Anthony Shevenock, BSCmE’23: Succeeding with Autism

Anthony Shevenock wasn’t the first in his family with Autism Spectrum Disorder (ASD). But he was the first to be diagnosed. And that diagnosis opened up a world of possibilities, giving Anthony and his family access to resources not readily available to previous generations.

Anthony, second from left, is flanked by his father and two sisters.

Like the peer group in grade school that volunteered to help him and other ASD students understand social cues, often through the practice of daily greetings. “We had great schools and excellent teachers,” said his mom, Kathy, who immersed herself in conferences that helped families find ways to support their ASD children.

When it came time to choose a college, Anthony was favorably disposed to Lawrence Tech, thanks to a family that had gravitated toward LTU’s technologically-focused education. Anthony’s two sisters and brother-in-law had graduated from the University, and in 2008, his uncle, Ken Grezlik, also an LTU grad, created an endowed scholarship for LTU students majoring in mechanical engineering.

But the transition from a high school routine to a more varied schedule in college can be formidable, especially for ASD students, who often experience higher levels of stress and anxiety when routines change. And Anthony was no exception.

“It was a bit hard in the beginning,” said Anthony, who needed another semester to bring his performance back up after a difficult start adjusting to different class times throughout the week.

Luckily, LTU’s faculty and staff made a difference.

“The professors read Anthony’s IEPs (individualized educational plans) from high school so they were able to intervene if there was a problem,” said Kathy. They also seemed skilled in handling the communication styles of ASD students, who have difficulty deciphering figurative language such as sarcasm or irony.

“If teachers are too flamboyant with their speech or use a lot of idioms, it can get confusing for ASD kids because they have to take a moment to mentally decipher what the teacher is saying,” said Kathy.

According to Anthony and his family, Professor Lisa Anneberg’s straightforward approach suited Anthony’s needs. “The way she spoke and how she explained things was very concise and he had an easier time understanding her,” Kathy said.

Anthony agreed. “She was really good at explaining things and helped me understand what needed to be done in class and with homework.”

ASD students can also struggle socially; it’s not unusual to miss a verbal cue or the meaning behind a facial expression, even though many ASD students wish to be sociable. And group settings can be particularly distressing.

That may have been the case in one of Anthony’s math classes although his professor, Mike Rosen, witnessed a change in Anthony’s demeanor over time. “In the beginning, he always kept to himself and never really wanted to say anything. But just before break, he was finally talking to other students and telling stories.”

Rosen’s style of teaching may have been just the thing to ease Anthony’s anxiety. “I’m always very encouraging and jovial with the students, so maybe he finally felt comfortable opening up.”

Anthony’s unusual math skills also became evident in Rosen’s class. As Kathy tells the story, Rosen called Anthony a “true genius” who solved a doctorate level math problem in six minutes “like it was nothing.”

“Students don’t usually get the answer so quickly,” said Rosen. “He’s quick with numbers.”

Anthony graduated magna cum laude with a degree in computer engineering. His sister Stephanie gave him his diploma during the commencement ceremony, conveying their deep ties to LTU’s theory and practice education; Stephanie has bachelor’s and master’s degrees in mechanical engineering from Lawrence Tech.

“That was really special,” said Kathy.

Like Anthony’s future.

by Pam Houghton