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Asperger’s Syndrome

Asperger’s Syndrome. Lora Anderson. What is Asperger’s Syndrome?. A neurological disorder It is on the “high end” of the Autism spectrum. Characteristics. Symptoms range from mild to severe Severe and sustained impairment in social interactions

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Asperger’s Syndrome

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  1. Asperger’s Syndrome Lora Anderson

  2. What is Asperger’s Syndrome? • A neurological disorder • It is on the “high end” of the Autism spectrum

  3. Characteristics • Symptoms range from mild to severe • Severe and sustained impairment in social interactions • Development of restrictive and repetitive patterns of behavior, interests, and activities • Difficulty with transitions and changes

  4. Difficulty reading body language Normal IQ (>70) Rich vocabulary Very literal Overly sensitive to: smells sights sounds tastes More Characteristics

  5. Asperger’s Syndrome is NOT Autism! • No significant delays in language • No delays in cognitive development • Can develop age-appropriate self-help skills

  6. Prevalence • Limited information available, possibly 20 per 10,000 live births • 3-4 times more likely in males • 5 times more common than Down Syndrome • 3 times more common than Juvenile Diabetes

  7. Diagnosis • Usually diagnosed between ages 5-9 • Appears to run in families • Lifelong disorder

  8. Commonly misdiagnosed • Tourette’s Syndrome • Autism • Attention Deficit Disorder • Oppositional Defiance Disorder • Obsessive Compulsive Disorder

  9. Common Treatments • St. John’s Wort Tea • Haldol • Ritalin • Vitamins

  10. Common Therapies • Anti-yeast therapy • Auditory training • Lovaas Method (behavior modification) • TEACCH (behavior management system) • Speech Therapy • Occupational Therapy

  11. How do I communicate with this student?

  12. Provide social supports

  13. What kind of environment should I provide? • Must be predictable and safe • Minimal transitions • Remove student from stressful situations if necessary • Provide personal space for relaxation or sensory integration exercises

  14. Use timer or other visual cues Give student choices (not too many: 2-3) Provide immediate, concrete reinforcement Do not discipline because of behaviors related to Asperger’s How can I help this student with his behavior?

  15. Always remember: • Be positive • Be creative • Be flexible

  16. Resources • www.asperger.org • www.aspergers.com • www.aspennj.org • www.udel.edu

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