Asperger’s Syndrome

1. Asperger’s Syndrome Also Referred to as (or Associated with): High-Functioning Autism Non-Verbal Learning Disability Presented by: Linda Kendzierski

2. Learning disabilities are hidden handicaps. There is no obvious, physical indication that a problem exists. As a result, many children who actually suffer from some type of learning disability are never diagnosed. They are easily “lost in the shuffle,” and often become frustrated.

3. According to statistics, the percentage of children with learning disabilities in the United States ranges from 4% to as many as 30%. Most experts agree that 5% is a reasonable estimate. Given these figures, roughly 1 in 30 children has some type of learning disability. In other words, it is almost a given that each teacher will have a child with a learning disability of some type in his/her classroom each year.

4. Teachers must therefore be well-educated on the different types of learning disabilities that exist, and be prepared with strategies to effectively facilitate education for these students. This is not an easy task, especially when dealing with a disability such as Asperger’s Syndrome. SLD NVLD BED TBI Bi-polar LD MH ADD OHI ADHD Autistic AS EMD

5. Background Asperger’s Syndrome is a neurological disorder named for a Viennese physician named Hans Asperger. In 1944, he published a paper describing a pattern of behavior in young boys who had normal intelligence and language development, but who also demonstrated autistic-like behaviors. The boys also had marked deficiencies in social and communication skills. It took 50 years for the syndrome to achieve widespread recognition from professionals and parents. It was added to the DSM IV (Diagnostic and Statistical Manual of Mental Disorders) in 1994.

6. Characteristics of Asperger’s Syndrome • Marked deficiencies in social skills • Difficulty with transitions or changes • Preference for routine, or “sameness” • Obsessive routines • Preoccupation with specific subject of interest • Difficulty reading others’ non-verbal cues or body language

7. Difficulty determining proper body space • May be overly sensitive to sounds, tastes, smells, and/or sights • May prefer soft clothing and/or certain foods • May be bothered by sounds or lights no one else seems to hear or see

8. It is important to remember that the child with Asperger’s Syndrome perceives the world very differently. These behaviors may seem odd or unusual, but they are the result of neurological differences. They are NOT the result of intentional rudeness or misbehavior, or of “improper” parenting.

9. Children with AS have a normal IQ. Many of them exhibit exceptional skill or talent in a specific area.

10. These children are usually very naïve. They are often seen as strange, odd, or eccentric, which causes them to easily become the victims of teasing and bullying.

11. Children with AS may have seemingly normal language development and, in fact, may have very rich vocabularies that make them sound like “little professors.” However, these children can also be extremely literal, and may have difficulty using language in a social context.

12. Asperger’s is often associated with Non-Verbal Learning Disorder (NVLD), which is a neurological syndrome consisting of speech assets and deficits. NVLD assets include early speech and vocabulary development, rote memory skills, attention to detail, early reading skills development, and excellent spelling skills. Children with NVLD often demonstrate the ability to express themselves eloquently. They also have strong auditory retention.

13. NVLD deficits include a lack of coordination, severe balance problems, difficulties with graphomotor skills, lack of image, poor visual recall, faulty spatial perceptions, problems with spatial relations, lack of ability to comprehend nonverbal communication, difficulties adjusting to transitions and new situations, deficits in social judgment and social interaction, and possible sensitivity to certain sounds, tastes, textures, or smells. They may also include difficulty with decision making, planning, initiative, assigning priorities, sequencing, motor control, regulating emotions, and impulse control.

14. Treatments may include both psychosocial and psychopharmacological interventions such as psychotherapy, parent education and training, behavioral modification, social skills training, educational interventions, and/or medications.

15. Children with AS have a better outlook than those with other forms of pervasive developmental disorders, and are much more likely to grow up to be independently functioning adults. Nonetheless, in most cases, these individuals will continue to demonstrate, to some extent, subtle disturbances in social interactions. There is also an increased risk for development of psychosis (a mental disorder) and/or mood problems such as depression and anxiety in the later years.

16. There is no cure for Asperger’s Syndrome. There are, however, ways to cope with the symptoms it presents – and to help your students in the process.

17. Some Strategies that may Help with Dealing with a Child with AS • Keep all your speech simple - to a level they understand. • Keep instructions simple ... for complicated jobs use lists or pictures. • Try to get confirmation that they understand what you are talking about/or asking - don't rely on a stock yes or no - that they like to answer with. • Explain why they should look at you when you speak to them.... encourage them, give lots of praise for any achievement - especially when they use a social skill without prompting.

18. • Limit any choices to two or three items. • Limit their 'special interest' time to set amounts of time each day if you can. • Use turn taking activities as much as possible, not only in games but at home too. • Pre-warn them of any changes, and give warning prompts if you want them to finish a task... 'when you have colored that in we are going shopping'.

19. • Try to build in some flexibility in their routine, if they learn early that things do change and often without warning - it can help. • Don't always expect them to 'act their age' they are usually immature and you should make some allowances for this. • Try to identify stress triggers - avoid them if possible -be ready to distract with some alternative 'come and see this...' etc. • Find a way of coping with behavior problems - perhaps trying to ignore it if it's not too bad or hugging sometimes can help.

20. • Promises and threats you make will have to be kept - so try not to make them too lightly. • Teach them some strategies for coping - telling people who are teasing perhaps to 'go away' or to breathe deeply and count to 20 if they feel the urge to cry in public. • Begin early to teach the difference between private and public places and actions, so that they can develop ways of coping with more complex social rules later in life.

21. With the right key, the doors of the mind WILL open. The trick is to find the key that works for each individual child. This can involve a great deal of trial and error, but with patience and persistence, it can be done.

22. Always remember that as facilitators of learning, you are a key element to children’s success or failure. Children will live up (or down) to what you expect of them. One way or the other, you WILL make a difference in the lives of your students. With high expectations, a great deal of hard work, lots of patience, and true dedication, you can make sure the difference you make is a positive one in the lives of “your” kids.

23. St. Francis Xavier University – Learning Disabilities Page http://www.stfx.ca/campus/stu-serv/disabled-students/ld/ Wright’s Law – Special Education Law - INVALUABLE www.wrightslaw.com Learning Disabilities Online http://www.ldonline.org/ Learning Disabilities Association of America http://www.ldanatl.org/index.html KidSource – Learning Disabilities Resources http://www.kidsource.com/kidsource/pages/dis.learning.html National Center for Learning Disabilities http://www.ncld.org/

24. Asperger Syndrome Coalition of the U.S. http://www.asperger.org/index_asc.html Non-verbal Learning Disabilities www.nldline.com Behavioral Health Information Online www.behavenet.com Asperger Syndrome.com – A very informative website by a man who Has AS http://www.asperger-syndrome.com/ National Institute of Neurological Disorders and Stroke http://www.ninds.nih.gov/health_and_medical/disorders/asperger_doc.htm Online Asperger Syndrome Information and Support http://www.udel.edu/bkirby/asperger/