In order to promote and preserve the grit and resilience of students with Autism Spectrum Disorder (ASD), it is necessary to understand the challenges they face in key areas of socialization and flexible interests. For students with high functioning ASD (formerly known as “Asperger’s”), the true test of their success is often measured by their ability to transition to the next new environment – classroom, dorm, or job. Parents often focus on two important aspects of their teen’s well-being as they search to find the right landing spot:
- Where will social and emotional development be promoted?
- Where will quality of life be maintained and enhanced?
The following are realistic indicators to assess a student’s readiness for transition to a new grade, college or adult living:
- Rate of new learning, such as ability to complete tasks independently
- Degree of social competence, such as the comfort level when living or working with others
- Frustration tolerance, such as control over meltdowns, argument or panic
- Self-advocacy, such as initiating requests related to the use of accommodations
- Help-seeking strategies, such as engaging others with and without prompts
- Self-management, such as maintaining hygiene and taking medication
Joseph: A High School Freshman with ASD
Thirteen-year-old Joseph has ASD and is heading to high school. His parents are concerned about his readiness for increased independence and academic demands. In order to assess Joseph’s readiness, we can apply the indicators and, as needed, identify accommodations that can bridge the gap between his current abilities and the expectations of his new setting.
Rate of New Learning. Joseph’s strong intellectual ability and high interest in math are a good fit for the school’s freshman program. He can receive help with writing through the school’s Writing Lab.
Social Competence. Joseph is a bit awkward in group settings but has several classmates with whom he can socialize. He will be enrolled in band as an extracurricular activity.
Frustration Tolerance. Joseph had scheduled “sensory breaks” in middle school but would like to try high school without these scheduled breaks. However, he agrees that access to requested sensory breaks can be part of his high school accommodations. He has been working to identify situations that trigger frustration and to find age-appropriate ways of coping.
Self-Advocacy. At times Joseph continues to have his parents contact teachers to help him understand projects, meet deadlines and request accommodations. Joseph is increasing his use of email as a possible means of independent self-advocacy.
Help-seeking. Joseph is willing to meet with a peer mentor for the first month of school in order to get information on the school’s schedule. He will learn how to use the student portal on the school’s website, too.
Self-Management. Over the summer Joseph learned to set an alarm to remind himself to
take his medication. Also, he “rewards” himself for taking a shower and washing his hair by scheduling himself to play his favorite on-line game after personal care tasks.
The Search for Social Competence
An additional goal for persons with ASD is continued growth regarding socializing. It is helpful to think of socializing in terms of the ways in which we all socialize.
Sheltered socialization refers to social interactions that involve only family members or family friends. Going to a high school football game with one’s parents would be an example of sheltered socialization. Many persons on the autism spectrum prefer sheltered socialization. Of course, many neurotypical people also rely on their family and close friends for social interactions.
Supported socialization refers to social interactions that are related to one’s membership in a defined group. Church functions, scouting events, clubs and prom are examples of supported socialization. Most people enjoy supported socialization as a means of finding social interaction and acceptance with an easily accessed group of people beyond their immediate family and family friends.
Competitive socialization refers to social interactions with strangers, new classmates, or people one has just met. The goal of competitive socialization is to “win” friends, entertain others, and to enjoy socializing for the joy of interacting with others.
It is a realistic goal for persons on the autism spectrum to pursue a mixture of socialization, with the least amount of social time spent interacting with new people.
Persons with ASD often experience social anxiety when required or requested to interact with others; therefore, it is helpful to plan for the person with ASD to “debrief” after social events. The following resources provide information on addressing the key readiness factors.
Helpful Resources
Tools for Successful Transition: Self-Determination, Resilience, and Grit in Adolescents with
Autism Spectrum Disorders by Anna Merrill, M.S.Ed.
https://www.iidc.indiana.edu/pages/tools_for_successful_transition
Don’t Forget about Self-Management by Steve Buckman
https://www.iidc.indiana.edu/pages/Dont-Forget-About-Self-Management
Autism and Self-Advocacy by John Elder Robison
https://www.psychologytoday.com/blog/my-life-aspergers/201104/autism-and-self-advocacy
Dealing with Frustration: A Social Story by Mark Hutton, M.A. (YouTube)
This article is adapted from previously published material:
Burkhardt, S. (2008). The challenge of social competence for students with autism spectrum disorders (ASD). In A. F. Rotatori, F. E. Obiakor, & S. Burkhardt (Eds.), Advances in special education: Autism and developmental disabilities: Current practices and issues (vol. 18, pp. 1-24). Bingley, England: Emerald Group Publishing Limited.
