,als 4ith A to e;perience relati8ely more predicta-le social interactions centered on the topic of common interest3 $ro,p or cl,- sit,ations greatly red,ce the need for the 2ind of social ris2:ta2ing and fle;i-ility of tho,ght that is often part of less str,ct,red attempts to find indi8id,als 4ith common interests3 ome colleges ha8e str,ct,red s,pport

gro,ps -ased on specific learning challenges or health iss,es9 and some e8en ha8e A s,pport gro,ps3 *ami y3 "amily as a s,pport is 8ery important to st,dent<s 4ith A 3 It is important for professionals to enco,rage contin,ed family s,pport 4hile at the same time s,pporting the st,dent<s efforts at de8eloping independence3 Parents are also strong ad8ocates for the needs of their children and can help their child to self ad8ocate d,ring transition3

Asperger<s yndrome' Transition to College ?0> Language& Professionals see2ing to facilitate comm,nication d,ring the transition process 4ill need to 2no4 the A st,dent 8ery 4ell3 E;tra time in con8ersation 4ith these indi8id,als often is needed to -e a-le to clarify the meaning of their statements3 In order to ,nderstand 4hat the A st,dent is trying to comm,nicate9 professionals my find it ,sef,l to lend str,ct,re to the st,dent<s statements -y as2ing .,estions and s,mmariJing details that help to clarify meaning3 It 4ill often -e necessary to impose str,ct,re and limits on the comm,nication process in an effort to 2eep the A st,dent foc,sed and on topic3 #estating and s,mmariJing maHor points are ,s,ally needed to in order to ens,re that the st,dent ,nderstands information that they need to 2no4 in order to adH,st to college life3 Limitations of the study& The open coding techni.,e is designed in its p,rest form to analyJe data in the 4ords of the respondents3 All e;planations or theories are de8eloped from the dataset itself rather than from the a priori e;periences or theories of the researcher3 Thro,gho,t my years as a school psychologist I ha8e enco,ntered indi8id,als 4ith A 3 I am a4are of their str,ggle to maintain friendships despite their a-ility to s,cceed in the academic sphere3 I 2ne4 that I e;pected them to re8eal -arriers to their s,ccess in transitioning from high school to college3 (o4e8er9 d,ring the co,rse of this research9 I consistently e;amined the data for other themes that might de8elop other than the ones I e;pected3 In order to correct for my o4n -ias concerning e;pectations I so,ght consistent feed-ac2 from a colleag,e as part of the .,alitati8e design3

Asperger<s yndrome' Transition to College ?0G The data collected are the 4ords of the respondents3 )eca,se it is their recollection of e8ents in the past the data may -e clo,ded -y fa,lty recall of past e8ents3 The sample is small and may effect ho4 m,ch the findings can -e generaliJed to the pop,lation ,nder st,dy3 The gro,p chosen for this st,dy is one of con8enience -,t more important9 it is a p,rposi8e samplingD st,dents 4ith A 4ho are college -o,nd or 4ho are in college are not traditionally incl,ded in st,dies concerning -est practice for college transition3 All of the indi8id,als 4ith A recr,ited to participate in this st,dy happen to -e maleD I 4as ,na-le to recr,it a female respondent3 The res,lts of this st,dy co,ld -e compared to res,lts of other st,dies to increase rigor of the .,alitati8e design3 Triang,lation 4ith other st,dies 4o,ld help to confirm or ref,te the internal 8alidity of the data collected and possi-ly pro8ide corro-orating e8idence3 'mproving study procedures& One 4ay to enhance the findings of this st,dy 4o,ld -e to ,se a case st,dy design in 4hich a st,dent 4ith A 4o,ld -e follo4ed from high school to college3 This 4o,ld incl,de collection of -iographical data9 reports from professionals and school9 and inter8ie4 4ith others familiar 4ith the s,-Hect =parents9 si-lings9 teachers9 etc3C3 Additionally9 this design co,ld pro8ide an opport,nity for the respondents to 8alidate the data -y pro8iding them 4ith the transcripts and an opport,nity to clarify statements they made3

Asperger<s yndrome' Transition to College ?01 'mp ications for future research methodo ogy& Very little information is a8aila-le 8ia .,alitati8e or .,antitati8e methodology concerning the st,dy of the transition from high school to college for indi8id,als 4ith A 3 More research is needed to ill,minate the s,-tle aspects of 4hat A is and ho4 it affects the indi8id,al 4ith A and those aro,nd the indi8id,al 4ith A 3 More information is needed a-o,t -est practice in the systems of 4hich A indi8id,als are a part s,ch as families9 schools and places of 4or23 ",rther research co,ld assist in de8elopment of information that 4o,ld inform families and professionals a-o,t 4ays to remo8e -arriers to their s,ccess in school9 4or2 and other social settings3 'mp ications for a fo ow,up study& A cross sectional or longit,dinal design3 A time st,dy 4o,ld help to f,rther re8eal the de8elopmental nat,re of this syndrome3 Another st,dy co,ld -e de8oted to de8elopment of -est practice inter8entions that are pro8en thro,gh e8idence -ased research3 P ans for co ected data& I 4o,ld li2e to share my data 4ith other researchers9 indi8id,als 4ith A 9 parents and professionals3 Ideally I hope to ha8e my data9 the 4ords of these st,dents9 p,-lished3 I 4o,ld also li2e to ,se this data as a starting point to help de8elop a cogniti8e -eha8ior therapy approach for the man,aliJed treatment of adolescents and yo,ng ad,lts 4ith A to help them deal 4ith the social s2ills and comm,nication deficits that are characteristic of their condition3

Asperger<s yndrome' Transition to College ?0@

Conc uding remar$s I started this thesis noting that a considera-le n,m-er of indi8id,als 4ith A are going to college3 The n,m-er of indi8id,als identified 4ith a diagnosis of A,tism has increased to a degree that some call an epidemic proportion3 Diagnosis of indi8id,als 4ith A is also more common and has also increased significantly3 Thro,gho,t their li8es9 indi8id,als 4ith A face challenges meeting the demands of maHor transitions in their li8es3 In o,r society9 the transition to college is a maHor part of the li8es of millions of st,dents each year3 This st,dy chronicled the diffic,lties faced -y nine st,dents 4ith A as they e;perienced the transition process firsthand3 The st,dents displayed 8arying le8els of academic s2ill9 social competency9 independence9 and needs for dealing 4ith personal iss,es9 all of 4hich had an impact on their s,ccess in transition3 (igh school for these indi8id,als 4as a spring-oard on 4hich some indi8id,als honed academic s2ills9 so,ght relationships9 e;plored independence and dealt 4ith personal challenges3 Catap,lted as they 4ere into college9 they 8aried greatly in their readiness for the transition3 Once in college9 thro,gh their e;periences they 4ere presented 4ith opport,nities to de8elop 2no4ledge9 friendships9 independence9 and coping s2ills3 "rom the start of their transition9 they -egan acc,m,lating e;periences that 4ill help to prepare them for the ne;t transition' ad,lt life and a career3

Asperger<s yndrome' Transition to College ??0 D,ring the high school years9 professionals are engaged in p,tting in place s,pports for indi8id,als 4ith A that help them transition into college3 Once they are in college9 plans for the f,t,re transition to the 4orld of 4or2 and ad,lt life also need to -e made3 Indi8id,als 4ith A 4ill also need s,pports in place that help them ma2e the transition to ad,lt life3 ,r8eys of ad,lts 4ith A concl,ded that they transition into the ad,lt 4orld of 4or2 o8ered,cated for the Ho-s they hold =$erhardt9 /00FD Miller ch,ler9 ),rton9 K !ates9 /00F9 (,rl-,tt K Chalmers9 /00AC3 It is my hope that this paper helps professionals9 parents and indi8id,als 4ith A consider 4ays to plan and prepare for important transitions in the life of a person 4ith A 3

Asperger<s yndrome' Transition to College ??? References

Action for A,tism3 =/00A9 May F0C3 Autism +rgani:ations of the -orld W7e-siteX3 #etrie8ed *,ne >9 /00A9 from http'LL4443a,tism: india3orgL4orldorgs3htm Adreon9 D39 tella9 *3 =/00?C Transition to middle and high school' Increasing the s,ccess of st,dents 4ith Asperger syndrome3 &ntervention in !chool I %linic3 F>=BC' />>:/G?3 American Psychiatric Association3 =?@@AC <iagnostic and statistical manual of mental disorders =Ath editionC3 7ashington9 DC' American Psychiatric Association3 )aird9 $39 Charman9 T39 )aron:Cohen9 39 =/00/C A screening instr,ment for a,tism at ?1 months of age' a > year follo4 ,p st,dy3 >ournal of American %hild I Adolescent ,sychiatry3 F@' >@A:G0/3 Ch,rch9 C39 Alisans2i9 39 K Aman,llah9 39 =/000C3 The social9 -eha8ioral and academic e;periences of children 4ith Asperger syndrome3 Focus on Autism and +ther <evelopmental <isabilities3 ?B=?C' ?/:/03 Coplan9 *3=/00FC Atypicality9 intelligence9 and age' a concept,al model of a,tistic spectr,m disorder3 <evelopmental *edicine I %hild #eurology9 AB' G?/:G?>3 Coplan9 *3 =/00BC Modeling clinical o,tcome of children 4ith A,tistic spectr,m disorders. Pediatrics3org W4e-siteX3 #etrie8ed April /A9 /001 from http'LL4443pediatrics3orgLcgiLcontentLf,llL??>L?L??G Cress4ell9 * =/00FC3 #esearch design' Q,alitati8e9 .,antitati8e9 and mi;ed methods approaches =/nd ed3C3 California' age P,-lications3 "irth9 U3=/00AC Eman,el Miller lect,re' Conf,sions and contro8ersies a-o,t Asperger syndrome3 >ournal of %hild ,sychology and ,sychiatry3 AB=AC' >G/:>1>3 "om-onne9 E39 =/00FC The pre8alence of A,tism3 >ournal of the American *edical Association3 /1@=?C' 1G:@03

Asperger<s yndrome' Transition to College ??/ "om-onne9 E39 immons9 (39 "ord9 T39 MeltJer9 (39 K $oodman9 #3 =/00?C3 Pre8alence of per8asi8e de8elopmental disorders in the )ritish nation4ide s,r8ey of child mental health3 >ournal of American Academy of %hild and Adolescent ,sychiatry9 A0' 1/0:1/G3 $agnon9 E39 K #o--ins9 L39 Ens,re s,ccess for the child 4ith Asperger syndrome3 &ntervention in !chool I %linic3 F>=BC' F0>:F013 $erhardt9 P39 Transition support for learner's with Asperger syndrome" Toward successful adulthood. &n Asperger syndrome' A g,ide for professionals and families3 =pp3 ?BG:?G?C3 &e4 !or2' 6l,4erLPlen,m P,-lishers3 $haJi,ddin9 M3 =/00/C3 Asperger yndrome' Associated psychiatric and medical conditions3 Focus on Autism and +ther <evelopmental <isabilities, C;=FC9 ?F1:?AA3 $illiam9 *39 =?@@BC $illiam A,tism #ating cale =$A# C3 A,stin9 Te;as' ProEd3 $ris4old9 D3 E39 )arnhill9 $3 P39 Myles9 )39 (agi4a9 T39 K impson9 #3 L3 =/00/C3 Asperger syndrome and academic achie8ement3 Focus on Autism and other developmental disabilities, C;=/C9 @A:?0F3 $,tstein9 3 E39 K 7hitney9 T3 =/00/C3 Asperger syndrome and the de8elopment of social competence3 Focus on Autism and +ther <evelopmental <isabilities, C;=FC9 ?>?:?G?3 (arp,r9 *39 La4lor9 M39 K "itJgerald9 M3 =/00AC !ucceeding in college with Asperger syndrome. /nd impression9 London' *essica 6ingsley P,-lishers3 (,rl-,tt9 639 K Chalmers9 L39 =/00AC3 Employment and ad,lts 4ith Asperger syndrome3 Focus on Autism and +ther <evelopmental <isabilities9 ?@=AC9 /?B:///3 6inderman9 P39 D,n-ar9 #39 K )entall9 #39 =?@@1C3 Theory:of:mind deficits and cas,al attri-,tions3 British >ournal of ,sychology9 1@=/C9 ?@?:/0A3 6,sch9 M39 K Peterman9 "3 =?@@BC Per8asi8e de8elopmental disorders3 In Ciccetti9 D3 K Cohen9 D3 =Eds3C9 <evelopmental ,sychology, ?GG:/?13 &e4 !or2' 7iley3 Lord9 C39 #,tter9 M39 Dila8ore9 P3 =?@@1C3 A,tism Diagnostic O-ser8ation #ating ched,le: $eneric3 Chicago' Department of Psychiatry9 Uni8ersity of Chicago3

Asperger<s yndrome' Transition to College ??F Lotspeich9 L39 64on9 (9 ch,man9 C39 "ryer9 39 $oodlin:*ames9 )39 ),onocore9 M39 Lammers9 C39 Amaral9 D39 #eiss9 A39 /00A3 In8estigation of ne,roanatomical differences -et4een A,tism and Asperger syndrome3 Archives of $eneral ,sychiatry9 >?'/@?:/@13 Macintosh9 639 Dissanaya2e9 C39 =/00AC Annotation' The similarities and differences -et4een A,tistic disorder and Asperger<s disorderD A re8ie4 of the empirical e8idence3 >ournal of %hild ,sychology I ,sychiatry I Allied <isciplines9 AB=FC9 A/?:AFB3 Mayes9 3D39 Calho,n9 3L39 Crities9 D3L39 =/00?C Does D M:IV Asperger<s disorder e;istM *o,rnal of A-normal Child Psychiatry9 /@=FC'/>F:/G?3 Meyer9 *3 A39 K Minshe49 &3 *3 =/00/C3 An Update on ne,rocogniti8e profiles in Asperger syndrome and high:f,nctioning A,tism3 Focus on Autism and +ther <evelopmental <isabilities, C;=FC9 ?B/:?>03 MYller9 E39 ch,ller9 A39 ),rton9 )39 !ates9 $39 =/00FC Meeting the 8ocational needs of indi8id,als 4ith Asperger syndrome and other A,tism spectr,m disa-ilities3 >ournal of Hocational @ehabilitation9 ?19 ?>F:?GB3 Myles9 )3 39 K impson9 #3 L3 =/00/C3 Asperger syndrome' An o8er8ie4 of characteristics3 Focus on Autism and +ther <evelopmental <isabilities, C;=FC9 ?F/:?FG3 Ochs9 E39 6remer: adli29 T39 irota9 639 olomon9 O39 =/00AC3 A,tism and the social 4orld' Anthropological perspecti8e. <iscourse !tudies9 >=/C9 ?AG:?1A3 OJonoff9 39 Da4son9 $39 K McPartland9 *3 =/00/C3 A parentJs guide to Asperger syndrome and high7functioning Autism" ow to meet the challenges and help your child thrive. &e4 !or2' The $,ilford Press3 Perlman9 L39 =/000C Ad,lts 4ith Asperger disorder misdiagnosed as schiJophrenic3 ,rofessional psychology" @esearch and practice. F?=/C' //?://B3 #,therford9 M3 D39 )aron:Cohen9 39 K 7heel4right9 3 =/00/C3 #eading the mind in the 8oice' A st,dy 4ith normal ad,lts and ad,lts 4ith Asperger syndrome and high f,nctioning A,tism3 >ournal of Autism and <evelopmental <elays, KL=FC9 ?1@:?@A3

Asperger<s yndrome' Transition to College ??A afran9 *39 K afran9 39 =/00?C3 chool -ased cons,ltation for Asperger syndrome3 >ournal of Educational and ,sychological %onsultation3 ?/=AC' F1B:F@B3 chopler9 E39 #eichler9 #39 #enner9 )39 =?@11C3 The %hildhood Autism @ating !cale3 Los Angles' 7estern Psychological er8ices3 hri-erg9 L3 D39 Pa,l9 #39 Mc 4eeny9 *3 L39 6lin9 A39 K et al3 =/00?C3 peech and prosody characteristics of adolescents and ad,lts 4ith high f,nctioning A,tism and Asperger syndrome3 >ournal of !peech, 0anguage, and earing @esearch, MM=BC9 ?0@G:???B3 impson9 #3L39 =/00AC3 "inding effecti8e inter8ention and personnel preparation practices for st,dents 4ith a,tism spectr,m disorders3 Exceptional %hildren3 G0=/C' ?FB:?AA3 impson9 #3 L39 K Myles9 )3 =?@@1C3 Aggression among children and yo,th 4ho ha8e Asperger%s yndrome' A different pop,lation re.,iring different strategies3 ,reventing !chool Failure, ML=AC3 tra,ss9 A K Cor-in9 * =?@@0C3 Basics of 5ualitative research" $rounded theory procedures and techni5ues3 &e4 )erry Par29 California' age P,-licantions3 Jartmari P39 Archer L39 "isman9 39 treiner DL9 7ilson9 "39 =?@@BC3 Asperger<s syndrome and a,tism' Differences in -eha8ior9 cognition9 and adapti8e f,nctioning3 >ournal of American Academy of %hild I Adolescent ,sychiatry3 Tant,m9 D3 =?@@?C3 Asperger syndrome in ad,lthood3 In U3 "irth =Ed3C9 Autism and Asperger !yndrome. Cam-ridge9 U6' Cam-ridge Uni8ersity Press3 Tant,m9 D3 =/000C3 Adolescence and ad,lthood of indi8id,als 4ith Asperger syndrome3 In A3 6lin9 "3 Vol2mar9 K 3 parro49 =Eds3C Asperger !yndrome =pp3 F>G:F@@C3 &e4 !or2' The $,ilford Press3 United tates $o8ernment Acco,nta-ility Office =/00BC3 pecial Ed,cation' Children 4ith A,tism3 $AO:0B://09 7ashington' $AO3 Vol2mar9 "39 =?@@GC3 7hat is PDD and ho4 is it different from A,tismM >ournal of Autism and <evelopmental <isorders9 /G9 ?0F:?0B3 7illiams9 63 =/00?C3 Understanding the st,dent 4ith Asperger syndrome' $,idelines for teachers3 &nterventions in !chool I %linic, KN=BC9 /1G:/@F3

Asperger<s yndrome' Transition to College ??B 7ing9 L3 =?@1?C3 Asperger<s yndrome' A clinical acco,nt3 ,sychological *edicine9 ??9 ??B:?/@3 7ing9 L3 =/00BC3 #eflections on opening pandora<s -o;3 >ournal of Autism and <evelopmental <isorders9 FB=/C9 ?@G:/0F3 7orld (ealth OrganiJation9 =?@@/C International !tatistical classification of diseases and related health problems9 ?@1@ #e8ision9 $ene8a' 7orld (ealth OrganiJation !eargin:Allsopp9 M39 #ice9 C39 6arap,r2ar9 T39 Doern-erg9 &39 )oyle9 C39 K M,rphy9 C39 =/00FC Pre8alance of a,tism in a U metropolitan area3 >ournal of the American *edical Association9 /1@=?C' A@:BB3

Asperger<s yndrome' Transition to College ??> Ta-le ? D M:IV Diagnostic Criteria =IC Q,alitati8e impairment in social interaction9 as manifested -y at least t4o of the follo4ing' =AC mar2ed impairments in the ,se of m,ltiple non8er-al -eha8iors s,ch as eye:to:eye gaJe9 facial e;pression9 -ody post,re9 and gest,res to reg,late social interaction =)C fail,re to de8elop peer relationships appropriate to de8elopmental le8el =CC a lac2 of spontaneo,s see2ing to share enHoyment9 interest or achie8ements 4ith other people9 =e3g3 -y a lac2 of sho4ing9 -ringing9 or pointing o,t o-Hects of interest to other peopleC =DC lac2 of social or emotional reciprocity =IIC #estricted repetiti8e K stereotyped patterns of -eha8ior9 interests and acti8ities9 as manifested -y at least one of the follo4ing' =AC encompassing preocc,pation 4ith one or more stereotyped and restricted patterns of interest that is a-normal either in intensity or foc,s =)C apparently infle;i-le adherence to specific9 nonf,nctional ro,tines or rit,als =CC stereotyped and repetiti8e motor mannerisms =e3g3 hand or finger flapping or t4isting9 or comple; 4hole:-ody mo8ementsC =DC persistent preocc,pation 4ith parts of o-Hects =IIIC The dist,r-ance ca,ses clinically significant impairments in social9 occ,pational9 or other important areas of f,nctioning3 =IVC There is no clinically significant general delay in lang,age =E3$3 single 4ords ,sed -y age / years9 comm,nicati8e phrases ,sed -y age F yearsC =VC There is no clinically significant delay in cogniti8e de8elopment or in the de8elopment of age:appropriate self help s2ills9 adapti8e -eha8ior =other than in social interactionC and c,riosity a-o,t the en8ironment in childhood3 =VIC Criteria are not met for another specific Per8asi8e De8elopmental Disorder or chiJophrenia

Asperger<s yndrome' Transition to College ??G Ta-le / ICD:?0 Diagnostic Criteria Diagnostic Criteria of Asperger%s yndrome from ICD:?0 =7orld (ealth OrganiJation9 ?@@/C3 A3 There is no clinically significant general delay in spo2en or recepti8e lang,age or cogniti8e de8elopment3 Diagnosis re.,ires that single 4ords sho,ld ha8e de8eloped -y / years of age or earlier and that comm,nicati8e phrases ,sed -y F years of age or earlier3 elf:help s2ills9 adapti8e -eha8ior9 and c,riosity a-o,t the en8ironment d,ring the first F years sho,ld -e at a le8el consistent 4ith normal intellect,al de8elopment3 (o4e8er9 motor milestones may -e some4hat delayed and motor cl,msiness is ,s,al =altho,gh not a necessary feat,reC3 Isolated social s2ills9 often related to a-normal preocc,pations9 are common9 -,t are not re.,ired for diagnosis3 )3 Q,alitati8e a-normalities in reciprocal social interaction are manifest in at least t4o of the follo4ing areas' fail,re ade.,ately to ,se eye:to:eye gaJe9 facial e;pression9 -ody post,re9 and gest,re to reg,late social interactionD fail,re to de8elop =in a manner appropriate to mental age9 and despite ample opport,nitiesC peer relationships that in8ol8e a m,t,al sharing of interests9 acti8ities9 and emotionsD lac2 of socio:emotional reciprocity as sho4n -y an impairment or de8iant response to other people%s emotionsD or lac2 of mod,lation of -eha8ior according to social conte;tD or a 4ea2 integration of social9 emotional and comm,nicati8e -eha8iorD lac2 of spontaneo,s see2ing to share enHoyment9 interests9 or achie8ements 4ith other people =e3g39 a lac2 of sho4ing9 -ringing9 or pointing o,t to other people o-Hects of interest to the indi8id,alC3 C3 The indi8id,al e;hi-its an ,n,s,ally intense9 circ,mscri-ed interest or restricted9 repetiti8e and stereotyped patterns of -eha8ior9 interests9 and acti8ities manifest in at least one of the follo4ing areas' an encompassing preocc,pation 4ith stereotyped and restricted patterns of interest that are a-normal in content or foc,sD or one or more interests that are a-normal in their intensity and circ,mscri-ed nat,re tho,gh not in the content or foc,sD apparently comp,lsi8e adherence to specific9 non:f,nctional ro,tines or rit,alsD stereotyped and repetiti8e motor mannerisms that in8ol8e either handLfinger flapping or t4isting9 or comple; 4hole -ody mo8ementsD preocc,pations 4ith part:o-Hects or non:f,nctional elements of play materials =s,ch as their color9 the feel of their s,rface9 or the noiseL8i-ration that they generateC3

Asperger<s yndrome' Transition to College ??1 (o4e8er9 it 4o,ld -e less ,s,al for these to incl,de either motor mannerisms or preocc,pations 4ith part:o-Hects or non: f,nctional elements of play materials3 D3 The disorder is not attri-,ta-le to the other 8arieties of per8asi8e de8elopment disorder' simple schiJophrenia9 schiJo:typal disorder9 o-sessi8e:comp,lsi8e disorder9 anan2astic personality disorder9 reacti8e and disinhi-ited attachment disorders of childhood3

Asperger<s yndrome' Transition to College ??@

Appendix A

Asperger<s yndrome' Transition to College ?/0 Consent to Participate PH !"#!PH A C$!!#%# $& $S'#$PA'H C M#" C (# 41)* Cit+ A,enuePhiladelphia- Penns+l,ania- 1)131.1/)3
Department of Psychology /?B:1G?:>AA/ /?B:1G?:>AB1 "AS

I&"O#MED CO& E&T "O#M ' '!# $& S'0"1 Transition' #ecollections of t,dents 4ith Asperger yndrome of the Ho,rney from high school to college3 P0RP$S# The p,rpose of this st,dy is to find o,t a-o,t the Ho,rney from high school to college for indi8id,als 4ith Asperger yndrome3 It is hoped that the findings of this st,dy help professionals9 st,dents9 parents9 and most importantly st,dents 4ho happen to -e diagnosed 4ith Asperger yndrome -etter ,nderstand the Ho,rney and -etter prepare for this transition3 !o, are -eing as2ed to participate in this st,dy -eca,se yo, 4ere listed as a potential 8ol,nteer -y a professional 4ho heard of my st,dy9 a referral made -y yo,r school9 or -eca,se yo, 4ere contacted thro,gh a s,pport gro,p on Asperger yndrome3 Please pro8ide 4ritten doc,mentation of yo,r Asperger yndrome diagnosis along 4ith this consent form3 ince this st,dy is a-o,t transition to college only indi8id,als in their first or second year of college 4ill -e a part of this st,dy3 (2#S' %A'$RS #esponsi-le In8estigator &ame' *on Lyman Address' ?G *eremiah Lane Pittsto4n9 &* 011>G Email' lymanHonZaol3com Phone' @01:GFB:A>BG Principal In8estigator &ame' $eorge McClos2ey9 Ph3D Department Psychology Address' Philadelphia College of Osteopathic Medicine

Asperger<s yndrome' Transition to College ?/? #o4land (all ,ite //> A?@0 City A8en,e Philadelphia9 PA ?@?F?:?>@F Email' Phone' $eorgeMcCZpcom3ed, /?B:1G?:>B>F

The doctors and scientists at Philadelphia College of Osteopathic Medicine =PCOMC do research on diseases and ne4 treatments3 7hile this is not a st,dy a-o,t disease9 it may pro8ide 8ital information to mental health professionals that 4ill help -etter ,nderstand Asperger yndrome3 Additionally this st,dy may help indi8id,als 4ith Asperger yndrome -etter manage the transition from high school to college3 The inter8ie4 yo, are -eing as2ed to participate in is part of a research proHect3 Than2 yo, for agreeing to participate in this st,dy 4hich 4ill ta2e place from =dateC to =dateC3 This form o,tlines the p,rposes of the st,dy and pro8ides a description of yo,r in8ol8ement and rights as a participant3 "#SCR P' $( $& 'H# PR$C##"0R#S The methods to -e ,sed to collect information for this st,dy are e;plained -elo43 "rom this information9 I 4ill 4rite a s,mmary report a-o,t yo,3 This st,dy 4ill in8ol8e B respondentsD st,dents 4ith Asperger yndrome3 I 4ill -e collecting information a-o,t hisLher Ho,rney from high school to college ,sing an inter8ie43 Each inter8ie4 4ill last appro;imately >0 min,tes and 4ill -e recorded then transcri-ed to te;t3 This information along 4ith notes ta2en -y the researcher =*on LymanC 4ill form the -asis of a .,alitati8e st,dy in 4hich this data 4ill -e analyJed and concentrated into themes that shed light on yo,r Ho,rney from (igh chool to College3 !o, are enco,raged to as2 any .,estions at any time a-o,t the nat,re of the st,dy and the methods that I am ,sing3 !o,r s,ggestions and concerns are important to meD please contact me at any time at the addressLphone n,m-er listed a-o8e3 I 4ill ,se the information from this st,dy to 4rite a-o,t yo, =the respondent Lst,dentC and the other fo,r indi8id,als selected for this st,dy3 All reference to yo,r name and potential identifying data 4ill -e remo8ed from this report3 This st,dy 4ill -e ,sed for my doctoral dissertation and 4ill -e read -y my dissertation committee =fo,r peopleC9 and -y a 8alidation panel consisting of fo,r indi8id,als3 The 8alidation committee 4ill incl,de me9 an indi8id,al 4ith

Asperger<s yndrome' Transition to College ?// Asperger yndrome =4ho is not a part of the st,dyC9 and t4o doctoral candidates or grad,ates3 Their p,rpose 4ill -e to chec2 on the acc,racy of the report3 The dissertation9 4ith yo,r permission 4ill -e a8aila-le p,-licly9 4hen completed for incl,sion in the literat,re a-o,t Asperger yndrome3 P$'#(' A! 3#(#& 'S !o, may potentially -enefit from -eing in this st,dy -eca,se sharing yo,r story may -enefit yo,r ,nderstanding of Asperger yndrome and the 4ays that it affects yo,3 !o, sho,ld also 2no4 that the possi-ility e;ists that yo, may not percei8e any positi8e -enefit from participating in this st,dy3 Other people are li2ely to -enefit from 4hat researchers learn from this st,dy -eca,se the res,lts 4ill inform persons 4ith A 9 their family mem-ers9 and professionals 4ho 4or2 4ith A st,dents a-o,t the challenges A st,dents might face in their transition from high school to college3 R S4S A(" " SC$M&$R'S It is possi-le that d,ring the co,rse of the inter8ie49 or after the inter8ie4 yo, might e;perience some emotional ,pset3 This may happen as the res,lt of -eing as2ed to recall life:e;periences that 4ere distressing to yo, as some point in the past3 )eca,se of this possi-ility9 yo, 4ill -e gi8en the names and phone n,m-ers of t4o mental health professionals that yo, can contact sho,ld yo, feel the need to p,rs,e follo4:,p co,nseling3 A!'#R(A' 2#S !o, ha8e the alternati8e choice of not participating in this st,dy3 PA1M#(' Participant 4ill recei8e a O/B300 gift certificate at the concl,sion of the inter8ie4 for -eing in this st,dy3 C$(& "#(' A! '1 All information and records related to yo,r participation 4ill -e 2ept in a loc2ed file3 Only the research in8estigators and the mem-ers of the Instit,tional #e8ie4 )oard 4ill -e a-le to loo2 at these records3 If the res,lts of this st,dy are p,-lished9 no names or other identifying information 4ill -e ,sed3 R#AS$(S 1$0 MA1 3# 'A4#( $0' $& 'H# S'0"1 5 'H$0' 1$0R C$(S#(' If health conditions occ,r that 4o,ld ma2e participating in the st,dy inter8ie4 possi-ly dangero,s to yo,9 or if other conditions occ,r that co,ld affect yo, or yo, health9 Dr3 McClos2ey or *on Lyman and their associates may ta2e yo, o,t of this st,dy3 In addition9 the entire st,dy may -e stopped if dangero,s ris2s or side effects occ,r in other people3

Asperger<s yndrome' Transition to College ?/F (#5 & (" (%S If any ne4 information de8elops that may affect yo,r 4illingness to stay in this st,dy9 yo, 4ill -e told a-o,t it3 (60R1 If yo, are inH,red as as res,lt of this st,dy9 yo, 4ill -e pro8ided 4ith immediate necessary medical care3 (o4e8er9 yo, 4ill not -e reim-,rsed for medical care or recei8e other payment3 PCOM 4ill not -e responsi-le for any of yo,r -ills9 incl,ding any ro,tine medical care ,nder this program or reim-,rsement for any side effects that may occ,r as a res,lt of this program3 I g,arantee that the follo4ing conditions 4ill -e met' If yo, -elie8e yo, ha8e s,ffered inH,ry or illness in the co,rse of this research9 yo, sho,ld notify *ohn imelaro9 D3O39 Chairperson9 PCOM9 Instit,tional #e8ie4 )oard at =/?BC 1G?:>FFG3 A re8ie4 -y a committee 4ill -e arranged to determine if yo,r inH,ry or illness is a res,lt of yo,r -eing in this research3 !o, sho,ld also contact Dr3 *ohn imelaro if yo, thin2 that yo, ha8e not -een told eno,gh a-o,t the ris29 -enefits9 or other options9 or that yo, are -eing press,red to stay in this st,dy against yo,r 4ishes3 2$!0('AR1 PAR' C PA' $( ?C !o,r real name 4ill not -e ,sed at any point of information collection9 or in the 4ritten case reportD instead9 yo, and any other person and place names in8ol8ed in yo,r case 4ill -e gi8en pse,donyms that 4ill -e ,sed in all 8er-al and 4ritten records and reports3 /C If yo, grant permission for a,dio taping9 no a,dio tapes 4ill -e ,sed for any p,rpose other than to do this st,dy9 and 4ill not -e played for any reason other than to do this st,dy3 FC !o,r participation in this research is 8ol,ntaryD yo, ha8e the right to 4ithdra4 at any point of the st,dy9 for any reason9 and 4itho,t any preH,dice9 and the information collected and records and reports 4ritten 4ill -e t,rned o8er to yo,3 AC !o, 4ill recei8e a copy of the s,mmary -efore it is handed in9 so that yo, ha8e the opport,nity to s,ggest changes to the researcher9 if necessary3 BC !o, 4ill recei8e a copy of the report that is handed in to my chair3 Do yo, grant permission to -e .,oted directlyM

Asperger<s yndrome' Transition to College ?/A !es 555555 &o 555555 Do yo, grant permission to -e a,diotapedM !es 555555 &o 555555 I ha8e had time to read this form and I ,nderstand its contents3 I ha8e -een gi8en a copy for my personal records3 I agree to the terms #espondent 555555555555555555555555555 Date 5555555555555 I agree to the terms' #esearcher 555555555555555555555555555 Date 5555555555555 *on Lyman

Asperger<s yndrome' Transition to College ?/B

Appendi; )

Asperger<s yndrome' Transition to College ?/> ,articipant <emographics Form Please ta2e a moment to fill o,t this form3 ?3 A pse,donym or alias 4ill -e ,sed in this st,dy to protect yo, identity3 Ta2e a moment to consider a name the inter8ie4er 4ill ,se 4ith yo, d,ring this inter8ie49 then 4rite it do4n in the space pro8ided3 Alias'55555555555555555555555 / M F f M /C Male "emale

FC C,rrent college le8el freshman sophomore AC MaHor area of st,dy ,ndecided 5555555555555555

BC C,rrent Age 5555555555555555555555

Asperger<s yndrome' Transition to College ?/G

Appendi; C

Asperger<s yndrome' Transition to College ?/1 emi tr,ct,red Inter8ie4 Open ended .,estions Q,estions ?C 7hat 4as starting college li2e for yo,M /C ometimes people tal2 a-o,t diffic,lties they had 4hen the started collegeM 7hat 4as diffic,lt for yo, as yo, started collegeM FC 7hat 4as high school li2e for yo,M AC ometimes people tal2 a-o,t 4hat 4as diffic,lt a-o,t lea8ing high school3 7hat 4as diffic,lt a-o,t lea8ing high school for yo,M BC ometimes people tal2 a-o,t 4hat 4as good a-o,t lea8ing high school3 7hat 4as good a-o,t lea8ing high school for yo,M

Asperger<s yndrome' Transition to College ?/@

Appendi; D

Asperger<s yndrome' Transition to College ?F0

3io7raphical nformation
Alias #ed Tom #o-ert Clint )oMatt #oc2y Da8e A7e ?@ /1 /F /0 ?@ /? /A /0 '+pe Colle7e / year / year / year / year A year A year / year A year 1ear "reshman &on Mat3 &on Mat3 ophomore ophomore *,nior "reshman ophomore (umber of Schools ?st school B schools ?st school ?st school ?st school F schools F schools ?st school Ma8or (istory ),siness Comp,ter Ed,cation Mathematics Comp,ter Undecided Undecided !i,in7 (ome (ome (ome (ome Dorm Dorm (ome (ome

$T

/?

&LA

&LA

?st school

(istory English

(ome

Asperger<s yndrome' Transition to College ?F?

&i7ure 1

II.

IQ

/.

~i9~:f"~ i~":"~
autism'

....

............. .. f
Mild

Severe

ATYPICALITY

Autism + mental retardation

..... ..............
III.
Profound mental retardation

Mental retardation with atypical features

IV.

Coplan9 /00F
Figure 1: Relationship between degree of atypicality and intelligence. Origin corresponds to moderate atypicality (x-axis) and anIQ of70 (y-axis). Children with severely atypicalfeatures and anIQ in normal range (quadrantII) are sometimes referred to by the term 'high-functioning autism' (HFA). Children with moderately atypicalfeatures have pervasive developmental disorder (PDD). PDD can occur inpresence ofnormalIQ (quadrant I) or in thepresence ofmental retardation (MR; quadrant IV). Children with mildly atypical features, normalgeneral intelligence, hyperverbal behavior, narrow interests, and physical clumsiness haveAsperger syndrome (AS) (quadrantI). There is a zone ofpotentia I overlap among children with HFA, PDD, and AS (stippled region); treatment is similar regardless ofthe diagnostic 'label'. Children with mental retardation might havefully expressed autism ('lowfunctioning autism', quadrant III) , or theirprimary developmental disability might be mental retardation, with a smattering ofatypicalfeatures (quadrant IV).

Asperger<s yndrome' Transition to College ?F/ "ig,re /

Intelligence
Su~rior

................,,.....:=;-,....--. Age

Profound MR Coplan, J. Pedialrics 2000; I05:e65

Cop}l'ildlt 0 2000 Amtu (';I1I Academy ofPtdlatn C>'

PEDIATRICS'

Triaxial model for discussing prognosis in A!<. Age is represented on the x7axis, with birth at the origin. The x7axis to the left of the origin is indicated as a dotted line, because no childJs age is less than :ero. &ntelligence is represented on the y7 axis, with an &G of ;/ 2the cutoff for *@3 at the origin) children above the imaginary hori:ontal plane running through the origin have &Gs in the normal range, whereas children below this plane have *@. <egree of atypical behavior, ranging from severe to mild, is depicted on the :7axis, with diminishing severity running into the plane of the paper. %hild A represents an individual with severely atypical behavior plus *@. The cube represents the magnitude of the individualJs clinical deficit, which is a compound of A!< plus *@. As this person ages, he or she continues to manifest a readily recogni:able symptom complex consistent with the diagnosis of A!< plus *@. %hild B represents an individual whose atypical features are moderate to mild, and whose general intelligence is average or better. As such an individual ages, the core features of A!< break up into isolated fragments, which diminish in severity with the passage of time. +ther combinations 2severely atypical behavior with normal intelligence) severe *@ with mildly atypical behavior3 are also possible, but not shown.

Asperger<s yndrome' Transition to College ?FF "ig,re F

H

G
H

T
At ypica lity Seve re Moderate

Mil d

AG E IV III
L B

o w

Triaxial model applied to the transition from high school to college. The x7axis is the range of atypicallity within the expression found for individuals with Asperger's <isorder from a range of !evere, *oderate, and*ild. The 67axis represents !uccess &n Transtition from 0ow, *oderate, and igh. The O7axis represents Age. 0ine A represents a student who displays a mild level of atypicality and has experienced a high level of !uccess &n Transition 2!&T3. &ndividuals who fall within 5uatrant &, as a group would be those who display skills in the four themes of" Academics, !ocial @elationships, &ndependent Functioning, and ,ersonal &ssues. 0ine B represents a student who displays atypicality in the sever range and has experienced low levels of !&T. &ndividuals that fall within 5uadrant &&& would be those who display low levels of skills in the four themes of" Academics, !ocial @elationships, &ndependent Functioning, and ,ersonal &ssues.