Running Title: SERVICE ON THE SPECTRUM 1

Service On the Spectrum: Mediating the Information Needs of

Teenagers With Autism Spectrum Disorders in Public Libraries

Steven M. Kemple

Kent State University

Author Note

Steven M. Kemple, School of Library and Information Science, Kent State University.

Correspondence concerning this article should be addressed to Steven M. Kemple, 5632

Abbottsford St. #2, Cincinnati, OH 45212. Contact: skemple1@kent.edu

SERVICE ON THE SPECTRUM 2

Service On the Spectrum: Mediating the Information Needs of

Teenagers With Autism Spectrum Disorders in the Public Library

1. Introduction

1.1. Autism On the Rise: Are Libraries Ready?

The Center for Disease Control Autism and Developmental Disabilities Monitoring

Network [CDC-ADDM] estimates that Autism Spectrum Disorder1 [ASD] affects approximately

1 in 110 children (CDC-ADDM, 2009). The same study reports a 3.6% increase in the

prevalence of ASD among 8-year-olds in the United States between 2004 and 2006. To put this

in perspective, children who turned 8 in 2006 will turn 13 in 2011. Over the next 2 years many

of these youth will enter high school. If this rate of increase holds true, we can (unscientifically)

project that between 2012 and 2013 the number of 8-year-olds affected with ASD in the United

States will approach 10%, a figure that will be applicable to adolescents by 2016. Granted this

hyperbolic projection may bear little correspondence to reality; suffice it to say over the course

of the next several years the prevalence of teenagers affected with ASD will only increase. With

this in mind, it is worth asking: Are teen and youth services librarians equipped and informed to

accommodate this influx?

One of these scenarios will characterize the next several years:

FUTURE 1: The number of autistic teens using libraries will increase dramatically.

FUTURE 2: The number of autistic teens not using libraries will increase dramatically.

1 Note: Throughout this paper “autism” and “autistic” will be used interchangeably with ASD to refer generally
to the disorders comprising Autism Spectrum Disorder. The more specific condition "Autistic Disorder" will
always be referred to as such.
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1.2. Goals & Outline

This paper aims to (1) provide a general overview of ASD with emphasis on its

characteristics in adolescence, (2) to describe the information needs of teenagers with ASD and

what steps librarians can take to ensure their fulfillment, and (3) to provoke cross-disciplinary

scholarly discourse on directly serving teenagers, as well as all individuals, affected by ASD.

Following the introduction (Section 1), sections 2.1 and 2.2 will provide a basic

introduction to ASD and its common characteristics, epidemiology, etc. Section 2.3 will focus

specifically on ASD in teenagers and how it differs from (and is similar to) ASD in children, as

well as comparing and contrasting teenagers with and without ASD. Section 3 is devoted

specifically to meeting the information needs of ASD teenagers in a public library setting, as well

as delivering a practical framework for effectively providing direct services with mindfulness of

specific developmental needs and without sacrificing inclusion.

Section 4 postulates an ongoing, collaborative and cross-modal program themed around

contemporary visual art. This program aspires to facilitate the information needs of ASD teens

while also encouraging self-motivated learning, non-lingual modes of communication and

healthy community interaction. The end result will be a laboratory for asynchronous

communication and loosely structured pseudo-social interactions based on the concepts of

boundary objects (Star & Griesemer, 1989) and relational aesthetics (Bourriaud, 2002). Though

fictitious, it is hoped such a description will inspire research and critical discourse toward a

greater awareness of this set of library users' needs.

SERVICE ON THE SPECTRUM 4

2. Overview of autism spectrum disorders (ASDs)

2.1. Statistics

Between 2004 and 2006, the Center for Disease Control set out to study the prevalence of

ASD among several populations of 8-year-olds. They concluded that, in estimation, ASD affects

approximately 1 out of every 110 children in the United States (CDC-ADDM, 2006, 2009). In

line with previous reasoning, the study suggests ASDs occur with greater frequency in boys than

it does in girls, affecting approximately 1 in 70 and 1 in 310 respectively.

Although the study reported a higher occurrence in white non-Hispanic individuals (9.7

per 1,000 8-year-olds in 2006), the CDC does not believe race or ethnicity play a significant role

in either prevalence or risk of ASDs (CDC, 2010; CDC-ASSD, 2000). In the United States,

Autism spectrum disorders occur more or less similarly regardless of age, race, ethnicity, or

geographic region.

As of 2007, “autism” described 4% of children ages 6 through 21 receiving services

through public special education programs (CDC-ADDM, 2009, p 24). Although the study

points out that not all children with an ASD are recipient to special education, the Individuals

with Disabilities Education Act (IDEA) mandates “that all children with disabilities from birth

through 21 years of age” are entitled to “free, appropriate public education that emphasizes

special education and related services” (CDC-ADDM, 2009, p 25).

2.2. What is ASD?

The term autism spectrum disorder refers to a range of similar developmental disabilities.
SERVICE ON THE SPECTRUM 5

These include autistic disorder, Asperger's syndrome (AS), and pervasive development disorder-

not otherwise specified (PDD-NOS). ASDs fall into the broader category of pervasive

development disorders (PDDs). Both PDDs and ASDs tend to arise from early childhood and

are present throughout the life of the individual. The aforementioned CDC-ADDM study (2009)

observed that in the majority of cases parents reported seeing the full range of symptoms before

age 3.

Persons with an ASD may be severely disabled (low functioning) or seemingly normal,

albeit with a few eccentricities (high functioning). Although there certainly are common traits, a

telling catchphrase among those who regularly interact with autistic children says: “if you've

seen one child with autism, you've seen one child with autism.”

Despite all its variation, there are three hallmark traits: (1) diminished or impaired social

skills, (2) diminished or impaired communication skills, and (3) display of repetitive or restricted

(stereotyped) behavior. Persons affected by an ASD also tend to display a strong aversion and

sensitivity to environmental change. ASDs are frequently accompanied by other conditions such

as attention deficit/hyperactive disorder (ADHD), genetic disorders, and epilepsy.

ASDs are typically treated with a combination of cognitive and behavioral therapies,

medication, and specialized education. In the United States public schools play a major role in

the treatment and intervention of autism spectrum disorders, especially through the

implementation of individualized education plans (IEPs).

2.2.1. Autistic Disorder

Autistic disorder, or classic autism, spans a wide range of affectations. Persons with
SERVICE ON THE SPECTRUM 6

ASDs often struggle with spoken and written language; many do not begin speaking until much

later in childhood. When speech does develop it sometimes takes on a monotone quality and

may be punctuated by repetitive echoalic phrases. Impaired social skills often manifest as a

seeming disinterest in other people; a lack of response to or display of affection as an infant is

often the earliest indicator of autism. It is also common for individuals with autism to display

stereotyped behaviors. These may take the form of intense repetitive movements or utterances

such as echoalic speech.

2.2.2. Asperger's Syndrome (AS)

Asperger's syndrome is sometimes described as high functioning autism. Individuals

with Asperger's syndrome exhibit the same core symptoms of classic autism except for a less

severe affliction of language and cognitive abilities. Sometimes persons with AS exhibit

remarkable abilities in these areas. Volkmar and Wiesmer (2009) tell of Hans Asperger,

observing a group of socially awkward boys in Vienna during the 1940s, whom he described as

“being rather pedantic 'little professors' who tended to intellectualize everything” (p 9).

A trademark of AS is a hyper-specific interest or fixation, or circumscribed interest. (The

superbly titled “From Tarantulas to Toilet Brushes: Understanding the Special Interest Areas of

Children and Youth With Asperger Syndrome” by Mary Ann Winter-Messiers is an excellent

analysis of this trait).

2.2.3. Pervasive Development Disorder-Not Otherwise Specified (PDD-NOS)

PDD-NOS was established as a sort of catch-all diagnosis. It is used to describe

individuals who exhibit enough autistic-like characteristics typical of PDDs to warrant a

SERVICE ON THE SPECTRUM 7

diagnosis, but who do not meet the criteria of for a more specific ASD. Persons with PPD-NOS

tend to be higher functioning than is typical of persons with classic autism. Sometimes a young

child will be temporarily diagnosed with PPD-NOS until a more specific diagnosis can be

determined.

2.2.3.1. The Autism Spectrum: Low to High Functioning

ASDs encompass a broad range of degrees of affectations. Low functioning individuals

may suffer from additional developmental disabilities, epilepsy, etc., and varying degrees of

cognitive deficits. The most severe cases may require assistance in basic activities, such as

eating and dressing, and may never develop the ability to speak or understand language.

The high functioning individuals are often able to function as a regular member of

society. They may go to college, have careers, and visit libraries. Despite their seeming

normalcy, they will still experience the three primary characteristics of ASDs. They may lack the

ability to perceive emotions or empathize; often they will “get by” through mimicry of

acceptable social interaction. Temple Grandin, arguably the most well-known autist, famously

described herself as an “anthropologist on Mars.” This phrase was later borrowed by

neuropsychologist Oliver Sacks for the title of his popular book.

While higher functioning autistic individuals, especially those with Asperger's syndrome,

do not experience the same cognitive impairment as lower functioning persons, they may yet

struggle with mentally processing information. They often lack a capacity to understand

metaphors, for example; they may come across as being literal minded. They may repeat an

idiomatic phrase in attempts to socialize without understanding the meaning.

SERVICE ON THE SPECTRUM 8

2.2.3.2. Awareness of Self and Others

Although it is clear that persons with autism can say something relevant to self-

experience, it remains uncertain just how deeply they have a sense of themselves as selves, and

therefore how far their reflections are truly self-reflective (Hobson, et al., 2006, p 134).

Many persons with an ASD may lack the ability cognize other people as being

independently conscious entities. In many cases, it is no exaggeration to say that a person with

an ASD is not completely aware of the difference between people and objects. This inability to

empathize, in tandem with an aversion to change, is partly the cause of behavioral difficulties

among ASD children and adolescents.

2.2.3.3. Communication

Among the reason for Temple Grandin's fame is her first-person portrayal of what it is

like to be autistic, (Sacks, 2010). In her book Thinking in Pictures, Grandin describes her mental

processes in great detail. For many (but not all) persons affected by an ASD, thinking occurs on

a wholly visual basis. As such, comprehension of written language is a common hurdle.

2.2.3.4. Social Interaction

Persons with ASD also struggle to recognize or correctly interpret nonverbal

communications. A 2009 study investigated the ability of ASD persons to correctly interpret

facial expressions. They found that individuals with ASD tend to interpret all expressions as

meaningful; in the case of neutral expressions they tended to read a negative emotion (Kuusikko,

et al.). The tendency to misinterpret (or in some cases not even recognize) facial expressions
SERVICE ON THE SPECTRUM 9

contributes to the social maladies many ASD individuals experience. This and other forms of

communicative inhibitions, in tandem with the impaired or nonexistent theory of mind, make

social situations remarkably tenuous for persons with an ASD.

The outward behaviors associated with ASD add to this difficulty. Individuals may be

withdrawn or disinterested, or else prone to irritation by sudden stimuli or changes in the

environment. Persons with an ASD generally avoid eye contact. These behaviors behaviors

have a tendency to complicating the process of building meaningful relationships. In an elegant

reduction, Hobson, et al. describe an inability to "engage in emotionally patterned and mutually

coordinated self-other relations, configured by the process of identifying with others" as a

common thread tracing autism spectrum disorder's "constellation of clinical features" (2006, p

153).

2.2.3.5. Sensitivities

Another hallmark of autism spectrum disorder is a marked sensitivity to change coupled

with a fierce proclivity for sameness and consistency. Order and routine are very important for

affected individuals, who may be highly disturbed by any disruption or variation. Consistency in

spatial environment is equally important to routine.

This concept of sameness is found throughout the tendencies of ASD individuals. The

highly specific interests of individuals with Asperger's syndrome are an example how marked

inflexibility translates into other behavioral areas.

2.3. ASD in Adolescence

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In part because of its appearance early in life and the subsequent importance of

administering special care throughout childhood, the vast majority of literature on autism

spectrum disorders is concerned with young children. Incidentally, autism is associated with

children. This is perhaps unfortunate given that when autistic children grow up they are still

autistic. Schull and McDonough effectively make this observation in their 2010 analysis,

making the case that “research in the area of transition services is becoming critical” (p 87).

2.3.1. ASD Teens Are Just Like Other Teens

In many ways, teenagers with an ASD are just like other teenagers. With adolescence

comes increased social anxiety, a growing awareness of sexuality, emotional and identity

development, etc. Such changes are no less present in ASD teenagers. Just as is in neurotypical

adolescents is heightened interest in social concern, so to it is with teens on the spectrum. Schall

and McDonough note that individuals with ASD tend to (but don't always) see an improvement

in affected areas accompanied by a growing interest in peer interaction (p 82). Just as their

peers, ASD teens are prone to mood swings, loneliness, anxiety, and peer pressure; in short, ASD

teens are still teens.

2.3.2. ASD Teens Are Completely Different From Other Teens

However, it is often the case that as ASD teenagers become more aware of the peer

groups around them, they may too become hyper-aware of their relative abnormality. This leads

to a heightened sense of social isolation reinforced by peer rejection resulting from

underdeveloped social skills. While some degree of loneliness is to be expected in every

adolescent, studies suggest adolescents with ASD, particularly boys, are lonelier (Lasgaard,
SERVICE ON THE SPECTRUM 11

Nielsen, Eriksen, & Goossens, 2009) and more prone to depression and/or anxiety than their

neurotypical counterparts (Schall & McDonough, 2010).

This is not to say that the teenage years are entirely dismal for persons with ASD. During

adolescence, it is not untypical for individuals to make great strides in managing their

difficulties, especially in their communication skills. This is partly due to natural development

and partly to increased participation in social groups. Especially during teenage years, it tends to

be true that the more time is spent around neurotypical individuals the greater level of adjustment

will be attained (Schall & McDonough). Repetitive and stereotyped behaviors have also been

shown to subside considerably during adolescents. Schall and McDonough describe an increase

in secondary symptoms such as aggression and self injurious behavior spiking in early

adolescence but diminishing soon thereafter.

Graetz and Spampinato (2008) describe the phenomenon of persons with Asperger's

syndrome sharing solidarity in their experiences, terming themselves “Aspies.” This term is

reflected in the recent highly recommended The Aspie Teen's Survival guide: Teen-to-Teen

Advice From A Young Man With Asperger's Syndrome (J.D. Kraus, 2010).

2.3.3. Transitioning From Childhood to Adulthood

An important area of consideration for those who work with ASD teens is that of

transition. While this is generically true of adolescence, it has specific meaning in this context.

Except in the case of the most severely afflicted, it is hopeful that persons with an ASD will be

able to attain a level of autonomy as an adult. In high school, IEPs (individualized education

plan) may gradually introduce skill sets relevant to appropriate work environment and/or higher
SERVICE ON THE SPECTRUM 12

education. For example, some teens may go through work study type programs designed to

accommodate development or approximation of relevant social skills through trial and error.

Informally, interactions with neurotypical peers are tremendously beneficial toward this

end. Although speaking specifically of parents, Lasgaard, et al. (2010) describe the importance

of individuals who can facilitate the social interactions paramount to transitional development.

They suggest “creating a positive self-image, increasing self-knowledge, and strengthening

resources may help towards compensating the social impairments in adolescents with ASD”

(224). This notion is readily adaptable to non-familial relationships; in this context, it is

particularly relevant to the job of libraries in mediating information needs.

3. Meeting the Information Needs of ASD Teens At A Public Library

Although several articles have been published discussing meeting the information needs

of autistic children, serving ASD teens in the library has just barely been addressed in LIS

literature. With an understanding of the developmental context, libraries can step up to serve the

needs of teens on the spectrum.

3.1. The Third Space

The library is situated between the living room and the classroom; for teenagers with

ASD the library has an inherent capacity to serve as an important intermediary function. In order

to achieve this capacity, libraries must ensure they are accommodating to their particular needs

without sacrificing those of others. This may be accomplished through simple mindfulness and

intentional modulations of a number of variables such as environment, staff, collection, and

programming.
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3.1.1. Environment

Above all else, the physical environment will make an enormous difference in the

library's ability to serve the information needs of its community on (and off) the autistic

spectrum. In “Hidden Gems: Teens with Autism in the Library,” Spring Lea Henry (2010) asks

Temple Grandin about the ideal library environment. Grandin's first observation is that large

spaces may cause anxiety in autistic teens (p 210). Generally, the most ASD appropriate library

environment is one free of potential overstimulation. It should be calm and predictable. It

should be quiet; a place of repose from undesirable social interactions. If possible, the space

should be illuminated with natural light. Fluorescent lighting should be avoided as it can be

highly disturbing to persons with ASD.

The space should also accommodate the range of communicative styles and abilities.

Pictures or symbols should compliment or replace of text in signage. Loudspeakers should be

avoided at all costs. The space should be arranged in discreet, modular sections; taxonomic

cubbyholes if you will. It should be a place that enables minimally interrupted, parallel

occurring, independent explorations; a place where ASD teens are free to pursue their

circumscribed interests.

Although such an environment may privilege solitude, it does so in order to maximize

inhabitability, thereby contributing to “creating a positive self-image, increasing self-knowledge,

and strengthening resources” (Lasgaard, et al., p 224). Howard Cannatella addresses the

relationship between “Place and Being” (2007) in this context, suggesting “...our aesthetic 'being

there' is rudimentary to any educational place. ... Dwelling penetrates into the heart of our
SERVICE ON THE SPECTRUM 14

positive awareness of a place” (624). This runs parallel to a Lynn Akin and Donna MacKinney's

(2004, p 39) recommendation to incorporate an "environmental scan" into library programming

for young autistic children. This deceptively simple practice calls for ensuring consistent

experiences from program to program so that the children can both learn and not feel threatened

by the environment. Although intended as a precautionary measure against alarming sensitive

children (no doubt something to avoid), shifting contexts reveals a deeper potential: the

metacognitive act of environmental scanning formalizes self-knowledge vis-ŕ-vis to place-

knowledge.

3.1.2. Staff

The library would seem like an ideal place for someone who has the patience and tenacity

to explore every aspect of a given subject. Unfortunately, the traditional lack of autism-specific

training and support in libraries and other community settings has reduced access for individuals

with autism (Winson & Adams, 2010, p 16).

Of course the environment alone will be of little benefit without mindful, knowledgeable

staff. As described earlier, teenagers with ASD tend to misread the emotional content of facial

expressions. Neutral expressions were shown to be of special difficulty, as they were often

perceived as negative or scornful (Kuusikko, et al., 2008). In terms of directly mediating ASD

teens' information needs with appropriate reference services, staff should be wary of

externalizing neutrality.

While it is unrealistic for librarians to walk around with an ear-to-ear grin (which might

prove upsetting), an awareness of potential misconstruing of body language and facial

SERVICE ON THE SPECTRUM 15

expressions will go a long way toward establishing an environment emotionally welcoming to

ASD teens. Communication should be clear and precise. Henry (2010) quotes Temple Grandin's

direct advice to librarians interacting with autistic teens: “Don't be vague. Don't do subtle hints”

(p 210).

Moreover, it is important for library staff to maintain awareness of potentially tenuous

interactions between neurotypical and ASD individuals in the library. While micromanaging

civility risks disaster, staff should make a point to demonstrate appropriate interactions; teasing

and bullying should be met with tactful intervention.

Although limited to autistic children in libraries, Lynn & McKinney (2004) present an

adaptable framework for librarians mediating the information needs of ASD teens. One

technique they describe is called Related Readings, in which the librarian identifies a topic of

interest to the child, proactively providing conceptually similar materials. This group of

materials ideally span numerous formats; in the context of teen services, this technique may be

used to facilitate independent self-directed learning characterized by associative ambling

throughout the idea-space of the library.

John Hughes, a Chicago Public Library Foundation Board Member, effectively put:

“Autism is complex. But we need to put the person first, before autism is even involved. We

need to look at the uniqueness of the person, just like we would with a 'typically' developing

child” (in Winson & Adams, 2010, p 16). This is consistent with the interpersonal nature

common to all manners of information mediation and library services.

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3.1.3. Collection

It is important that a ASD specific teen collection encompass a cross section of formats,

interests, and reading abilities. In selecting information resources for autistic teens, mindfulness

of the enormous differences in cognitive and reading abilities is imperative. It is also important

to refrain from inferring one ability from another. For example, an autistic teen who reads at a

third-grade level may posses an enormous intellect; likewise, a teen may effortlessly read aloud

difficult texts but fail to comprehend any of it.

Given the prevalence of language-communication difficulties coupled with a common

predilection for pictorial/visual information, a strong teen ASD collection will consist of

numerous alternatives to text-based material. Collection development policies should stress not

only evaluation of aesthetic criteria but also the sophistication of content. Whereas with text-

based media it makes sense to talk about age/developmental appropriateness in terms of relative

complexity of sentence structure, pictures may contain layers of content and thus may be

appropriate for a wider audience. ASD individuals' tendency to prefer images is convenient from

this perspective; it is conceivable that the age-appropriateness and intellectual rigor of the ideal

collection will be user- rather than taxonomy-centric.

While autistic teens may have many interests in common with their neurotypical peers,

they generally do not prefer reading narratives. The print collection should emphasize nonfiction

and reference such as encyclopedias and phone books.

The collection should also include enough computers sufficient to designate for ASD

users. As described above, information technology emergence has been a boon to autistic
SERVICE ON THE SPECTRUM 17

persons, particularly for higher functioning individuals. Depending on the individuals, it may

become necessary to strike a balance between unlimited use and structured access. While it is

important they have free reign to explore the Web, engage in social networking, etc., access

should be structured so that one or several individuals do not monopolize devices. Given the

one-two punch of diminished social skills inherent to autism and the emergence of sexual urges

inherent to adolescence, care should be taken to discourage viewing of pornographic websites.

3.1.4. Programming

Effective programming can be an important aspect of ASD teen services. Temple

Grandin (in Henry, 2010) describes how library activities can serve as a safe haven from teasing,

pointing out that kids who tease are less likely to participate in library activities. She also

encourages activities that "will help them further their discipline of learning" (p 209), as well as

pairing teens with retiree mentors. "It doesn't matter if the technical skills are old. What you're

doing is getting the kid turned on, lighting a spark!" (p 209-210).

Although creating programs specifically for autistic teens may be the simplest way to

ensure appropriateness, doing so exclusively may breed divisiveness. Instead, staff should

consider modifying programs with a more general audience in mind so as to accommodate

autistic teenagers. Ideally, programming aimed specifically toward ASD teens will complement

welcoming them into general programming. It is precisely this sort of mindful, "neurodiverse"

integration that the plan outlined in section 4 aspires to generate.

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4. Plan For A Collaborative Cross-Modal Contemporary Art Resource for ASD Teens

4.1. Scope

The ultimate objective of this program is a tangible, multifaceted resource enabling a

library to serve autistic teenagers in the best way possible. The scope of this discussion,

however, is primarily limited to the formation of a cooperative facilitating this end. It is

hypothesized that discursive synthesis of complimentary areas of expertise will be the most

effective way to serve this user group. This discussion will also serve to outline the vision for

this resource; when appropriate it will venture into specificity (e.g. a short annotated

bibliography of information resources).

The outward manifestation of this resource entails using contemporary visual art to assist

in mediating information needs of autistic teens. It aspires to facilitate self-motivated learning as

well as to demonstrate non-lingual modes of communication in a laboratory for asynchronous

interactions. It is ideal for a large urban public library where the population is sufficient for pre-

established arts institutions as well as autism resources; however, it is hoped elements are

adaptable for implementation in various settings.

4.2. The Envisioned Space and the Role of ASD Professionals As Collaborators

It will consist of a space designed with autistic teens specifically in mind, but that will be

open to other library users. It will be separate enough from the rest of the library so as to

minimize ambient distractions, but not so much so that it mitigates divisiveness. Its design will

conform to the above discussion of environmental factors (e.g. intercom will be disabled, natural

and incandescent lighting will be used, etc.), the particulars of which will be established in
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collaboration with one or more representatives of local agencies who work with autistic teens

(e.g. caretakers, educators, etc.).

The physical space is envisioned to consist of a small common area surrounded by

discreet "investigation spaces." Each of these smaller areas will contain subject-related

materials. Signage using a combination of pictures, text and color will denote the subject of each

investigation area, encoding the space's overall taxonomy. Topics will be arranged first by

subject (one general subject corresponding to each space), and then by format. Each

investigation space will contain materials in as many formats as possible.

From the common area, library staff will be permitted to observe the use of the

investigation spaces with minimal imposition. The reference desk will be prominent and

centrally located so as to maximize clarity. All of the furniture in the common area will be

modular, including the reference desk, so function and practices can be modified as necessary.

Comfortable chairs, each illuminated by a floor lamp with a full-spectrum incandescent light

bulb, separated each by end tables, will subdivide the common area. Because the room will have

to be somewhat large, this will promote the experience of smallness; individual illumination and

separating end tables will enable each seat to be an autonomous vessel for exploration.

Proximity to other Autonomous Exploration Vessels (AEVs) will enable social interaction should

their operators wish.

While subject to change depending on insight from ASD knowledgeable educators,

computer equipment will be grouped together in one part of the common area. Moreover, the

common area will include a selection of autism-specific resources for caretakers, accompanied
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by a directory of local services. It is possible this function could expand into a support network.

Inside of each investigation space will be several autonomous exploration vessels (two or

three depending on size). Lighting will be much dimmer here than in the common area so as to

enhance the sensation of a safe, predictable space.

4.3. Role of Art Institutions as Collaborators

As mentioned above, this will be a decidedly collaborative effort. The intent to employ

visual art as a means for assisting in mediating information needs was also mentioned. This will

be achieved through collaboration with local arts institutions, who will be periodically

responsible for augmenting the space with contemporary art. This aims to maximally achieve the

sort of "spark" Temple Grandin referred to when she said "What you're doing is getting the kid

turned on, lighting a spark!" (Henry, 2010, 209-210). With the characteristics and tendencies of

autistic persons, it is believed that punctuating the space in such a manner will contribute to

"creating a positive self-image, increasing self-knowledge, and strengthening resources"

(Lasgaard, et al., p 224).

By sharing in this vision, the collaborators (representing art museums, alternative art

spaces, etc.) will choose work that enhances place-awareness. Site specific and/or interactive

installations are the ideal media for this end, and integrated correctly can open seductive

doorways into the collection. Given the presence of sensitivities to stimulation, works will pose

questions without commanding attention. Moreover, the rotation of work should be done with

care so as to avoid suddenly changing the environment, the result of which could be disastrous

for autistic persons.

SERVICE ON THE SPECTRUM 21

Another possibility for this collaboration is the direct involvement of local visual artists

with the teens in the space. Even for neurotypical artists, the creative process is akin to the sort

of associative investigations this program aspires to promote.

4.4. The Art Shelf

Complementing the visual art augmenting the space will be a continually updated group

of resources about contemporary art. Some items to include:

Adajania, N. (2009). Vitamin 3-D: New perspectives in sculpture and installation. London:

Phaidon Press.

The most recent addition to an excellent series of books published by Phaidon Press,

Vitamin 3-D surveys recent developments in installation and sculpture. This is included

(1) so as to have a complete series and (2) as supplement to Collins' Sculpture Today.

Unlike its series companions (Vitamin D, Vitamin P, and Vitamin Ph), Vitamin 3-D is

heavier on text than images. However, ASD teens will appreciate having access to the

complete series, even if one is not up to par with the others.

Art21, Inc. (2003). Art 21: Art in the twenty-first century: Seasons 1 & 2. Alexandria, VA: PBS

Home Video.

Each episode of Art 21: Art in the 21st Century, a popular PBS television series, focuses

on the work of contemporary American artists by theme (e.g. identity, spirituality, etc.).

The episode is then broken into mini-documentaries looking at one artist and how his or

her work fits into that theme. The first-person focus , quick pace (for waning attention
SERVICE ON THE SPECTRUM 22

spans), and continuously superb quality (both informative and entertaining) make it an

ideal resource for introducing contemporary art to autistic teens. (This annotation applies

to seasons 3, 4 & 5)

See also: http://www.youtube.com/user/art21org for individual episodes online.

Art 21, Inc. (2005). Art 21: Art in the twenty-first century: Seasons 3. Alexandria, VA: PBS

Home Video.

Art 21, Inc. (2007). Art 21: Art in the twenty-first century: Season 4. Alexandria, VA: PBS Home

Video.

Art 21, Inc. (2009). Art 21: Art in the twenty-first century: Season 5. Alexandria, VA: PBS Home

Video.

Collins, J. (2007). Sculpture today. London: Phaidon Press.

Sculpture Today is a visual survey of exactly what the name implies: contemporary

sculpture (a sub-field far broader than one might think). Its emphasis on images makes it

an excellent resource for autistic teenagers interested in understanding contemporary art.

Consistent with many of the other books in this list, the images are not only visually

compelling, they pose deep questions. For autistic individuals who struggle with reading

comprehension, this will present a whole mode of discourse where ideas of varying

nuance and complexity are conveyed without words. The images are likewise engaging

in and of themselves without the need to delve into their intellectual content.

Cornell, L. (2009). Younger than Jesus: The generation book. New York: New Museum.
SERVICE ON THE SPECTRUM 23

Younger Than Jesus was an important curated group show at the New Museum in New

York City that looked at the work of emerging artists under the age of 33. This is an

excellent starting point for exploring the work of current artists for the autistic teen

interested in an in-depth understanding.

Demos, T.J. (2007). Vitamin Ph: New perspectives in photography. London: Phaidon Press.

The third installment of Phaidon Press's excellent media-centric survey of contemporary

art, Vitamin Ph is a potential gold mine of fascination for ASD teens.

Dexter, E. (2005). Vitamin D: New perspectives in drawing. London: Phaidon Press.

Of Phaidon Press's “Vitamin . . . ” books, this stands out as the best. The images are large

and compelling. It is the sort of book that truly has potential to spark interests and ideas.

Ganz, N., & Manco, T. (2009). Graffiti world: Street art from five continents. New York:

Abrams.

This book is nothing short of amazing. As the title implies, it is a visual survey

documenting brilliant graffiti from around the world. It could just as easily spark an

interest in urban studies or world geography as it could creating compelling works in the

genre.

Indianapolis Museum of Art. (2011). ArtBabble. Retrieved from: http://www.artbabble.org

ArtBabble is something of a YouTube for art museums. As an entry point into learning

about contemporary art, it is perhaps inexhaustible. What does “ArtBabble” mean? “1.

free flowing conversation, about art, for anyone. 2. a place where everyone is invited to
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join an open, ongoing discussion – no art degree required” (from

http://www.artbabble.org/about).

New Museum of Contemporary Art. (2009). Younger than Jesus artist directory: The essential

handbook to a new generation of artists. London: Phaidon Press.

A companion to Younger Than Jesus (annotated above), this is an exhaustive directory for

the sort of people who tend to like exhaustive things.

New Museum of Contemporary Art. (2011). Rhizome Artbase. Accessed from:

http://rhizome.org/artbase/featured/

Literally thousands of new media art projects accessible over the Web and designed to be

encountered on a computer. The works range from beautiful to subversive. For many

ASD teens inherently fond of technology, this is a first rate source for inspiration.

Rhodes, C. (2000). Outsider art: Spontaneous alternatives. New York: Thames & Hudson.

“Outsider art” generally refers to self-taught and/or folk artists whose art making practice

exists “outside” of the “accepted” art world (note: a distinction with which this paper's

author supremely disagrees). Within “outsider art” is a lively community of artists with

various mental and developmental disabilities. This is among the best surveys of

contemporary outsider art; in this case it has been selected for the prominent images.

Schwabsky, B. (2002). Vitamin P: New perspectives in painting. London: Phaidon Press.

The first of Phaidon Press's “Vitamin . . . ” books, Vitamin P is a an engaging visual

survey of the latest strides in painting. As with its companions, it is an excellent source
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of fascination and inspiration.

Youngman, H. (2011). Art Thoughtz. YouTube.com. Accessed from:

http://www.youtube.com/user/HennesyYoungman.

Hennessey Youngman, the alter-ego of Philadelphia artist Jayson Musson (currently an

MFA candidate at the University of Pennsylvania), muses about contemporary art. The

absurd, profanity-laden YouTube videos are outrageously entertaining and manage to

elucidate very difficult concepts in ways anyone can understand.

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References & Further Reading

Akin, L., & MacKinney, D. (2004). Autism, literacy, and libraries: The 3 Rs = routine, repetition,

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Art Now For Autism. (2011). Art now for autism. Retrieved from http://bit.ly/eEywxU.

Association of Specialized & Cooperative Library Agencies. (2006). People with autism

spectrum disorders (ASD): What you need to know: Library accessibility tip sheet 6.

Retrieved from http://bit.ly/fgnlM1.

Autism Speaks Inc. (2011a). Autism speaks: Be informed: How to grow with it: Teens & adults.

Retrieved from http://bit.ly/ehzKW8.

Autism Speaks Inc. (2011b). Autism speaks: Be informed: What is autism: Facts. Retrieved from

http://bit.ly/ei5eWb.

Ashmun, J., & Fenton, J. (2009). Autism awareness in the library. Alki, 25(3), 22-23.

Balfe, M., & Tantam, D. (2010). A descriptive social and health profile of a community sample

of adults and adolescents with Asperger syndrome. BMC Research Notes, 3(300).

doi:10.1186/1756-0500-3-300.

Baron, I. S.. (2008). Autism spectrum disorder: Complex, controversial and confounding.

Neuropsychology Review, 18, 271-272. doi:10.1007/s11065-008-9070-1

Bashe, P. R., & Kirby, B. L. (2001). Growing up. In Bashe, P. R., & Kirby, B. L. The oasis guide

to Asperger syndrome: Advice, support, insight, and inspiration. (439-472). New York:
SERVICE ON THE SPECTRUM 27

Crown Publishers.

Bhatara, A. K., Quintin, E. M., Heaton, P., Fombonne, E., & Levitin, D. J. (2009). The effect of

music on social attribution in adolescents with autism spectrum disorders. Child

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Bolick, T. (2004). Asperger syndrome and adolescence: Helping preteens and teens get ready for

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Bloomquist, S. (2005). Autism resources for public libraries: Issues, challenges, and

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Buron, K. D. (2007). A 5 is against the law!: Social boundaries: Straight up! Shawnee Mission,

KS: Autism Asperger Publishing Company.

Brautigam, P. (2008). Developmental assets and libraries helping to construct the successful teen.

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Center for Disease Control Autism and Developmental Disabilities Monitoring Network. (2009).

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Couri, S. (2008). Serving teens by working with adults?. Voice of Youth Advocates 31(2), 129.

Feinstein, S. (2008). The teenage brain: Under construction. Voice of Youth Advocates, 31(2),

122-123.

Freedman, S. (2010). Developing college skills in students with autism and Asperger's syndrome.

London: Jessica Kingsley Publishers.

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and adolescents. New York: Guilford Press.

Gestsdottir, S., & Lerner, R. M. (2008). Positive development in adolescence: The development

and role of intentional self-regulation. Human Development, 51, 202-224.

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Ginsberg, B. (2009). Episodes: My life as I see it. New York: Roaring Brook Press.

Graetz, J. E., & Spampinato, K. (2008). Asperger's syndrome and the voyage through high

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Grandin, T. (2010). Thinking in pictures (expanded, tie-in edition): My life with autism. New

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SERVICE ON THE SPECTRUM 29

Hobson, R. P., & Müller, U. (2006). Foundations for self-awareness: An exploration through

autism. Boston: Blackwell.

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children and youth with Asperger syndrome. Shawnee Mission, KS: Autism Asperger

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Jackson, L. (2002). Freaks, geeks & Asperger syndrome: A user guide to adolescence. London:

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Judd, S. J. (2007). Transition planning for life after high school: A team effort. In Judd, S. J.

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Omnigraphics.

Kaneshiro, N. K. (2010, April 26). Pervasive developmental disorder – Autism. Retrieved from

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SERVICE ON THE SPECTRUM 30

1697-1709.

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SERVICE ON THE SPECTRUM 31

Merges, J. (2011). Social enjoyment groups for children, teens and young adults with autism

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