Developing College Skills in Students with Autism and Asperger's Syndrome

"Developing College Skills in Students with Autism and Asperger's Syndrome" by Sarita Freedman is an ambitious attempt to describe high functioning autism and Asperger syndrome in teens, discuss appropriate therapies and social skills coaching, recommend a program for college preparation starting in the elementary school years, and provide a general introduction to college selection and accommodations for autistic students. In spots, the book is enlightening and intriguing. Overall, however, it doesn't seem to have a specific audience in mind, making it heavy going for parents but of limited value for therapists.

"Developing College Skills in Students with Autism and Asperger's Syndrome" by Sarita Freedman has a very broad scope - quite a bit broader than its title suggests. I picked up the book anticipating a parent-friendly set of suggestions for preparing a teen for specific issues (choosing a school, separating from home, managing dorm life, selecting classes, tapping accommodations and supports). Instead, the book includes a general introduction to autism and Asperger syndrome, a generous helping of information about the traits and issues common to teens on the spectrum, recommendations for therapies, and a very hefty list of skills to be taught and mastered by the teen years.

I did find certain elements of the book to be enlightening and interesting. In particular, I was interested to read of autistic students' desire to be free of the "autism spectrum" label and the supports that go along with it. I also found it intriguing to learn that autistic youngsters' point blank refusal to bother with "non-preferred tasks" may be the single biggest roadblock to independence.

Another plus for the book from the parent perspective, are the specific chapters on various types of skill building (self-care, organization, social, etc.). There are some useful hints and tips to consider in each of these topics.

The last section of the book contains a solid resource guide for families considering college. A very useful list of possible accommodations may be of real interest to parents and teens, as is the chapter on post-secondary options including junior college, vocational training, "gap year" options and more.

With all of these positives, however, some of the book seems to be written for autism novices, some for therapists, and only a small portion for parents of teens. In addition, it was discouraging to see that a book about college preparation tells readers that, in essence, if you're ready to think about college you're really too late to prepare your child. Freedman suggests that college prep should begin in elementary school with basic life, communication and social skills - good advice for all of us, but impractical for most people who are likely to pick up this particular book.

Another concern I had with the book is the author's tendency to describe people with autism/high functioning autism as if all share the same personality traits and abilities. For example - "People with ASD will resist or refuse to do something that they see no purpose in doing. Once they are committed to anything... they are consistent, show up on time, and participate willingly. For this reason they also make excellent employees." While statements like these are positive, they're misleading: yes, some people with ASD have the traits described - but just as many don't. And while some people with ASD make terrific employees, many don't.