b'assignments and then not communicate about those absences or missed work. S/he may appear agitated or anxious and become argumentative or exhibit angry outbursts. Some students may appear more disheveled and engage in self-soothing behaviors. As a faculty member, you can support a student with AS by providing advanced notice when changes are anticipated. Be sure to allow for one or more short breaks in classes that are longer than 50 minutes. Take the time to assist the student with understanding assignments and academic expectations. Consider, if appropriate, allowing the student to work alone for assignments that are normally done in groups. Students with AS are subject to the same regulations governing student conduct that apply to all other students of the university. If inappropriate behavior occurs, address it in private. Describe the behavior and desired change as well as logical consequences if it continues. Students with AS often dont realize when they are being disruptive. Ask the student how s/he would prefer you to address behavioral issues in class. For example, establish a cue to use when the student is monopolizing class time that will remind the student to stop the behavior. Resources: The Way I See It: A Personal Look at Autism and Aspergers. Grandin, Temple. 2008.Thinking in Pictures: My Life with Autism. Grandin, Temple.Mental Health Concerns199'