Aspergers DisorderBy Eric Man, Will Tam, Ashley Neels & Dave Grender

Asperger’s Syndrome: Real Story

Watch this video.

Hans Asperger“Dr. Hans

Asperger, the Austrian pediatrician after whom Asperger Syndrome is named”

Autism Spectrum

Autism Spectrum

How is it categorized? Asperger Syndrome is considered to be a mild

form of autism

Current Practices in B.C Jurisdictions

All B.C Jurisdictions are held to standards in by the Government.

The Diagnostic criteria for 299.80 Asperger’s Disorder is created by the “Autism Inservice & Training Manual” – Provincial Resource Program for Autism and Related Disorders

A 10-year old with Aspergers

Let’s watch Dean talk about his disorder

Signs and Symptoms

4 key dimensions of Asperger Syndrome Social Isolation Impaired Social Interaction Impaired Non-Verbal Communication Speech and Language Peculiarities

(Szatmari, Bermneer and Nagy, 1998)

Signs and Symptoms

Social Isolation No close friends Avoids other people No interest in making friends A loner

Signs and Symptoms

Impaired Social Interaction Approaches others to fulfill personal needs Clumsy social approach One-sided responses to peers Difficulty sensing feelings of others Indifference to the feelings of others

Signs and Symptoms

Impaired Non-Verbal Communication Limited facial expressions Unable to read emotions through facial

expressions Inability to convey message with eyes Avoids looking at others Does not use hands to aid expression Large and clumsy gestures Infringes on other people's physical space

Signs and Symptoms

Speech and Language Peculiarities Abnormalities of inflection Over-talkative Non-communicative Lack of cohesion to conversation Idiosyncratic use of words (uses words in a

different way from the normal meaning of words)

Repetitive patterns of speech

Making Sense of Behaviour and Planning Ways to Help

• 7 Steps:

1. What is the Problem? Explore with teachers, SEAs, parentsAsk: “What behaviours do you want different?”

Be specific

When analyzing the specified behaviour, consider:

Situations and settings: o Locationo Characteristics of roomo Surrounding people or unpleasant? What are the timings in relation to other things?

When does it not happen?

Mindblindness:o Ability to consider another’s point of view, feelings, and needs?o Ability to communicate needs

Getting the gist: o Understanding of occurrences, events, etc and their associated patterns

Imagination: o Influences of imagination on behaviour

Preoccupations and sensory experiences:o Classroom environmento Incoming sensory stimuli

2. Why does this student behave this way?

Step 2 Continued:Considerations continued:

Social interaction:o Ability to communicateo Influences of interactions with people on student’s behaviour

Emotions:o Temperament – tendencies re. anxiety and mood o Reasons for being upset – memories, bad dreams, illness, tiredness, boredom

●Sameness: o Routines – need to change or have changed

Responses:o response of others to student’s behaviour – immediately after and further in future

●Benefits: o positive outcome that happen for anyone

3. What is the goal? When determining your

behaviour change goal, consider:

o Your specific aim o Benefits of this

behaviour change – you, child, both

o Give a thought to the future..

o The SMART criteria:

4. Plan strategies Consult with:

Parents Resource Teachers and SEAs Teachers Outside professionals

Brainstorm numerous ideas Be creative, think outside the box

Choose strategy or combo of strategies Realistic Possible to carry through

5. Checking

When you have a plan, check: benefits for everybody concerned Costs

emotions time resources

Potential conflicts Identify Plan ways of dealing with said

6. Put the plan into action! 7. Monitor progress

Strategies into action Remain positive Observe and evaluate If the plan falls short:

o Perform first 5 steps againo Consider:

• when • where • why

o Plan additional strategies.

General StrategiesGive no pressure!•Allow extra time before/after instruction for the students to organize his/ her materials•Allow student to write down assignments at the beginning of the class rather than at the end Give extended time to write exams Differentiated teaching!

• Use illustration and models to guide the student’s learning• Make the lesson hands-on , using visuals.

Lessen use of muscles!

• Provide an extra set of books for the student so he/she doesn’t have to carry so many to/ from school • Allow student to use the computer for writing assignments / tape record responses on a tape recorder for lengthy responses.

General Strategies Cont’

Some examples from the BC Ministry of Education for Strategies are…

1) Most children with Asperger's Disorder use and interpret speech quite literally. Until you know the word processing capabilities of the student from personal experience, avoid: "cute" names such as Pal, Buddy, Wise Guy, etc.; idioms ("save your breath," "jump the gun," "second thoughts," etc.); double meanings; sarcasm; and teasing.

Be as concrete as possible. Avoid using vague questions like, "Why did you do that?" Avoid essay-type questions. They rarely know when they have said enough or if they are properly addressing the core of the question.

Subject-Specific Strategies

Social Studies: • Very abstract (history, human condition, social and

cultural phenomena, and current events)

Give less materials!• Provide brief summaries, leaving some blanks, to engage

students while limiting the amount of information the student is exposed• blanks would emphasize the importance of the terms

and would appear on the test. (less material for student to focus on)

• Eliminate the extraneous material so students can focus on the main points of the lesson and be manageable.

Subject-Specific Strategies

Science:

Give no surprises!

• Students may feel nervous/fearful in a lab because of the unpredictability of the lab experiments.

• Give brief description of the lab a week in advance. Then students can receive another sheet explaining the outcome of the lab a day prior to the lab.

• Give the facts of the lab and the results so that students can be familiar with the lab and knew exactly what is expected.

Subject-Specific Strategies

Language Arts:Lessen anxiety!• Students may have fears in everyday life that other people do

not consider Ex: unpredictable and potentially dangerous creatures

(dogs and bees)• Choose books that help students to learn about social skills

indirectlyEx: books that involve relationships between people

and/or the portrayal of appropriate interactions between people.

• Provide a brief summary of the book prior to reading.• Allow role-playing to demonstrate understanding of the book.

Subject-Specific Strategies

Art: Students have trouble following verbal multiple- step directions

Teachers should give written instructions

Different substances in art projects may feel uncomfortable

Ex: sensitive fingertips -> cannot tolerate the feeling of sand Teachers must know and consider the sensory difficulties when

designing ideas.

Subject-Specific Strategies

Physical Education:• Give extra attention to students’ poor muscle deficiency when

designing lessons• Write down the schedule and activities on a board to provide

a structure for the class and reassurance for the students with AS. Also explain the purpose of each of the activities and demonstrates the activities.

• Give out text regarding the rules and history of the sports.• Some students with AS may have trouble focusing when there

are loud noises • Teachers can give “quiet breaks” and also warn the

students before class if the teacher knows the activity will be particularly noisy on that day

Things to Look Out for

Stiming – Watch

Tantrums – http://gridskipper.com/travel/tantrums.gif

Work CitedWilliams, C. and Wright, B. (2004). How to Live With Autism and Asperger Disorder: Practical

Strategies for Parents and Professionals. Philadelphia, PA: Jessica Kingsley Publishers. Retreived October 21, 2011, from http://site.ebrary.com/lib/ubc/docDetail.action?docID=10082298

http://www.bced.gov.bc.ca/specialed/awareness/13.htm

DSM-IV – Diagnostic and Statistical Manual of Mental Disorders, 4th Ed.; American Psychiatric Association

Characteristics of High Functioning Autism (Cox, 1990)

Teaching Tips for Children and Adults with Autism - Temple Gradin

Useful Ideas for Interacting with persons with High Functioning Autism or Aspergers Syndrome