A Teacher’s Guide to Asperger’s Syndrome Jessica Yamnitzky, Graduate Student University of...
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Transcript of A Teacher’s Guide to Asperger’s Syndrome Jessica Yamnitzky, Graduate Student University of...
A Teacher’s Guide toA Teacher’s Guide to
AspergeAsperger’s r’s
SyndroSyndromeme
Jessica Yamnitzky, Graduate StudentJessica Yamnitzky, Graduate Student
University of PittsburghUniversity of Pittsburgh
© 2007© 2007
Today’s Goals:Today’s Goals:
1. Define Asperger’s Syndrome1. Define Asperger’s Syndrome
2. Identify common signs and 2. Identify common signs and treatment options of Asperger’s treatment options of Asperger’s SyndromeSyndrome
3. Outline ways to help a child with 3. Outline ways to help a child with Asperger’s Syndrome in the Asperger’s Syndrome in the classroomclassroom
What do those words mean?What do those words mean? Autism Spectrum Disorder: a brain Autism Spectrum Disorder: a brain
development disorder commonly diagnosed development disorder commonly diagnosed before age 3, with impairments primarily in before age 3, with impairments primarily in social interaction, communication and social interaction, communication and restrictive & repetitive behaviorrestrictive & repetitive behavior
DSM-IV: the Diagnostic and Statistical DSM-IV: the Diagnostic and Statistical Manual of Mental Disorders (4Manual of Mental Disorders (4thth edition) lists edition) lists the different categories of mental disorders the different categories of mental disorders and the criteria for diagnosing themand the criteria for diagnosing them
Common names for Asperger’s Syndrome: Common names for Asperger’s Syndrome: AS, Asperger Syndrome, Asperger’sAS, Asperger Syndrome, Asperger’s
Asperger’s Syndrome. Retrieved September 22, 2007, from Autism Speaks Asperger’s Syndrome. Retrieved September 22, 2007, from Autism Speaks website: http://www.autismspeaks.org/navigating/index.phpwebsite: http://www.autismspeaks.org/navigating/index.php
Case StudyCase StudySee if you can list all of the “out of the ordinary See if you can list all of the “out of the ordinary
things” that Mrs. Gale has noticed. things” that Mrs. Gale has noticed.
When your list is complete, discuss what When your list is complete, discuss what you found with 2-3 other people sitting you found with 2-3 other people sitting
around you. around you.
Did they find things that you didn’t? Did they find things that you didn’t?
Did you notice something that they Did you notice something that they didn’t?didn’t?
What is Asperger’s What is Asperger’s Syndrome?Syndrome?
An autism spectrum disorder that effects An autism spectrum disorder that effects language and communication skillslanguage and communication skills
Children with AS have trouble reading Children with AS have trouble reading facial expressions and peoples’ gesturesfacial expressions and peoples’ gestures
They find it difficult to identify and They find it difficult to identify and express their feelingsexpress their feelings
They may also have a hard time They may also have a hard time connecting to other people, such as connecting to other people, such as classmatesclassmates
Asperger Syndrome Fact Sheet. Retrieved September 22, 2007, from National Asperger Syndrome Fact Sheet. Retrieved September 22, 2007, from National Institute of Neurological Disorders and Stroke website: Institute of Neurological Disorders and Stroke website:
http://www.ninds.nih.gov/disorders/aspergerhttp://www.ninds.nih.gov/disorders/asperger
What is Asperger’s What is Asperger’s Syndrome?Syndrome?
According to the DSM-IV-TR, According to the DSM-IV-TR, Asperger’s Syndrome must fit the Asperger’s Syndrome must fit the following criteria:following criteria: Qualitative impairment in reciprocal Qualitative impairment in reciprocal
social interactionsocial interaction Qualitative impairment in communicationQualitative impairment in communication Restricted, repetitive and stereotyped Restricted, repetitive and stereotyped
patterns of behavior, interests and patterns of behavior, interests and activitiesactivities
Whom does Asperger’s Whom does Asperger’s Syndrome affect?Syndrome affect?
Over 400,000 families are affected by Over 400,000 families are affected by Asperger’s SyndromeAsperger’s Syndrome
It is estimated that 2 out of every 10,000 It is estimated that 2 out of every 10,000 children have been diagnosed with the children have been diagnosed with the disorderdisorder
Asperger’s Syndrome affects boys more Asperger’s Syndrome affects boys more often than girlsoften than girls
AS is usually diagnosed between the ages AS is usually diagnosed between the ages of 5 and 9of 5 and 9
Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth website: http://www.kidshealth.orgwebsite: http://www.kidshealth.org
Common Signs of Common Signs of Asperger’s SyndromeAsperger’s Syndrome
Peculiar mannerisms such as odd speech Peculiar mannerisms such as odd speech patterns (they may sound like “little patterns (they may sound like “little professors”)professors”)
Few facial expressions and difficulty Few facial expressions and difficulty reading others’ body languagereading others’ body language
Unusual sensitivity to light, sound, smell, Unusual sensitivity to light, sound, smell, taste and touchtaste and touch
Obsessions with a single topic such as Obsessions with a single topic such as music, dinosaurs, cars or the mechanics of a music, dinosaurs, cars or the mechanics of a toastertoaster
A need for routines, rituals and consistency A need for routines, rituals and consistency (such as a familiar morning routine)(such as a familiar morning routine)
Lack of “common sense” and an inability to Lack of “common sense” and an inability to identify social cuesidentify social cues
What are some treatment What are some treatment options?options?
Although there is no one particular Although there is no one particular treatment for AS, the most effective treatment for AS, the most effective approaches are therapies that focus approaches are therapies that focus on: on:
Improving poor communication skillsImproving poor communication skills obsessive or repetitive routinesobsessive or repetitive routines physical clumsinessphysical clumsiness
Other treatment options may include:Other treatment options may include: Education and training for parentsEducation and training for parents Social skills trainingSocial skills training Language therapyLanguage therapy Specialized help in school for the childSpecialized help in school for the childAsperger Syndrome Fact Sheet. Retrieved September 22, 2007, Asperger Syndrome Fact Sheet. Retrieved September 22, 2007,
from National Institute of Neurological Disorders and Stroke from National Institute of Neurological Disorders and Stroke website: http://www.ninds.nih.gov/disorders/aspergerwebsite: http://www.ninds.nih.gov/disorders/asperger
What are a student’s legal What are a student’s legal rights for special education?rights for special education?
The Individuals with Disabilities Education The Individuals with Disabilities Education Act (IDEIA) of 2004 covers children ages 3-Act (IDEIA) of 2004 covers children ages 3-21 who are diagnosed with any of the 21 who are diagnosed with any of the following:following: Mental retardationMental retardation Hearing impairmentsHearing impairments Visual impairmentsVisual impairments Serious emotional disturbanceSerious emotional disturbance Orthopedic impairmentsOrthopedic impairments AutismAutism Traumatic brain injuriesTraumatic brain injuries Other health impairments (such as ADD or ADHD)Other health impairments (such as ADD or ADHD)
What are a student’s legal What are a student’s legal rights for special education?rights for special education?
To qualify for special education an To qualify for special education an evaluation must determine: evaluation must determine:
(1)(1) that the child has one of the covered that the child has one of the covered disabilitiesdisabilities
(2)(2) that the child needs special education that the child needs special education or that the disability affects the or that the disability affects the education of the childeducation of the child
Biological factorsBiological factors
There are no definitive research There are no definitive research studies that point to a particular studies that point to a particular problem in the brain that can lead to problem in the brain that can lead to autism or Asperger’s Syndromeautism or Asperger’s Syndrome
Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth website: Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth website: http://www.kidshealth.orghttp://www.kidshealth.org
Family FactorsFamily Factors
Asperger’s Syndrome is not related Asperger’s Syndrome is not related to parenting practices or how a child to parenting practices or how a child is raised by his or her parentsis raised by his or her parents
Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth website: Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth website: http://www.kidshealth.orghttp://www.kidshealth.org
Don’t try this at home (or Don’t try this at home (or school)!school)!
Don’t use humor, sarcasm or idioms Don’t use humor, sarcasm or idioms without explaining what you meanwithout explaining what you mean
Don’t ignore the student’s complaints, Don’t ignore the student’s complaints, no matter how menial they seem to youno matter how menial they seem to you
Don’t randomly change the child’s Don’t randomly change the child’s schedule, routine or rituals without schedule, routine or rituals without previous notice to the childprevious notice to the child
Don’t confront the child in a public Don’t confront the child in a public settingsetting
Don’t ignore or minimize the signs and Don’t ignore or minimize the signs and symptoms … Ignoring negative symptoms … Ignoring negative behavior doesn’t make it go away!behavior doesn’t make it go away!
Now what?Now what?
Now that you’ve figured out what Now that you’ve figured out what not not to do, let’s unpack those tools that to do, let’s unpack those tools that will help you in your classroom …will help you in your classroom …
How do I help my students?How do I help my students?
There are 5 domains that need to be There are 5 domains that need to be addressed. They include addressed. They include
communication skills, social communication skills, social interaction skills, sensory skills, interaction skills, sensory skills,
behavior skills and academic skillsbehavior skills and academic skills
Communication SkillsCommunication Skills
What does the problem look like?What does the problem look like? Difficulty asking for help or figuring out Difficulty asking for help or figuring out
what the task iswhat the task is Easily confused by complex directionsEasily confused by complex directions Talking at the same time as othersTalking at the same time as others Making statements that seem “out of Making statements that seem “out of
the blue”the blue” Saying things that seem disrespectful, Saying things that seem disrespectful,
inappropriate or argumentativeinappropriate or argumentative
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Communication SkillsCommunication Skills How do I help?How do I help?
Break complex directions down into Break complex directions down into “smaller pieces”“smaller pieces”
Repeat instructions, being careful not to Repeat instructions, being careful not to rephrase because the student may be rephrase because the student may be processing your first requestprocessing your first request
Make clear, precise statementsMake clear, precise statements Explain sarcasm, metaphors, idioms and Explain sarcasm, metaphors, idioms and
words with a double meaningwords with a double meaning Help the student find a phrase or signal for Help the student find a phrase or signal for
when he or she does not understand when he or she does not understand directionsdirections
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Social Interaction SkillsSocial Interaction Skills What does the problem look like?What does the problem look like?
Inability to read facial cues or body Inability to read facial cues or body languagelanguage
Unable pick up on verbal and non-verbal Unable pick up on verbal and non-verbal social cuessocial cues
Difficulty making small talk or Difficulty making small talk or conversationconversation
Trouble understanding emotions of Trouble understanding emotions of themselves and othersthemselves and others
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Social Interaction SkillsSocial Interaction Skills
How do I help?How do I help? Protect the student from bullying and teasingProtect the student from bullying and teasing Pair the student with a buddy who can act as Pair the student with a buddy who can act as
a “social mentor”a “social mentor” Know the difference when he is isolated by Know the difference when he is isolated by
choice and when he is isolated because peers choice and when he is isolated because peers won’t include himwon’t include him
Explain Asperger’s Syndrome to classmatesExplain Asperger’s Syndrome to classmates Help the student understand the use of humorHelp the student understand the use of humor
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Sensory SkillsSensory Skills What does the problem look like?What does the problem look like?
Increased sensitivity to sound, light, Increased sensitivity to sound, light, taste, touch and smelltaste, touch and smell
A student with AS is prone to notice the A student with AS is prone to notice the tapping of a pencil or the humming of the tapping of a pencil or the humming of the overhead fluorescent lightoverhead fluorescent light
Sensitivities may make her anxious, Sensitivities may make her anxious, stressed or over-reactstressed or over-react
Difficulty staying focused because of Difficulty staying focused because of sensitivitiessensitivities
The need to deal with the sensitivity The need to deal with the sensitivity quickly because she may get quickly because she may get overwhelmed and over-react overwhelmed and over-react Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website:
http://www.aspergertips.comhttp://www.aspergertips.com
Sensory SkillsSensory Skills How do I help?How do I help?
Predict sensory/environmental changes and Predict sensory/environmental changes and make the student aware of them before they make the student aware of them before they occur, giving him or her a chance to prepare occur, giving him or her a chance to prepare and adjustand adjust
Provide a personal, quiet space for the student Provide a personal, quiet space for the student to relax and collect his or her thoughtsto relax and collect his or her thoughts
Allow the student to have a calming item to Allow the student to have a calming item to use when experiencing sensory issues (i.e. a use when experiencing sensory issues (i.e. a stress ball, worry rock, etc)stress ball, worry rock, etc)
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Behavior SkillsBehavior Skills What does the problem look like?What does the problem look like?
EgocentricEgocentric Easily annoyed, agitated and impatientEasily annoyed, agitated and impatient Tendency to state exactly what is on his Tendency to state exactly what is on his
mindmind Mood swings – withdrawn and unable to Mood swings – withdrawn and unable to
engage at times, and hyper at other timesengage at times, and hyper at other times A perfectionist – really hard on himself or A perfectionist – really hard on himself or
others when a mistake is madeothers when a mistake is made Inclination to get “stuck” thinking about a Inclination to get “stuck” thinking about a
problem or special interestproblem or special interestAsperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website:
http://www.aspergertips.comhttp://www.aspergertips.com
Behavior SkillsBehavior Skills
How do I help?How do I help? Model acceptance of the student for her peersModel acceptance of the student for her peers Don’t take the student’s comments personallyDon’t take the student’s comments personally Use the student’s special interest to engage Use the student’s special interest to engage
her in conversation or class discussionher in conversation or class discussion Be consistent and clear in your expectationsBe consistent and clear in your expectations Teach the student replacement behaviors for Teach the student replacement behaviors for
when she is frustrated, angry or anxiouswhen she is frustrated, angry or anxious
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Academic SkillsAcademic Skills What does the problem look like?What does the problem look like?
Strong in concrete subjects such as math Strong in concrete subjects such as math and science, while weak in abstract areas and science, while weak in abstract areas such as language artssuch as language arts
Unable to find the “main idea”, because Unable to find the “main idea”, because everything is important to himeverything is important to him
Avoiding a certain subject he is Avoiding a certain subject he is uncomfortable with or uncertain ofuncomfortable with or uncertain of
Over-stimulated by lengthy activitiesOver-stimulated by lengthy activities
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Academic SkillsAcademic Skills How do I help?How do I help?
Be calm, matter-of-fact and predictable Be calm, matter-of-fact and predictable when teachingwhen teaching
Give materials/directions orally and Give materials/directions orally and visuallyvisually
Use concrete examples when teachingUse concrete examples when teaching Use predictable classroom routines, rules Use predictable classroom routines, rules
and expectationsand expectations Provide frequent, positive feedbackProvide frequent, positive feedback
Asperger’s Syndrome. Retrieved September 22, 2007, Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: from Asperger’s Trips website: http://www.aspergertips.comhttp://www.aspergertips.com
Case Study Part 2Case Study Part 2
Break into groups of 3-4. Each group Break into groups of 3-4. Each group will be assigned a learning domain. will be assigned a learning domain.
Use only your assigned learning Use only your assigned learning domain to analyze the case study, find domain to analyze the case study, find
the “issue” that pertains to your the “issue” that pertains to your learning domain and write some ways learning domain and write some ways that Mrs. Gale can effectively handle that Mrs. Gale can effectively handle the situation based on the domains the situation based on the domains
that were discussed.that were discussed.
What can I do for parents?What can I do for parents?
Check out the brochure and reading Check out the brochure and reading list in your study guide packet … list in your study guide packet … they are great resources to pass they are great resources to pass
along to parents who have a child along to parents who have a child with Asperger’s Syndrome!with Asperger’s Syndrome!
Where can I find more help Where can I find more help in Pittsburgh?in Pittsburgh?
The Watson InstituteThe Watson Institute
301 Camp Meeting Road301 Camp Meeting Road
Sewickley, PA 15143Sewickley, PA 15143
(412) 741-1800(412) 741-1800
www.thewatsoninstitute.orgwww.thewatsoninstitute.org
Western Psychiatric Institute and ClinicWestern Psychiatric Institute and Clinic
3811 O’Hara Street3811 O’Hara Street
Pittsburgh, PA 15213Pittsburgh, PA 15213
(412)624-2000(412)624-2000
www.wpic.upmc.comwww.wpic.upmc.com
Where can I find more Where can I find more help?help?
MAAP Services for Autism, Asperger’s and PDDMAAP Services for Autism, Asperger’s and PDDP.O. Box 524P.O. Box 524
Crown Point, IN 46308Crown Point, IN 46308(219)662-1311(219)662-1311
www.maapservices.orgwww.maapservices.org
Autism Network International (ANI)Autism Network International (ANI)P.O. Box 35448P.O. Box 35448
Syracuse, NY 13235-5448Syracuse, NY 13235-5448http://ani.autistics.orghttp://ani.autistics.org
Autism Society of AmericaAutism Society of America7910 Woodmont Avenue7910 Woodmont Avenue
Suite 300Suite 300Bethesda, MD 20814-3067Bethesda, MD 20814-3067
800-3AUTISM800-3AUTISMwww.autism-society.orgwww.autism-society.org
Where can I find more Where can I find more information?information?
www.mental-health-www.mental-health-resources.comresources.com
www.autismhelp.infowww.autismhelp.info
www.aspergertips.comwww.aspergertips.com
www.aspergersyndrome.orgwww.aspergersyndrome.org
www.autism.orgwww.autism.org
www.specialfamilies.comwww.specialfamilies.com
www.kidshealth.orgwww.kidshealth.org
ReferencesReferencesAsperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Syndrome. Retrieved September 22, 2007, from
Autism Speaks website: Autism Speaks website: http://www.autismspeaks.org/navigating/index.phphttp://www.autismspeaks.org/navigating/index.php
Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Syndrome. Retrieved September 22, 2007, from Asperger’s Trips website: http://www.aspergertips.comAsperger’s Trips website: http://www.aspergertips.com
Asperger Syndrome. Retrieved September 15, 2007, from Asperger Syndrome. Retrieved September 15, 2007, from KidsHealth website: http://www.kidshealth.orgKidsHealth website: http://www.kidshealth.org
Asperger Syndrome Fact Sheet. Retrieved September 22, Asperger Syndrome Fact Sheet. Retrieved September 22, 2007, from National Institute of Neurological Disorders 2007, from National Institute of Neurological Disorders and Stroke website: and Stroke website: http://www.ninds.nih.gov/disorders/aspergerhttp://www.ninds.nih.gov/disorders/asperger
Photos retrieved September 25, 2007, from Stock Exchange Photos retrieved September 25, 2007, from Stock Exchange website: www.xsc.hu/website: www.xsc.hu/
What is Asperger’s Syndrome? Retrieved September 15, What is Asperger’s Syndrome? Retrieved September 15, 2007, from Tony Attwood website: 2007, from Tony Attwood website: http://www.tonyattwood.com/au/ad.htmlhttp://www.tonyattwood.com/au/ad.html
For More InformationFor More InformationContact:Contact:
Jessica YamnitzkyJessica Yamnitzky
[email protected]@pitt.eduGraduate Student, University of PittsburghGraduate Student, University of Pittsburgh
School of EducationSchool of Education
Applied Developmental PsychologyApplied Developmental Psychology