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Asperger Syndrome BY: Tami Peet Jennifer Little Adrian Benigno. What is Asperger Syndrome?.
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What is Asperger Syndrome? • Asperger Syndrome is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young boys who had normal intelligence and language development, but who also exhibited autistic-like behaviors and marked deficiencies in social and communication skills. • In spite of the publication of his paper in the 1940’s, it wasn’t until 1994 that Aspergers Syndrome was added to the DSV IV and only n the past few years has AS been recognized by professionals and parents.
Characteristics of Asperger Syndrome • A. Qualitative impairment in social interaction, including: 1. Failure to use non-verbal social skills (i.e.: eye contact, gestures, body posture, facial expressions). 2. Developmentally inappropriate peer relationships. 3. Lack of spontaneous sharing of enjoyment and interests of other people. 4. Lack of social and emotional reciprocity.
Characteristics continued… • B. Restricted, repetitive and stereotyped patters of behavior, interests, and activities: • Preoccupation that is overly intense and narrow. • Inflexible adherence to non-functional or peripheral routines. • Stereotypic or repetitive motor movements. • Persistent preoccupation with parts of objects.
Characteristics continued… • C. These problems taken together (A plus B) present significant challenges in the lives of people with AS as they attempt to live in a “neurotypical” world and meet the expectations of others. • D. There is no general language delay • E. There is no severe global cognitive impairment.
Academics • Difficulties are often picked up late because decoding and spelling may be quite strong. • Inferential reading comprehension is weak relative to decoding and spelling skills. • Math is often the first academic subject to be viewed as problematic. Spatial and conceptual aspects of mathematics are a problem: math facts may be readily mastered (i.e., a student may know the answer to a simple multiplication problem, but not understand what multiplication is). • Due to spatial and fine motor problems, handwriting is usually poor. • Organization skills are weak, particularly in written work.
Social/Emotional Issues • Peer relations are typically the greatest area of impairment; child may play with much older for younger children rather than with same age peers, where they must manage give and take. • Lack basic social skills: they may stand too close, stare inappropriately or not make eye contact, have marked lack of concern over appearance, be oblivious to others’ reactions, change topics idiosyncratically. • May be seen as “odd” children who “just don’t get it” socially. They may do better with adults, where they act dependent and immature, but may be seen as “odd”.
Social/ Emotional Issues continued… • They may show poorly modulated affect, not matched to verbal content. • Lack of empathy and social judgment may shield them from fully experiencing the hurt of peer rejection, while the same factors increase the likelihood of being rejected. • History of unusual thinking can often be obtained: rituals, stereotypic behaviors, rigid routines, and magical/bizarre beliefs.
Teaching Tips • If the student has difficulty… …Starting an Activity *Give a signal to begin working. *Present work in small amounts. *Explain the purpose of the assignment. *Provide immediate feedback and encouragement. *Use a digital timer and have the child estimate how long the assignment will take.
Teaching Tipscontinued… • Staying on Task *Remove all distractions from the work area. *Place the child next to a peer who can help immediately. *Employ color to highlight rote, repetitive work. *Increase the frequency of reinforcement. *Encourage eye contact. *Build success into the task. *Offer variety in tasks.
Teaching Tipscontinued… • Staying Seated *Make sure the child understands your instructions. *Give a reward any time the child is sitting. *Take a photo of the child sitting appropriately and cue the child, when necessary, by pointing to the photo. *Move the child’s desk away from distractions and nearer the center of the room.
Teaching Tipscontinued… • Following Directions *Give short, concrete directions. *Provide examples (visual, auditory, and tactile) *Repeat directions *Have the child repeat and explain the instructions before beginning. *Team a peer who understands your directions to the child.
Teaching Tipscontinued… • Working Independently *Provide activities that are appropriate to the individual child’s developmental level. *Be certain the child can foresee an end to the task. *Give brief, precise directions. *Give frequent reinforcement ; praise the child in front of peers for concentrating. *Alternate short independent tasks with tasks on which you give assistance. Gradually require more independent work before giving help.
Teaching Tipscontinued… • Calling Out *Reward the child immediately for listening. *Reinforce peers who do not call out. *Point to a cue posted on the wall to remind the child not to interrupt. The cue could be a picture of a smile or just a colored symbol. Explain the cue to the child privately prior to the class. *Give the child an opportunity to be a leader. *Provide small-group exercises in which the child has the opportunity to share.
Teaching Tipscontinued… • Needing a Great Deal of Personal Attention *Assign a peer or volunteer for support. *Check with the child at the beginning of a lesson. *Try to catch the child doing something right and draw attention to that.
Teaching Tipscontinued… • Following Classroom Rules *Post rules in the classroom where they can be reviewed daily. Illustrate the chart with photos of children in the class following the rules. *Make the rules simple. *Be consistent in your expectations and consequences for breaking the rules. *Give each child a list of the rules, if needed. Set up a contract privately with the student and help the student visualize the rules.
Teaching Tipscontinued… • Listening *Provide visual models for the child to follow. *Have the child repeat instructions aloud. *Have the child sit in the front of the room or close to where you teach.
Teaching Tipscontinued… • Remembering *Use mnemonics to cue recall. *Have the child repeat directions. *Use songs, poems, and chants to enhance recall. *Review activities periodically. *Color code significant details.
Key Elements of Effective Intervention • Key terms to keep in mind: routine, clarity and consistency. • Minor environmental changes in the classroom, which simplify organization and structure of the room and tasks, can help the student make sense of expectations. • Useful changes can be made in the following area of the environment; *The physical and sensory environment *The language and communication environment *The social environment *The curricular environment
Summary of Educational Interventions • Start from the student’s level. • Attempt to see the world from the student’s point of view. • Adapt the school environment to facilitate the student’s learning. • Consult and collaborate-with parents and professionals. • Consider specific interventions to develop the student’s skills in Social Interaction, Social Communication, and Flexible Thinking. • Become familiar with the underlying psychological explanations of the student’s learning style.
