Transcript Asperger`s Syndrome - The Matthew Reardon Center for Autism

ASPERGER SYNDROME
WHAT IS ASPERGER
SYNDROME?
DEFINITION

Asperger syndrome is a form of autism and a
developmental disorder.

Here are some of the characteristics:

Social Impairments.

Uncoordinated motor movements.

Limited interests.

Repetitive routines & rituals.
http://www.medterms.com/script/main/art.asp?articlekey=9675
DEVELOPING AN UNDERSTANDING
OF THE CHARACTERISTICS

Hans Asperger
“Our earliest understanding of
Asperger syndrome (AS) is attributed
to Hans Asperger a Viennese
physician. In 1944, Asperger described
a group of children who exhibited
social peculiarities and social isolation,
albeit with average cognitive and
language development. Based on these
characteristics, Asperger stated that his
sample represented an independent
and distinct clinical condition” (Miles
& Simpson, 2002, p. 132).
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SOCIAL CHARACTERISTICS
SOCIAL INTEGRATION

Children with Asperger syndrome have social and
emotional inappropriate behavior.

Social integration is difficult for students when
interacting with peers.

Other characteristics:

Failure to use eye contact, facial expressions,
body posture, and gesture to “regulate social
interaction.”
Attwood, T., 2000, p. 85-86
C OMMON T RAITS &
C HARACTERISTICS

socially awkward and
clumsy

naive and gullible

unaware of others' feelings

unable to carry on
conversation

easily upset by changes

literal in speech and
understanding

sensitive to loud sounds,
lights, odors

fixated on one subject or
object

physically awkward in
sports

repetitive and irrelevant
comments

unusually loud, high or
monotonous voice

rock, fidget or pace
while concentrating

very accurate memory
for details

trouble understanding
things they have heard
or read

inappropriate body
language & expression
SOCIAL INTEGRATION:
FRIENDSHIP

Students looking for friendship do
so in an awkward and clumsy way.

Students without Asperger’s, their
idea of friendship changes over
time, while a child with Asperger’s
has an unusual or immature view
of friendship.

They have an idea of what a friend
should not do, but don’t have any
clue on what a friend should do.
Atwood, T., 2000, p. 86
EVALUATION STUDIES

There are a lack of evaluation studies done to see
what strategies work to integrate and improve
social skills in students with Asperger’s.

However, there are several strategies teachers
can use to improve social skills of students:

Give opportunities for them to observe and
interact with other students.

Provide social stories (what happens in social
situations).

Comic Strip conversations.
Attwood, T., 2000, p. 86-96
PBS DOCUMENTARY ON SOCIAL SKILLS &
LONELINESS IN PEOPLE WITH ASPERGER
SYNDROME
Click on the photo above to view the PBS documentary.
http://www.youtube.com
SOCIAL CONDITION

Asperger’s syndrome is a social condition that
separates itself from other types of autism
because children and youth with AS desire social
interaction, but lack the ability to infer feelings,
thoughts and beliefs of others (Miles & Simpson,
2002, p.133).

“…Children and adolescents with AS actively
try to seek out others, social isolation frequently
ensues because of their lack of understanding of
the rules of social behavior involving eye
contact, proximity to others, gestures, posture, an
so forth (Miles & Simpson 2002, p. 133).
SOCIAL CONDITION

Children and youth with AS are at high
risk for being bullied in school, because
they are usually isolated and standout
among other students as different (Miles
& Simpson, 2002, p. 133).

These students are also aware enough to
realize their differences and can have
self-esteem difficulties and likely will
not share their inner struggles (Miles &
Simpson, 2002, p. 133).
BEHAVIORAL & EMOTIONAL
CHARACTERISTICS
Tantrums, Rage, & Meltdowns
Occur In Three
Stages
The Rambling
Stage
The Rage Stage
The Recovery
Stage
(Myles, 2003, p. 123-140)
The Rambling Stage

Behavior changes:

Intervention:

Clear throat

Antiseptic bouncing

Tense muscles

Support from routine

Tap foot

Redirecting

Indicate general discontent

“Just walk & don’t talk”
According to Brenda Smith (2003) “During this stage, it is
imperative that an adult intervene without becoming
part of the struggle” (p. 124).

(Myles, 2003, p. 123-140)
The Rage Stage

Behavior changes:

Intervention:

Screaming

Obtain assistance

Biting

Remove other students
from area

Hitting


Kicking
Provide therapeutic
restraint
According to Myles (2003) “During this stage, emphasis
should be placed on child, peer, and adult safety, and
protection of school, home, or personal property”
(Myles, 2003, p. 123-140)
The Recovery Stage

Behavior changes:

Intervention:

Sullen

Direction

Withdrawn

Return to routine

Physically exhausted

Easy tasks
According to Myles (2003) “Following a meltdown, the
child with AS has contrite feelings and often cannot
fully remember what occurred during the rage stage”
(127).

(Myles, 2003, p. 123-140)
BEHAVIOR PROBLEMS
Parents’ Perception
“…Parents had significantly greater concern about the behavior and social
skills of their children than did the students’ teachers. The parents reported
significant challenges related to conduct problems, aggression, and
hyperactivity, as well as internalizing problems, such as withdrawal” (Miles &
Simpson, 2002, p. 133).
Teachers’ Perception
“The teachers, on the other hand, perceived the children and youth to
have both fewer and less significant deficits than did the parents, although
they did view the students to be “at risk” in areas related to anxiety,
depression , attention, and withdrawal” (Miles & Simpson, 2002, p. 133).
DEPRESSION
80% of adolescents with AS have been prescribed “anti-depressive
medications and that depressive symptoms did not differ across
age. The most salient finding of this study was that the individuals
with AS had a learned helplessness style and blamed themselves
for negative events” (Miles & Simpson, 2002, p. 134).
“…the more …students with AS attributed their social problems to
their ability and effort, the more depressed they were” (Miles and
Simpson, 2002, p. 134).
RESTRICTED RANGE OF
INTERESTS
RESTRICTED
“…Individuals with AS will often choose
one topic to the exclusion of all others or
will possess a degree of knowledge on a
topic that is not consistent with that of
neurotypical peers” (Miles & Simpson,
2002, p. 134).
INTELLECTUAL & COGNITIVE
CHARACTERISTICS
INTELLIGENCE AND
LANGUAGE DEVELOPMENT

“The SM-IV-TR clearly states that for a diagnosis
of AS to be rendered, an individual must present
with normal intellectual and language
development” (American Psychiatric Association,
2000).

“According to their [AS youth] performance on
IQ tests, students with highfunctioning autism
and AS have relative strengths on nonverbal
concept formation tasks, specifically those that
require perceptual organization and spatial
visualization” (Ehlers et al., 1997).
SENSORY & MOTOR
CHARACTERISTICS
SENSORY ISSUES

“…The vast majority of children and youth with
AS who participated in their study had
impairments in (a) endurance/ tone, (b) oral
sensory sensitivity, (c) attention, and (d)
registration” (Miles & Simpson, 2002, p. 135).

“Over 75% of the individuals with AS studied
demonstrated behavioral problems when sensory
issues were violated” (Mile & Simpson, 2002, p.
135).
COORDINATION AND
BALANCE

“…Children with AS tend to have poor motor
skills, along with coordination and balance
problems” (Miles & Simpson, 2002, p. 135).
DIAGNOSIS
Assessment

Assessment involves:
- A thorough delepmental & health history
- Phychological & Communication assessment
- Diagnostic examination
According to Ami Klin (2003) “Effective educational
and treatment programs can only be devised on the
basis of such a profile, given the need to address
specific deficits while capitalizing on the person’s
various resources and struggles” (p. 4).

(Klin, 2003, p. 1-13)
TEACHING STRATEGIES
GIVE STUDENTS DAILY &
WEEKLY SCHEDULES
(Salend, 2008, p. 247-248)

Because students with
Asperger syndrome need
strict routine, help students
make a daily or weekly
schedule.

Schedules should include
goals, time of activities,
assignment due dates, and
responsibilities.

This will help eliminate
stress and help them manage
their time.
A Guide for Teachers

Be positive & patient.

Give warnings before a
change in the schedule.

Break down & repeat
directions.

Provide guidance.

Allow the child to get up
& move when needed.
(Tucker, 2010, p. 1-2)
A Guide for Teachers

Use visual aids.

Avoid interruptions when
the child is speaking.

Don’t worry if they break
eye contact, they are still
listening.

Identify 1-2 empathetic
students to be the child’s
“buddies.”

Watch out for other
students bullying.
(Tucker, 2010, p. 1-2)
I NSTRUCTIONAL I DEAS

Be careful in classroom seating assignments

Use the “peer buddy” system

Avoid self-selection in group work

Carefully consider the maturity of the group
members involved

Provide “safe haven” or quiet area

Explain metaphor and sarcasm use concretely

Use “social stories” for providing directions

Vigorously but respectfully maintain class rules
and other boundaries
O THER
TREATMENTS

Parent education and training

Social skills training

Language therapy

Sensory integration training for younger
children, usually performed by an occupational
therapist, in which a child is desensitized to
stimuli to which he is overly sensitive

Psychotherapy or behavioral/cognitive therapy
for older children
PARENTING STRATEGIES
PARENTING T IPS
Tip #1 Keep yourself
stocked up!
Tip #2 Get plenty of
support
Tip #3 Don’t take things
personally
Tip #4 Don’t neglect other
aspects of your life
•Make sure you do things for yourself on a regular basis in
order to keep yourself happy and nurtured
•Ex-Bubble baths, going out with friends, watching
movies
• Build
a strong support network
• Take any offers of help from friends and family
• Find local medical and social services and charitable
bodies who can help you
• Don’t get stressed when children don’t give feedback
such as hugs, smiles, or even becomes hostile or mean
• Children with Asperger’s syndrome can take control of all
aspects of your life. Allow time for other things in your
life
(BOYD, B., 2003,
P. 1 7 - 2 0 )
PARENTING T IPS
Tip#5 Be realistic about
tackling problems
•Jot down lists of problems as you see them and prioritize
them
Tip #6 Create SMART
goals
•Small
•Measurable
•Achievable
•Realistic
•Time based
Tip #7 Try not to spoil
the child
• Do not overindulge the child. Like other children, he will
become demanding and more difficult to handle
Tip #8 Find someone to
talk to
• Don’t keep your feelings inside.
• Find a friend, family member, etc to let off
steam.
(BOYD, B., 2003,
P. 1 7 - 2 0 )
ASPERGER SYNDROME IN THE
MEDIA
ASPERGER SYNDROME IN
NONFICTION

Look Me in the Eye:
My Life with
Asperger’s, by John
Elder Robison, is an
autobiography of
Robison’s life growing
up with Asperger’s.

It shows the humanity
and humor in growing
up with Asperger’s.
http://www.amazon.com/
Asperger Syndrome on
DVD

This is a ABC Primetime special
on Asperger Syndrome.

The DVD includes information
about the following:

3 boys with Asperger’s.

The boys’ obsessions.

Challenges of the families.

The boys’ social difficulties
http://www.amazon.com/ABC-News-PrimetimeAspergers-Syndrome/dp/B000QRIJUU
REFERENCES
REFERENCES
Attwood, T. (2000). Strategies for improving the social integration of
children with Asperger syndrome. Autism. 4(1), 85-100.
Retrieved from http://aut.sagepub.com/cgi/reprint/4/1/85
Autism Asperger Publishing Company. (2009). AAPC. Retrieved May 14,
2010, from http://www.asperger.net
Baron-Cohen, S. (2000). Is Asperger’s syndrome/high-functioning Autism
necessarily a Disability? Development and Psychopathology.
12(3), 489-500. Retrieved from http://www.larryarnold.net/Neurodiversity/Mission/disability.htm
REFERENCES
Boyd, B. (2003). Parenting a child with Asperger syndrome. United Kingdom: Jessica
Kingsley Publishers Ltd.
Glennon, T. J. (2001). The stress of the university experience for students with Asperger
syndrome. Work: A Journal of Prevention, Assessment and Rehabilitation.
17(3), 183-190. Retrieved from
http://iospress.metapress.com/content/lde42nn5tajej0ty
Klin, A. & Volkmar, F. R. (2003). Asperger syndrome: diagnosis and external validity.
Child And Adolescent Psychiatric Clinics. 12(1), 1-13. Retrieved from
http://psycnet.apa.org/index.cfm?fa=search.displayRecord&uid=200208657-005
REFERENCES
Myles, B. (2003). Behavioral Forms of stress management for individuals with
Asperger syndrome. Child and Adolescent Psychiatric Clinics. 12(1),
123-141. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/12512402
Myles, B. & Simpson, R. (2002). Asperger syndrome: An overview of
characteristics. Focus on Autism and Other Developmental
Disabilities. 17(3), 132-137. Retrieved from
http://foa.sagepub.com/cgi/reprint/17/3/132
OASIS Asperger Syndrome Forum. (2010). Asperger’s syndrome guide for teachers.
Retrieved May 7, 2010, from http://aspergersyndrome.org/Articles/Aspergers-Syndrome-GuideFor-Teachers.aspx
REFERENCES
Public Broadcasting Station (Producer). (2009, November 4). The emotional life: Asperger’s
Syndrome/ loneliness PBS. Youtube.com. Video retrieved from
http://www.youtube.com/watch?v=QWY3ntr3sdI
Salend, S. J. (2008). Creating inclusive classrooms: Effective and reflective practices. (6th ed.). Upper
Saddle River, NJ: Pearson Education.
SimonSchusterVideos (Producer). (2010, February 10). Jodi Picoult reveals her 2010 novel HOUSE
RULES. Youtube.com. Video retrieved from
http://www.youtube.com/watch?v=U8jml1pN0yc
Whitehouse, J. O., Durkin, K., Jaquet, E., & Ziatas, K. (2008). Friendship, loneliness and
depression in adolescents with Asperger’s syndrome. Journal of Adolescence, 32(2), 309322. Retrieved from http://sciencedirect.com