- Email: [email protected]
45.0 Treatment Challenges and Opportunities in the College-Age Population
CLINICAL PERSPECTIVES 44.3 – 45.0
on the ACE phenomenon and conduct additional research that goes beyond the well documented dose-response nature of ACEs and increased attention and delivery of tailored treatments and interventions that specifically target the impact of ACEs and other traumatic life events on children and families. Methods: The authors will describe strategies for considering ACEs compared to other child traumas and describe new studies that focus on which ACEs are considered to be the most potent predictors of negative outcomes and which ACEs have synergistic/multiplicative interactions with each other and other traumas. A review of evidence-based treatments and resources to address the impact of ACE on children and families from a prevention and intervention perspective will be described. Results: Child psychiatrists, pediatricians, and other mental health professionals tend to ACEs and other traumatic life events in their work and face the need to not only become aware and understand this impact on the developing child, but also to “take awareness to action,” according to the National Child Traumatic Stress Network, to intervene appropriately by screening, assessment, or referral and provide access to appropriate evidence-based treatment and other interventions. Conclusions: It is imperative to child-serving professionals within an “awareness to action” framework to go beyond the understanding of the ACE study.
PTSD http://dx.doi.org/10.1016/j.jaac.2016.07.702
44.3 ADVERSE CHILDHOOD EXPERIENCES CASES: THE CLINICAL APPLICATION OF CHILD ADVERSITY Brooks Keeshin, MD, Department of Pediatrics, University of Utah, 81 N Mario Capecchi Drive, Salt Lake City, UT 84113 Objectives: Adverse childhood experiences (ACEs) have been linked to many of the most frequent causes of morbidity and mortality in adulthood, and recent studies have demonstrated consistent associations between high ACE burden and both psychological and physical morbidity in youth. Many organizations, including the AAP, encourage clinicians to increase screening for ACEs. However, beyond risk stratification, there is little guidance for pediatric mental health providers on how to best incorporate ACEs into clinical practice, including both psychotherapeutic and pharmacotherapy interventions. This presentation will review the clinical application for pediatric mental health providers of ACEs beyond risk stratification, demonstrating ACEs applications in diagnosis, treatment planning, and follow-up. Methods: An overview of current ACE applications in clinical settings will be presented. Current validated and widely available measures for detecting trauma and adversity, as well as symptoms associated with trauma, will be reviewed. Utilization strategies for ACE scores among children and parents, especially as it pertains to diagnosis, treatment planning, and ongoing monitoring of symptoms, will be presented. Finally, cases that demonstrate the added clinical value of ACE detection will be presented to provide greater context on the practical application of ACEs. Results: The AAP has published guidelines on ACE detection in various populations. Measures that detect trauma experiences and/or symptoms, including ACE screeners as well as the recently revised University of California, Los Angeles PTSD Reaction Index and the Child PTSD Symptom Scale, will be reviewed. Clinical cases will be presented that highlight the use and challenges of ACE screening in several common clinical scenarios with significant pharmacotherapeutic implications, including 1) diagnosis and treatment of ADHD; 2) diagnosis and treatment of psychosis; and 3) chronic parental nonadherence. Conclusions: ACE awareness by pediatric mental health providers has significant clinical value beyond risk stratification, informing diagnosis, treatment, and ongoing clinical monitoring. Systematic screening for ACEs in families treated by pediatric mental health professionals should be considered.
CAN DIAG PTSD http://dx.doi.org/10.1016/j.jaac.2016.07.703
S68
www.jaacap.org
44.4 ADVERSE CHILDHOOD EXPERIENCES: SCIENCE TO POLICY AND POLITICAL ACTION William Harris, PhD, Children’s Research & Education Institute, - 25 Central Park West, New York, NY 10023 Objectives: The Adverse Childhood Experiences (ACE) Study, along with other research in the areas of trauma, maltreatment, and cumulative risk, has the opportunity to bring public awareness to the prevalence and impact of negative life events in the fabric of children’s lives. New scientific evidence suggests that some ACEs are more potent than others and that some ACEs work synergistically with others. Although this information is available in scientific journals, we must move beyond them; we must ask whether the challenges and potential solutions of these problems are in a place where the public can see and use the information—become aware enough and feel compelled enough to understand the public health implications of these problems. Taking science to policy requires providing critical information and education to the public who can then request appropriate action from their elected representatives to work for solutions. This is especially true for organizations such as AACAP and AAP. Methods: This presentation will illustrate the use of social media and the Internet to bring awareness of science beyond the boundaries of academic journals to a broader and more diverse audience. The development of the CANarrative.org web site will be discussed, and intentions of how to use it as a strategy to propel science’s impact on policy and political action will be discussed. Results: AACAP participants can consider strategies on how to use science to form mechanisms for action to create a political demand. Given current knowledge on barriers and facilitators to screening, assessment, and services, there are key challenges to envisioning effective next steps for proper policy that moves beyond “odds ratios” through targeting political and public health audiences for solutions. Conclusions: By the critical actions and participation of child psychiatrists, pediatricians, and the respective constituencies in the early child, trauma field could make an important difference in increasing public awareness and moving elected officials to action.
PTSD http://dx.doi.org/10.1016/j.jaac.2016.07.704
CLINICAL PERSPECTIVES 45 TREATMENT CHALLENGES AND OPPORTUNITIES IN THE COLLEGE-AGE POPULATION Jennifer L. Derenne, MD, Psychiatry, Stanford University, 401 Quarry Road, Stanford, CA 94304 Objectives: Treatment of disordered eating behavior, ADHD, substance abuse disorder, and autism spectrum disorder, although challenging in any setting, can be more complex in the college-age population because of many factors. Participants will learn about the following: 1) expectations of university administration and campus and unique challenges in providing treatment to the college-age patient; 2) effective outreach, prevention, and treatment of eating disorders, ADHD, substance use disorder, and autism spectrum disorder specific to the college age-group; and 3) ethical principles and legal dilemmas specific to clinical operations in the university settings. Methods: Evidence-based literature on prevention, diagnosis, and treatment for eating disorders, ADHD, substance use and abuse, and autism spectrum disorder will be presented. Challenges to treatment will be described in the context of ethical principles and legal regulations. Practical applications to the college-age patient and case examples will be offered. Discussion and questions will be encouraged. Results: By the end of this session, participants will have the following: 1) increased knowledge of best practice treatment, prevention, and advocacy tools for eating disorders, ADHD, substance abuse/treatment/prevention, and autism spectrum disorder; and 2) an increased awareness of treatment dilemmas specific to the college age and college settings, including ethical challenges and legal quandaries.
J OURNAL
OF THE
AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
CLINICAL PERSPECTIVES 45.1 – 45.4
Conclusions: Armed with more information about unique treatment challenges, practitioners can be more effective advocates and agents of change for college-aged patients.
disorders and lead to impulsive and risky behaviors with medical, academic, and legal consequences. Conclusions: Providing CAPs with education about SUD in the college population will increase clinicians’ overall skill sets, particularly with learning how to recognize these conditions and effective strategies to treat them.
College/University Students EA SUD Sponsored by AACAP's Transitional Age Youth and College Student Mental Health Committee
ADOL ALC COLST
http://dx.doi.org/10.1016/j.jaac.2016.07.706
http://dx.doi.org/10.1016/j.jaac.2016.07.708
45.1 ATTENTION-DEFICIT/HYPERACTIVITY DISORDER IN COLLEGE STUDENTS
45.3 EATING-DISORDERED BEHAVIOR IN COLLEGE STUDENTS
Anthony L. Rostain, MD, University of Pennsylvania, 3535 Market St Rm 2007, Philadelphia, PA 19104-3309
Jennifer L. Derenne, MD, Psychiatry, Stanford University, 401 Quarry Road, Stanford, CA 94304
Objectives: At the conclusion of this session, participants will be able to 1) describe the most common functional impairments experienced by college students with ADHD; 2) list key steps to carry out an assessment of students complaining of “attention deficit” symptoms; 3) describe academic supports and accommodations that can assist students with ADHD to succeed in college; 4) discuss medication management options; and 5) describe psychosocial treatments (e.g., CBT) to enhance functioning. Methods: This session will review the literature on college students with ADHD, provide a framework for carrying out a comprehensive assessment, and discuss evidence-based multimodal interventions for this population. Results: Surveys have found that between two and nine percent of college students fulfill diagnostic criteria for ADHD. As a group, these students are more likely to experience academic, social, and mental health difficulties than their peers. They are also at risk for developing alcohol and substance use disorders, depression, and anxiety disorders. Recent studies have documented the effectiveness of combined treatment approaches in helping college students with ADHD adapt to the challenges of college life. Academic accommodations and supports (such as coaching), along with medication management and targeted CBT, aimed at improving executive functioning skills have all shown promising results. Conclusions: There is growing evidence that comprehensive evaluation and targeted interventions for college students with ADHD can improve academic, social, and mental health functioning in this population.
Objectives: This presentation focuses on prevention, early recognition, and intervention strategies for managing eating disorders in the college population. Participants will learn about the following: 1) factors that make young people vulnerable to eating disorders as they transition to college; 2) pathways through which students with eating disorders may come to the attention of medical providers and/or university staff; 3) ethical and legal considerations that may affect the recommendations by the provider and/or by the university; and 4) outreach and evidence-based treatment interventions that have proven useful in this population. Methods: The presentation will include didactic lecture, group discussion, and PowerPoint slides to review evidence-based best practices for prevention, identification, and treatment of eating disorders while considering the systems and ethical and legal issues affecting college students and university administrators. Results: Participants will possess the medical knowledge and clinical and consultation skills necessary to address treatment concerns in this unique transitional population. Conclusions: Eating disorders are common on college campuses, may be difficult to treat, and require a structured, multidisciplinary, team approach involving the student, family, university, and medical providers.
COLST EBP P
45.4 MANAGING AUTISM SPECTRUM DISORDER ON CAMPUS
http://dx.doi.org/10.1016/j.jaac.2016.07.707
45.2 TREATMENT CHALLENGES IN THE COLLEGEAGE POPULATION: SUBSTANCE USE DISORDERS Scott Krakower, DO, Psychiatry, Hofstra Northwell School of Medicine and Zucker Hillside Hospital, 7559 263rd St, Glen Oaks, NY 11004 Objectives: Increasing awareness of SUD in the college-aged population is important among practitioners, as this is a vulnerable group of individuals. These conditions may affect academic performance and interpersonal relationships and place individuals at risk for dangerous behaviors. Furthermore, there are a dearth of resources available to recognize and treat co-occurring disorders in this population. In this presentation, participants will do the following: 1) be educated on SUDs in the population; 2) learn about advocacy and outreach resources available to help prevent SUDs; 3) learn about evidence-based treatment interventions for SUD; and 4) consider legal and ethical implications of mandated treatment in this population. Methods: This presentation will focus on didactic dissemination of evidencebased literature (using PowerPoint slides) and other available resources that are related to SUDs and co-occurring disorders in the college-age population. Case vignettes will be provided as examples to clinically correlate information and stimulate discussion and participant questions. Results: After attending this presentation, participants will be able to do the following: 1) be familiar with nuances of SUDs in the college population and be able to learn ways to prevent and treat these conditions; 2) be able to recognize the current gap between clinical research and clinical practice in treating the SUDs; and 3) be able to recognize how SUD may affect coexisting
J OURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
AXN BNN COLST http://dx.doi.org/10.1016/j.jaac.2016.07.709
Fred R. Volkmar, MD, Yale University, 230 S. Frontage Rd., New Haven, CT 06519 Objectives: The number of students with ASD enrolled in college has grown significantly, and the needs of these students (who often do not self-identify) present important challenges for mental health providers, as well as university administrators. In one recent study, one to two percent of a large sample group of college students scored in the ASD range (on either or both) of two instruments designed to assess autism in young adults. Areas covered in this presentation include the following: 1) an overall review of practical and mental health challenges (such as anxiety disorders and depression) for adolescents and young adults with ASD transitioning to college (including logistics of college selection); 2) ethical and legal issues and campus/community challenges arising when educating and caring for this patient population; and 3) evidence-based psychosocial and pharmacological interventions for patients with ASD making this transition. Methods: This didactic presentation will use PowerPoint presentation to summarize the available literature on associated comorbid conditions and challenges for students with ASD in college. Solutions and strategies for frequent problems will be discussed along with the level of research support for such interventions—both pharmacological and psychosocial. Case vignettes will be used to illustrate salient points and serve as a springboard for questions and discussion from audience members. Results: Attendees will be able to: 1) describe the challenges that arise when students with ASD shift from high school to college; 2) summarize potential supports, resources, and legal mandates for community stakeholders
www.jaacap.org
S69
on the ACE phenomenon and conduct additional research that goes beyond the well documented dose-response nature of ACEs and increased attention and delivery of tailored treatments and interventions that specifically target the impact of ACEs and other traumatic life events on children and families. Methods: The authors will describe strategies for considering ACEs compared to other child traumas and describe new studies that focus on which ACEs are considered to be the most potent predictors of negative outcomes and which ACEs have synergistic/multiplicative interactions with each other and other traumas. A review of evidence-based treatments and resources to address the impact of ACE on children and families from a prevention and intervention perspective will be described. Results: Child psychiatrists, pediatricians, and other mental health professionals tend to ACEs and other traumatic life events in their work and face the need to not only become aware and understand this impact on the developing child, but also to “take awareness to action,” according to the National Child Traumatic Stress Network, to intervene appropriately by screening, assessment, or referral and provide access to appropriate evidence-based treatment and other interventions. Conclusions: It is imperative to child-serving professionals within an “awareness to action” framework to go beyond the understanding of the ACE study.
PTSD http://dx.doi.org/10.1016/j.jaac.2016.07.702
44.3 ADVERSE CHILDHOOD EXPERIENCES CASES: THE CLINICAL APPLICATION OF CHILD ADVERSITY Brooks Keeshin, MD, Department of Pediatrics, University of Utah, 81 N Mario Capecchi Drive, Salt Lake City, UT 84113 Objectives: Adverse childhood experiences (ACEs) have been linked to many of the most frequent causes of morbidity and mortality in adulthood, and recent studies have demonstrated consistent associations between high ACE burden and both psychological and physical morbidity in youth. Many organizations, including the AAP, encourage clinicians to increase screening for ACEs. However, beyond risk stratification, there is little guidance for pediatric mental health providers on how to best incorporate ACEs into clinical practice, including both psychotherapeutic and pharmacotherapy interventions. This presentation will review the clinical application for pediatric mental health providers of ACEs beyond risk stratification, demonstrating ACEs applications in diagnosis, treatment planning, and follow-up. Methods: An overview of current ACE applications in clinical settings will be presented. Current validated and widely available measures for detecting trauma and adversity, as well as symptoms associated with trauma, will be reviewed. Utilization strategies for ACE scores among children and parents, especially as it pertains to diagnosis, treatment planning, and ongoing monitoring of symptoms, will be presented. Finally, cases that demonstrate the added clinical value of ACE detection will be presented to provide greater context on the practical application of ACEs. Results: The AAP has published guidelines on ACE detection in various populations. Measures that detect trauma experiences and/or symptoms, including ACE screeners as well as the recently revised University of California, Los Angeles PTSD Reaction Index and the Child PTSD Symptom Scale, will be reviewed. Clinical cases will be presented that highlight the use and challenges of ACE screening in several common clinical scenarios with significant pharmacotherapeutic implications, including 1) diagnosis and treatment of ADHD; 2) diagnosis and treatment of psychosis; and 3) chronic parental nonadherence. Conclusions: ACE awareness by pediatric mental health providers has significant clinical value beyond risk stratification, informing diagnosis, treatment, and ongoing clinical monitoring. Systematic screening for ACEs in families treated by pediatric mental health professionals should be considered.
CAN DIAG PTSD http://dx.doi.org/10.1016/j.jaac.2016.07.703
S68
www.jaacap.org
44.4 ADVERSE CHILDHOOD EXPERIENCES: SCIENCE TO POLICY AND POLITICAL ACTION William Harris, PhD, Children’s Research & Education Institute, - 25 Central Park West, New York, NY 10023 Objectives: The Adverse Childhood Experiences (ACE) Study, along with other research in the areas of trauma, maltreatment, and cumulative risk, has the opportunity to bring public awareness to the prevalence and impact of negative life events in the fabric of children’s lives. New scientific evidence suggests that some ACEs are more potent than others and that some ACEs work synergistically with others. Although this information is available in scientific journals, we must move beyond them; we must ask whether the challenges and potential solutions of these problems are in a place where the public can see and use the information—become aware enough and feel compelled enough to understand the public health implications of these problems. Taking science to policy requires providing critical information and education to the public who can then request appropriate action from their elected representatives to work for solutions. This is especially true for organizations such as AACAP and AAP. Methods: This presentation will illustrate the use of social media and the Internet to bring awareness of science beyond the boundaries of academic journals to a broader and more diverse audience. The development of the CANarrative.org web site will be discussed, and intentions of how to use it as a strategy to propel science’s impact on policy and political action will be discussed. Results: AACAP participants can consider strategies on how to use science to form mechanisms for action to create a political demand. Given current knowledge on barriers and facilitators to screening, assessment, and services, there are key challenges to envisioning effective next steps for proper policy that moves beyond “odds ratios” through targeting political and public health audiences for solutions. Conclusions: By the critical actions and participation of child psychiatrists, pediatricians, and the respective constituencies in the early child, trauma field could make an important difference in increasing public awareness and moving elected officials to action.
PTSD http://dx.doi.org/10.1016/j.jaac.2016.07.704
CLINICAL PERSPECTIVES 45 TREATMENT CHALLENGES AND OPPORTUNITIES IN THE COLLEGE-AGE POPULATION Jennifer L. Derenne, MD, Psychiatry, Stanford University, 401 Quarry Road, Stanford, CA 94304 Objectives: Treatment of disordered eating behavior, ADHD, substance abuse disorder, and autism spectrum disorder, although challenging in any setting, can be more complex in the college-age population because of many factors. Participants will learn about the following: 1) expectations of university administration and campus and unique challenges in providing treatment to the college-age patient; 2) effective outreach, prevention, and treatment of eating disorders, ADHD, substance use disorder, and autism spectrum disorder specific to the college age-group; and 3) ethical principles and legal dilemmas specific to clinical operations in the university settings. Methods: Evidence-based literature on prevention, diagnosis, and treatment for eating disorders, ADHD, substance use and abuse, and autism spectrum disorder will be presented. Challenges to treatment will be described in the context of ethical principles and legal regulations. Practical applications to the college-age patient and case examples will be offered. Discussion and questions will be encouraged. Results: By the end of this session, participants will have the following: 1) increased knowledge of best practice treatment, prevention, and advocacy tools for eating disorders, ADHD, substance abuse/treatment/prevention, and autism spectrum disorder; and 2) an increased awareness of treatment dilemmas specific to the college age and college settings, including ethical challenges and legal quandaries.
J OURNAL
OF THE
AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
CLINICAL PERSPECTIVES 45.1 – 45.4
Conclusions: Armed with more information about unique treatment challenges, practitioners can be more effective advocates and agents of change for college-aged patients.
disorders and lead to impulsive and risky behaviors with medical, academic, and legal consequences. Conclusions: Providing CAPs with education about SUD in the college population will increase clinicians’ overall skill sets, particularly with learning how to recognize these conditions and effective strategies to treat them.
College/University Students EA SUD Sponsored by AACAP's Transitional Age Youth and College Student Mental Health Committee
ADOL ALC COLST
http://dx.doi.org/10.1016/j.jaac.2016.07.706
http://dx.doi.org/10.1016/j.jaac.2016.07.708
45.1 ATTENTION-DEFICIT/HYPERACTIVITY DISORDER IN COLLEGE STUDENTS
45.3 EATING-DISORDERED BEHAVIOR IN COLLEGE STUDENTS
Anthony L. Rostain, MD, University of Pennsylvania, 3535 Market St Rm 2007, Philadelphia, PA 19104-3309
Jennifer L. Derenne, MD, Psychiatry, Stanford University, 401 Quarry Road, Stanford, CA 94304
Objectives: At the conclusion of this session, participants will be able to 1) describe the most common functional impairments experienced by college students with ADHD; 2) list key steps to carry out an assessment of students complaining of “attention deficit” symptoms; 3) describe academic supports and accommodations that can assist students with ADHD to succeed in college; 4) discuss medication management options; and 5) describe psychosocial treatments (e.g., CBT) to enhance functioning. Methods: This session will review the literature on college students with ADHD, provide a framework for carrying out a comprehensive assessment, and discuss evidence-based multimodal interventions for this population. Results: Surveys have found that between two and nine percent of college students fulfill diagnostic criteria for ADHD. As a group, these students are more likely to experience academic, social, and mental health difficulties than their peers. They are also at risk for developing alcohol and substance use disorders, depression, and anxiety disorders. Recent studies have documented the effectiveness of combined treatment approaches in helping college students with ADHD adapt to the challenges of college life. Academic accommodations and supports (such as coaching), along with medication management and targeted CBT, aimed at improving executive functioning skills have all shown promising results. Conclusions: There is growing evidence that comprehensive evaluation and targeted interventions for college students with ADHD can improve academic, social, and mental health functioning in this population.
Objectives: This presentation focuses on prevention, early recognition, and intervention strategies for managing eating disorders in the college population. Participants will learn about the following: 1) factors that make young people vulnerable to eating disorders as they transition to college; 2) pathways through which students with eating disorders may come to the attention of medical providers and/or university staff; 3) ethical and legal considerations that may affect the recommendations by the provider and/or by the university; and 4) outreach and evidence-based treatment interventions that have proven useful in this population. Methods: The presentation will include didactic lecture, group discussion, and PowerPoint slides to review evidence-based best practices for prevention, identification, and treatment of eating disorders while considering the systems and ethical and legal issues affecting college students and university administrators. Results: Participants will possess the medical knowledge and clinical and consultation skills necessary to address treatment concerns in this unique transitional population. Conclusions: Eating disorders are common on college campuses, may be difficult to treat, and require a structured, multidisciplinary, team approach involving the student, family, university, and medical providers.
COLST EBP P
45.4 MANAGING AUTISM SPECTRUM DISORDER ON CAMPUS
http://dx.doi.org/10.1016/j.jaac.2016.07.707
45.2 TREATMENT CHALLENGES IN THE COLLEGEAGE POPULATION: SUBSTANCE USE DISORDERS Scott Krakower, DO, Psychiatry, Hofstra Northwell School of Medicine and Zucker Hillside Hospital, 7559 263rd St, Glen Oaks, NY 11004 Objectives: Increasing awareness of SUD in the college-aged population is important among practitioners, as this is a vulnerable group of individuals. These conditions may affect academic performance and interpersonal relationships and place individuals at risk for dangerous behaviors. Furthermore, there are a dearth of resources available to recognize and treat co-occurring disorders in this population. In this presentation, participants will do the following: 1) be educated on SUDs in the population; 2) learn about advocacy and outreach resources available to help prevent SUDs; 3) learn about evidence-based treatment interventions for SUD; and 4) consider legal and ethical implications of mandated treatment in this population. Methods: This presentation will focus on didactic dissemination of evidencebased literature (using PowerPoint slides) and other available resources that are related to SUDs and co-occurring disorders in the college-age population. Case vignettes will be provided as examples to clinically correlate information and stimulate discussion and participant questions. Results: After attending this presentation, participants will be able to do the following: 1) be familiar with nuances of SUDs in the college population and be able to learn ways to prevent and treat these conditions; 2) be able to recognize the current gap between clinical research and clinical practice in treating the SUDs; and 3) be able to recognize how SUD may affect coexisting
J OURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
AXN BNN COLST http://dx.doi.org/10.1016/j.jaac.2016.07.709
Fred R. Volkmar, MD, Yale University, 230 S. Frontage Rd., New Haven, CT 06519 Objectives: The number of students with ASD enrolled in college has grown significantly, and the needs of these students (who often do not self-identify) present important challenges for mental health providers, as well as university administrators. In one recent study, one to two percent of a large sample group of college students scored in the ASD range (on either or both) of two instruments designed to assess autism in young adults. Areas covered in this presentation include the following: 1) an overall review of practical and mental health challenges (such as anxiety disorders and depression) for adolescents and young adults with ASD transitioning to college (including logistics of college selection); 2) ethical and legal issues and campus/community challenges arising when educating and caring for this patient population; and 3) evidence-based psychosocial and pharmacological interventions for patients with ASD making this transition. Methods: This didactic presentation will use PowerPoint presentation to summarize the available literature on associated comorbid conditions and challenges for students with ASD in college. Solutions and strategies for frequent problems will be discussed along with the level of research support for such interventions—both pharmacological and psychosocial. Case vignettes will be used to illustrate salient points and serve as a springboard for questions and discussion from audience members. Results: Attendees will be able to: 1) describe the challenges that arise when students with ASD shift from high school to college; 2) summarize potential supports, resources, and legal mandates for community stakeholders
www.jaacap.org
S69