Asperger Syndrome BY: Tami Peet Jennifer Little Adrian Benigno.

Asperger SyndromeAsperger SyndromeBY:BY:

Tami PeetTami PeetJennifer LittleJennifer Little

Adrian BenignoAdrian Benigno

What is Asperger Syndrome?What is Asperger Syndrome?

Asperger Syndrome is a neurobiological disorder named Asperger Syndrome is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors published a paper which described a pattern of behaviors in several young boys who had normal intelligence and in several young boys who had normal intelligence and language development, but who also exhibited autistic-like language development, but who also exhibited autistic-like behaviors and marked deficiencies in social and behaviors and marked deficiencies in social and communication skills.communication skills.

In spite of the publication of his paper in the 1940’s, it In spite of the publication of his paper in the 1940’s, it wasn’t until 1994 that Aspergers Syndrome was added to wasn’t until 1994 that Aspergers Syndrome was added to the DSV IV and only n the past few years has AS been the DSV IV and only n the past few years has AS been recognized by professionals and parents.recognized by professionals and parents.

Characteristics of Asperger Characteristics of Asperger SyndromeSyndrome

A. Qualitative impairment in social interaction, A. Qualitative impairment in social interaction, including:including:1. Failure to use non-verbal social skills (i.e.: eye 1. Failure to use non-verbal social skills (i.e.: eye contact, gestures, body posture, facial contact, gestures, body posture, facial expressions).expressions).2. Developmentally inappropriate peer 2. Developmentally inappropriate peer relationships.relationships.

3. Lack of spontaneous sharing of enjoyment and 3. Lack of spontaneous sharing of enjoyment and interests of other people.interests of other people.4. Lack of social and emotional reciprocity.4. Lack of social and emotional reciprocity.

Characteristics continued…Characteristics continued…

B. Restricted, repetitive and B. Restricted, repetitive and stereotyped patters of behavior, stereotyped patters of behavior, interests, and activities:interests, and activities:

1.1. Preoccupation that is overly intense and Preoccupation that is overly intense and narrow.narrow.

2.2. Inflexible adherence to non-functional or Inflexible adherence to non-functional or peripheral routines.peripheral routines.

3.3. Stereotypic or repetitive motor movements.Stereotypic or repetitive motor movements.4.4. Persistent preoccupation with parts of objects.Persistent preoccupation with parts of objects.

Characteristics continued…Characteristics continued…

C. These problems taken together (A C. These problems taken together (A plus B) present significant challenges in plus B) present significant challenges in the lives of people with AS as they the lives of people with AS as they attempt to live in a “neurotypical” world attempt to live in a “neurotypical” world and meet the expectations of others.and meet the expectations of others.

D. There is no general language delayD. There is no general language delay E. There is no severe global cognitive E. There is no severe global cognitive

impairment.impairment.

AcademicsAcademics

Difficulties are often picked up late because decoding and Difficulties are often picked up late because decoding and spelling may be quite strong.spelling may be quite strong.

Inferential reading comprehension is weak relative to Inferential reading comprehension is weak relative to decoding and spelling skills.decoding and spelling skills.

Math is often the first academic subject to be viewed as Math is often the first academic subject to be viewed as problematic. Spatial and conceptual aspects of problematic. Spatial and conceptual aspects of mathematics are a problem: math facts may be readily mathematics are a problem: math facts may be readily mastered (i.e., a student may know the answer to a simple mastered (i.e., a student may know the answer to a simple multiplication problem, but not understand what multiplication problem, but not understand what multiplication is).multiplication is).

Due to spatial and fine motor problems, handwriting is Due to spatial and fine motor problems, handwriting is usually poor.usually poor.

Organization skills are weak, particularly in written work.Organization skills are weak, particularly in written work.

Social/Emotional IssuesSocial/Emotional Issues

Peer relations are typically the greatest area of Peer relations are typically the greatest area of impairment; child may play with much older for younger impairment; child may play with much older for younger children rather than with same age peers, where they must children rather than with same age peers, where they must manage give and take.manage give and take.

Lack basic social skills: they may stand too close, stare Lack basic social skills: they may stand too close, stare inappropriately or not make eye contact, have marked lack inappropriately or not make eye contact, have marked lack of concern over appearance, be oblivious to others’ of concern over appearance, be oblivious to others’ reactions, change topics idiosyncratically.reactions, change topics idiosyncratically.

May be seen as “odd” children who “just don’t get it” May be seen as “odd” children who “just don’t get it” socially. They may do better with adults, where they act socially. They may do better with adults, where they act dependent and immature, but may be seen as “odd”.dependent and immature, but may be seen as “odd”.

Social/ Emotional Issues Social/ Emotional Issues continued…continued…

They may show poorly modulated affect, not They may show poorly modulated affect, not matched to verbal content.matched to verbal content.

Lack of empathy and social judgment may Lack of empathy and social judgment may shield them from fully experiencing the hurt shield them from fully experiencing the hurt of peer rejection, while the same factors of peer rejection, while the same factors increase the likelihood of being rejected.increase the likelihood of being rejected.

History of unusual thinking can often be History of unusual thinking can often be obtained: rituals, stereotypic behaviors, rigid obtained: rituals, stereotypic behaviors, rigid routines, and magical/bizarre beliefs.routines, and magical/bizarre beliefs.

Teaching TipsTeaching Tips

If the student has difficulty…If the student has difficulty…

……Starting an ActivityStarting an Activity

*Give a signal to begin working.*Give a signal to begin working.

*Present work in small amounts.*Present work in small amounts.

*Explain the purpose of the assignment.*Explain the purpose of the assignment.

*Provide immediate feedback and encouragement.*Provide immediate feedback and encouragement.

*Use a digital timer and have the child estimate *Use a digital timer and have the child estimate how long the assignment will take.how long the assignment will take.

Teaching TipsTeaching Tipscontinued…continued…

Staying on TaskStaying on Task*Remove all distractions from the work area.*Remove all distractions from the work area.*Place the child next to a peer who can help *Place the child next to a peer who can help immediately.immediately.*Employ color to highlight rote, repetitive work.*Employ color to highlight rote, repetitive work.*Increase the frequency of reinforcement.*Increase the frequency of reinforcement.*Encourage eye contact.*Encourage eye contact.*Build success into the task.*Build success into the task.*Offer variety in tasks.*Offer variety in tasks.


Staying SeatedStaying Seated

*Make sure the child understands your *Make sure the child understands your instructions.instructions.

*Give a reward any time the child is sitting.*Give a reward any time the child is sitting.

*Take a photo of the child sitting appropriately *Take a photo of the child sitting appropriately and cue the child, when necessary, by pointing and cue the child, when necessary, by pointing to the photo.to the photo.

*Move the child’s desk away from distractions and *Move the child’s desk away from distractions and nearer the center of the room.nearer the center of the room.


Following DirectionsFollowing Directions

**Give short, concrete directions.Give short, concrete directions.

*Provide examples (visual, auditory, and tactile)*Provide examples (visual, auditory, and tactile)

*Repeat directions*Repeat directions

*Have the child repeat and explain the instructions *Have the child repeat and explain the instructions before beginning. before beginning.

*Team a peer who understands your directions to *Team a peer who understands your directions to the child.the child.


Working IndependentlyWorking Independently*Provide activities that are appropriate to the *Provide activities that are appropriate to the individual child’s developmental level.individual child’s developmental level.*Be certain the child can foresee an end to the *Be certain the child can foresee an end to the task.task.*Give brief, precise directions.*Give brief, precise directions.*Give frequent reinforcement ; praise the child in *Give frequent reinforcement ; praise the child in front of peers for concentrating.front of peers for concentrating.*Alternate short independent tasks with tasks on *Alternate short independent tasks with tasks on which you give assistance. Gradually require more which you give assistance. Gradually require more independent work before giving help.independent work before giving help.


Calling OutCalling Out*Reward the child immediately for listening.*Reward the child immediately for listening.*Reinforce peers who do not call out.*Reinforce peers who do not call out.*Point to a cue posted on the wall to remind the *Point to a cue posted on the wall to remind the child not to interrupt. The cue could be a picture of child not to interrupt. The cue could be a picture of a smile or just a colored symbol. Explain the cue a smile or just a colored symbol. Explain the cue to the child privately prior to the class. to the child privately prior to the class. *Give the child an opportunity to be a leader.*Give the child an opportunity to be a leader.*Provide small-group exercises in which the child *Provide small-group exercises in which the child has the opportunity to share.has the opportunity to share.


Needing a Great Deal of Personal AttentionNeeding a Great Deal of Personal Attention

**Assign a peer or volunteer for support.Assign a peer or volunteer for support.

*Check with the child at the beginning of a lesson.*Check with the child at the beginning of a lesson.

*Try to catch the child doing something right and *Try to catch the child doing something right and draw attention to that.draw attention to that.


Following Classroom RulesFollowing Classroom Rules*Post rules in the classroom where they can be *Post rules in the classroom where they can be reviewed daily. Illustrate the chart with photos of reviewed daily. Illustrate the chart with photos of children in the class following the rules.children in the class following the rules.*Make the rules simple.*Make the rules simple.*Be consistent in your expectations and *Be consistent in your expectations and consequences for breaking the rules.consequences for breaking the rules.*Give each child a list of the rules, if needed. Set *Give each child a list of the rules, if needed. Set up a contract privately with the student and help up a contract privately with the student and help the student visualize the rules.the student visualize the rules.


ListeningListening

*Provide visual models for the child to follow.*Provide visual models for the child to follow.

*Have the child repeat instructions aloud.*Have the child repeat instructions aloud.

*Have the child sit in the front of the room or *Have the child sit in the front of the room or close to where you teach.close to where you teach.


RememberingRemembering

*Use mnemonics to cue recall.*Use mnemonics to cue recall.

*Have the child repeat directions.*Have the child repeat directions.

*Use songs, poems, and chants to enhance *Use songs, poems, and chants to enhance recall.recall.

*Review activities periodically.*Review activities periodically.

*Color code significant details.*Color code significant details.

Key Elements of Effective Key Elements of Effective InterventionIntervention

Key terms to keep in mind: routine, clarity and Key terms to keep in mind: routine, clarity and consistencyconsistency..

Minor environmental changes in the classroom, which Minor environmental changes in the classroom, which simplify organization and structure of the room and tasks, simplify organization and structure of the room and tasks, can help the student make sense of expectations.can help the student make sense of expectations.

Useful changes can be made in the following area of the Useful changes can be made in the following area of the environment;environment;*The physical and sensory environment*The physical and sensory environment*The language and communication environment*The language and communication environment*The social environment*The social environment*The curricular environment*The curricular environment

Summary of Educational Summary of Educational InterventionsInterventions

Start from the student’s level.Start from the student’s level. Attempt to see the world from the student’s point of view.Attempt to see the world from the student’s point of view. Adapt the school environment to facilitate the student’s Adapt the school environment to facilitate the student’s

learning.learning. Consult and collaborate-with parents and professionals.Consult and collaborate-with parents and professionals. Consider specific interventions to develop the student’s Consider specific interventions to develop the student’s

skills in Social Interaction, Social Communication, and skills in Social Interaction, Social Communication, and Flexible Thinking.Flexible Thinking.

Become familiar with the underlying psychological Become familiar with the underlying psychological explanations of the student’s learning style.explanations of the student’s learning style.

Asperger Syndrome BY: Tami Peet Jennifer Little Adrian Benigno.

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