Transcript Asperger Syndrome - Brian J. Murphy's Blog Portfolio

ASPERGER SYNDROME
Presentation By: Brian J. Murphy
WHAT IS ASPERGER SYNDROME?
DEFINITION
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Asperger syndrome (AS) is a pervasive
developmental disorder, also known as High
Functioning Autism. It is classified as an Autism
spectrum disorder (ASD) characterized by
impairment in language and communication
skills, along with repetitive or restrictive
patterns of behavior and thought.
“The simplest way to understand Asperger’s
syndrome is to say that it describes someone who
thinks and perceives the world differently from
other people” (Atwood, 2006).
Atwood, 2006
HISTORY
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AS is named for Austrian pediatrician Hans Asperger,
In 1944, Asperger documented four cases of children he
described as having “autistic psychopathy”
The observed children had some autistic characteristics,
but maintained higher levels of communication and social
skills
Through this research, Asperger was the first to present
the idea that there was a spectrum of autistic disorders
Asperger’s research did not garner attention until 1981,
when his work was cited by researcher Lorna Wing
AS was not formally defined until 1994, when the
American Psychiatric Association finally included it as an
Autism Spectrum Disorder in their Diagnostic and
Statistical Manual IV (Wenzel & Rowley, 2010)
Hallahan, Kauffman, Pullen, 2009
PREVALENCE
According to the widely accepted definition of the
disorder, current estimates conclude that AS occurs in
approximately36 - 48 of every 10,000 births, or about1 in
200-250 (Atwood, 2006)
 For comparison, the prevalence of all people with ASD’s
in America is about 1 in 150 births (Wenzel & Rowley,
2010)
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CHARACTERISTICS OF AUTISM SPECTRUM
DISORDERS
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As it is an autism spectrum disorder, people with
Asperger Syndrome tend to display some level of
impairment in the following areas:
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Social interaction
Communication skills
Repetitive and stereotyped patterns of behavior
Cognitive processing
Sensory perception
Hallahan, Kauffman, Pullen, 2009
DIFFERENCES BETWEEN AUTISM AND
ASPERGER SYNDROME
People diagnosed with Asperger Syndrome tend
to have higher intelligence and communication
skills than those with autism.
 People with AS tend not to have language delays,
and in some cases are extremely verbal
 People with AS also tend to be fairly adaptive;
most have little trouble learning common tasks,
procedures and expectations (i.e. using
silverware, crossing the street, etc.)
 Many people with AS have above average
cognitive abilities – many are considered to be
“gifted” individuals
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Fisher, 2009
DIAGNOSIS
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Diagnosis of AS is difficult, as behavioral
observations can be easily misinterpreted
Ex: Isolation may be interpreted as depression
 Ex: Argumentative behavior may be interpreted as
defiance or “acting out”
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Misdiagnosis is common – especially when
consulting doctors or specialists unfamiliar with
ASD’s – so be sure to seek the help of a specialist
 Specific instruments, such as the Autism
Diagnostic Observation Schedule, allow
evaluators to look at a child’ communication,
social and behavioral skills, and compare then to
diagnostic criteria
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Fisher, 2009
ARTICLE REVIEWS
Investigating Asperger Syndrome
ASPERGER SYNDROME AND THE DIFFICULTIES
OF DIAGNOSING AND TREATING RELATED
CONDITIONS
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This article is written to explain the problems with
misdiagnosing students with AS, and the prevalence
of co-occurring disorders
Approximately 40% of individuals with AS have an
additional condition, such as attention deficit
hyperactivity disorder (ADHD), obsessive compulsive
disorder (OCD) or mood disorders
Communication difficulties common to children with
AS make diagnosis difficult
Both ADHD and AS have common symptoms, such as
difficulty listening and following directions, fidgeting
and task avoidance, which complicate accurate
diagnosis
Harchik, A., & Solotar, L. (2009). Asperger Syndrome and the Difficulties of
Diagnosing and Treating Related Conditions. The Exceptional Parent,
39(8/9), 99-102. Retrieved from Education Full Text database.
ASPERGER SYNDROME AND THE DIFFICULTIES
OF DIAGNOSING AND TREATING RELATED
CONDITIONS
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Students with co-occurring ADHD and AS can be managed
through a comprehensive treatment plan, including
behavioral therapy and (in some cases) medication
Behavioral therapy is key to addressing the needs of
students with AS
AS and OCD also have similar symptoms, including
repetitive behaviors or thoughts and compulsive behavior
Students with co-occurring AS and OCD can be difficult, as
students with AS find repetition calming, while those with
OCD often find that it induces anxiety
Adolescents with AS frequently have co-occurring mood
disorders, such as depression or social anxiety
Each student should be given individual attention and
treatment for their specific needs
Harchik, A., & Solotar, L. (2009). Asperger Syndrome and the Difficulties of
Diagnosing and Treating Related Conditions. The Exceptional Parent,
39(8/9), 99-102. Retrieved from Education Full Text database.
ASPERGER SYNDROME AND ACADEMIC
ACHIEVEMENT
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This article was written to create a profile of
academic, problem solving and critical thinking
abilities of students with Asperger Syndrome
21 students with AS between the ages of 6 and 17
years old voluntarily (with parental consent)
participated in this study
The students were assessed using the Wechsler
Individual Achievement Test (WIAT), which tests
academic achievement, and one form (elementary or
adolescent level) of the Test of Problem Solving
(TOPS), which are tests of problem solving and
language based critical thinking abilities
Tests were administered individually by members of a
trained AS Assessment Team
Griswold, D., Barnhill, G., Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger Syndrome and
Academic Achievement. Focus on Autism & Other Developmental Disabilities, 17(2), 94.
Retrieved from Academic Search Premier database.
ASPERGER SYNDROME AND ACADEMIC
ACHIEVEMENT
Results
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Participants scores on the
WIAT and TOPS varied
greatly
Students scored lower
than average on WIAT
subtests covering
Numerical Expression,
Listening Comprehension
and Written Expression
Students scored above
average on sections of the
WIAT involving oral
expression and reading
skills
Conclusions
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A diagnosis of AS does not
specifically determine
educational strengths and
weaknesses
Tests were useful to assess
individual student
strengths, but not to make
generalizations about
students with AS
Test scores reinforced
commonly accepted
understanding of academic
strengths and weakness of
students with AS
Griswold, D., Barnhill, G., Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger Syndrome and
Academic Achievement. Focus on Autism & Other Developmental Disabilities, 17(2), 94.
Retrieved from Academic Search Premier database.
UNDERSTANDING THE STUDENT WITH
ASPERGER’S SYNDROME: GUIDELINES FOR
TEACHERS
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This article provides seven defining characteristics of
students with AS, and suggestions and strategies for
addressing each one
Students with AS insist on “sameness”, and can be thrown
of by even simple changes
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Students with AS tend to have significant social
impairments
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Be consistent and predictable, and avoid surprises
Teach students with AS to read social cues
Partner them with a “buddy”
Encourage socialization with other students
Utilize cooperative learning strategies
Students with AS usually have limited interests
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Use the area of interest as a motivating tool (positive
reinforcement)
Do not allow the student to fixate
Williams, K., (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers.
Focus on Autistic Behavior, 10(2), 100-106. Retrieved from Academic Search Premier
database.
UNDERSTANDING THE STUDENT WITH
ASPERGER’S SYNDROME: GUIDELINES FOR
TEACHERS
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Students with AS have limited concentration
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Students with AS have poor motor skills
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Involve the student in physical education
Allow practice of fine motor skills
Provide additional time for written assignments
Students with AS may have poor academic
performance
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Structure lessons to maintain interest
Used timed work sessions and lessen assigned work
Seat students in the front of the class
Modify work, but hold students to a standard
Students with AS are emotionally vulnerable
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Be as consistent and predictable as possible
Lessen stressors as much as possible
Williams, K., (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers.
Focus on Autistic Behavior, 10(2), 100-106. Retrieved from Academic Search Premier
database.
RECOMMENDATIONS
RECOMMENDATIONS
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Harchik & Solotar’s (2009)
guidelines for those working
with students with AS:
Establish clear and reasonable
expectations, and provide
frequent reminders of them
 Be consistent
 Be a good role-model
 Focus on one thing at a time
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Seek help from the experts
(Atwood, 2006)
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Cater to the student’s special
interests when possible
(Griswold, et.al., 2002)
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Each student with AS tends to
have a specific academic
interest that really engages
them, this could be a subject,
like science or music, or it could
be a specific topic, like World
War II, or volcanoes
Modify assignments, but
maintain standards (Williams,
1995)
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Change assignments to cater to
individual needs, but maintain
expected levels of rigor
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Teach specific organizational
strategies (Dorminy, Luscre &
Gast, 2009)
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Students with AS need to know
how to organize simple things,
like a planner, notebook or binder
Encourage collaborative learning
(Williams, 1995)
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AS has many symptoms that can
manifest in various ways, seek
help from experts who have
experience with students with AS
Peer interaction builds social
skills and benefits both parties
Refer to the slides above about
William’s 1995 article
Understanding the Student With
Asperger’s Syndrome: Guidelines
for Teachers, for additional
recommendations
PRO’S AND CON’S OF INCLUSION
Pro’s
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Encouraging students with AS
to interact with their peers
develops social skills
Increased intellectual ability in
students with AS is beneficial
to classes, completion of
assignments and group work
Encouraging collaborative
learning is beneficial to all
parties involved, socially and
academically
Others students learn to
interact and work with people
with differences
Academic involvement allows
students with AS to pursue
their interests in a normal
classroom setting
Con’s
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Limited teacher planning time
can be easily consumed by
making modifications or
seeking the assistance of others
Needs for consistency and
rigidity limit the flexibility of
some lessons
Most general education
teachers are not trained to
teach/adapt to the specific
needs of students with AS
Potential behavioral
quirks/problems can be varied
and manifest at any time
Lack of social awareness, below
average communication skills
and heightened anxiety can
make social interactions
troublesome
APPLICATIONS TO THE CLASSROOM
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Maintaining clear and reasonable expectations (Harchik &
Solotar, 2009) benefits all students, and hold everyone to the
same standards
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All students should know and be proficient in specific
organizational strategies (Dorminy, Luscre & Gast, 2009)
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Allow students to select their own research or reading topics rather
than assigning them
Encouraging socialization (Williams, 1995) within the context
of the classroom creates understanding and friendship
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Teach students how to record their homework in their planners, how
to format their notes, and compartmentalize their binders, and be
sure to periodically check that they keep it up
Allowing for choice lets students pursue their interests
(Griswold, et.al., 2002)
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Post class expectations on the walls of the classroom so they can be
easily referenced
Allow students extra time to get to know each other when working in
groups; especially helpful at the beginning of the year
Providing rigid structure (Williams, 1995) is a great way to
manage the classroom
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Establish class rules, expectations and procedures early, and maintain
them throughout the year
APPLICATIONS TO THE CLASSROOM
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Encouraging collaborative learning (Williams, 1995) is
beneficial to all students, socially and intellectually
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All students need a good role-model (Harchik and Solotar,
2009)
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Never be ashamed to ask for help, whether than means walking next
door, or calling up an expert
Giving timed work sessions (Williams, 1995) reinforces
structure, and encourages hard work
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As an educator, it’s your responsibility to be a person that each
student can look up to
Feel free to seek help from experts (Atwood, 2006)
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Group students in pairs based on social and intellectual ability, and
allow them to work together to complete assignments
Ask for a written response to a prompt to be finished in a given
amount of time; anything outside of the limit must be made up on the
students own time
Take advantage of the advanced intellectual capacity
characteristic of students with AS (Williams, 1995)
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If no one else has the answer to a rote memorization question, direct it
to the student with AS. In many cases they will know the answer, and
a positive response from you can be a great boost tot heir self-esteem!
REFERENCES
Attwood, T. (2006). Asperger's Syndrome. Tizard Learning Disability Review, 11(4), 311. Retrieved May 24, 2010, from Research Library. (Document ID: 1158600741).
Dorminy, K., Luscre, D., & Gast, D. (2009). Teaching Organizational Skills to Children with
High Functioning Autism and Asperger's Syndrome. Education and Training in
Developmental Disabilities, 44(4), 538-50. Retrieved from Education Full Text database.
Fisher, L. (2009) Does Your Child Have Asperger Syndrome?. The Exceptional Parent
39(8/9), 101. Retrieved from Education Full Text database.
Griswold, D., Barnhill, G., Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger
Syndrome and Academic Achievement. Focus on Autism & Other Developmental
Disabilities, 17(2), 94. Retrieved from Academic Search Premier database.
Harchik, A., & Solotar, L. (2009). Asperger Syndrome and the Difficulties of Diagnosing and
Treating Related Conditions. The Exceptional Parent, 39(8/9), 99-102. Retrieved from
Education Full Text database.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners: An
Introduction to Special Education. Boston, MA: Allyn & Bacon.
Simpson, R. (2005). Evidence-Based Practices and Students With Autism Spectrum
Disorders. Focus on Autism & Other Developmental Disabilities, 20(3), 140-149.
Retrieved from Academic Search Premier database.
Tsai, L. (2007). Asperger Syndrome and Medication Treatment. Focus on Autism & Other
Developmental Disabilities, 22(3), 138-148. Retrieved from Academic Search Premier
database.
Wenzel, C., & Rowley, L. (2010). Teaching Social Skills and Academic Strategies to College
Students With Asperger's Syndrome. Teaching Exceptional Children, 42(5), 44-50.
Retrieved from Education Full Text database.
Williams, K., (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for
Teachers. Focus on Autistic Behavior, 10(2), 100-106. Retrieved from Academic Search
Premier database.