Asperger’s Syndrome & the Classroom

Asperger’s Syndrome & the Classroom ASPERGER’S VIDEO LARRY SCOTT Ken-Ton School District lscott2@kenton.k12.ny.us

What is Asperger’s Syndrome? • A developmental and neurological disorder • Mildest form of Autism • Impairment in communication and social interaction skills • Repetitive or restrictive patterns of thought and behavior • The number and intensity of symptoms varies from case to case

Communication • Difficulty initiating or sustaining conversation • Stereotyped and repetitive use of language • Difficulty talking about abstract concepts • May have difficulty with “why” and “what if” questioning • May have peculiar voice characteristics

Social Interactions • Non-verbal difficulty • May have limited use or understanding of non-verbal behavior • May not understand meaning of common facial expressions • Difficulty with age-appropriate peer relationships • Difficulty understanding emotions of self and others • Lack of spontaneous seeking to share enjoyment, accomplishments, interests with others • May appear to have a preference to be alone, when in actuality wants peer interaction

Behavior • Restricted, repetitive & stereotyped patterns of behavior and interests • Prefers routine and structured environments • May become upset with loud noises and/or demonstrate an intolerance for stimulating environments

Cognitive Profile • Often (not always) exhibit above average intelligence, sometimes quite gifted in verbal and/or visual perceptual ability • Expressive language often better developed than receptive language (can be hyperverbal) • Typical strengths: rote learning, spelling, sight word vocabulary, factual knowledge, math computation • Typical weaknesses: reading comprehension, verbal reasoning, character analysis, prediction, written work, differentiating relevant from irrelevant detail, difficulty generalizing skills from one setting to another

Challenges • Often targets of teasing / harassment from peers • Other adolescents begin to question authority while the student with an ASD is still in the mentality of following the rules • Being a stickler for the rules, the student with an ASD may correct another student who is breaking a rule • Other adolescents may misinterpret the ASD student’s behavior

Challenges • Depression & Anxiety • May become frustrated and disappointed by social difficulties • Sensory Processing Issues • May easily experience sensory overload which can affect learning

Educational Supports Communication • Break complex directions into smaller pieces • Repeat instructions when necessary • Make clear, precise statements • Explain sarcasm, metaphors, idioms, and words with double meaning • Help student find a phrase or signal for when he or she doesn’t understand

Educational Supports Social Interaction • Protect from harassment / teasing • Pair student with a “social mentor” • Identify when isolated by choice and when isolated because of peer exclusion • Explain Asperger’s to classmates • Help student understand humor • Utilize support from student counselor ,if necessary

Educational Supports Sensory Skills • Predict sensory/environmental changes and make student aware before they occur allowing preparation/adjustment • If necessary, provide personal, quiet space for student to relax and collect thoughts • Allow student to have a calming item to use when experiencing sensory issues (stress ball, drawing, drink of water, etc.)

Educational Supports Behavior Skills • Model acceptance of student for peers • Don’t take student’s comments personally • Use the student’s special interest to engage in conversation and learning • Be consistent with routine and expectations • If necessary, teach student replacement behaviors to manage frustration, anger, and anxiety

Educational Supports Academic Skills • Be calm, matter-of-fact and predictable • Check for comprehension & cue to relevant details • Provide visual aides when possible • Provide organizational assistance • Use concrete examples • Use predictable classroom routines, rules, and expectations • Provide frequent positive feedback • With group work may need to assign specific tasks for each student • Use nonverbal cues to refocus (i.e. pointing, close proximity, special signal, etc…)

References • Henry, K. (2005) How Do I Teach This Kid? • Jackson, L. (2002) Freaks, Geeks & Asperger Syndrome • Schmidt, C., & Heybyrne, B. (2004) Autism in the School-Aged Child. • Sicile-Kira, C. (2004). Autism Spectrum Disorders. • Smith Myles, B., & Andreon D. (2001) Asperger Syndrome and Adolescence • Yamnitzky, J. (2007), University of Pittsburgh

Asperger’s Syndrome & the Classroom