A Brief Introduction to Asperger’s Syndrome

1. A Brief Introduction to Asperger’s Syndrome

2. Asperger’s Syndrome • Considered to be part of the autistic spectrum • Prevalence – ratio of males to females in the region of 10:1

3. So what is Asperger’s Syndrome? The condition is generally regarded as a ‘triad of impairments’. Individuals with the syndrome have difficulties in three distinct areas: • Impairment of social interaction • Impairment of social communication • Impairment of social imagination – flexibility of thought

4. Social relationships • Making friendships • Cues that invite social interaction • Turn taking in general conversations • Spatial awareness

5. Strategies to try • Buddy system • Conventions of conversations (e.g. look at student’s favourite TV programmeand discuss) • Set definite body space rules

6. Social relationshipsMaking sense of other people • Non-verbal cues • Double meanings • Joining in conversations • Building on the contribution of the speaker • Blurting out • What others think and feel • Inappropriate social behaviour

7. Strategies to try • Conventions (meet and greet) • Encourage peer tolerance • Time spent in less structured environments monitored • Explanation /assistance regarding pauses • Devise an agreed signal • Check learner’s hearing • Devise cues • Self-evaluation • Reward

8. Social CommunicationNot responding to instructions • Difficulties with group instructions • Appearing to listen • Poor motivation • Literal interpretations (Group task - record as many as you can think of)

9. Strategies to try • Mention learner’s name • Use visual cues (e.g. whiteboard) • Check learner’s understanding of instructions • Check student’s hearing and surroundings (hypersensitive to sound)

10. Strategies to try • Use simple, short, and direct sentences • Encourage learner to monitor their understanding • Emphasise what you want rather that what you don’t want

11. Social relationshipsObsessive topics of conversation • Common feature • Reduces anxiety • An attempt to engage in conversation

12. Strategies to try • Use as an incentive • Praise and attention • Find an opportunity to share interest • Distraction calming strategies (tangle toy/stress ball)

13. Social imaginationFlexibility of thoughtInsisting on rules • Rules that can be bent - anxiety provoking • Sense of order and stability • Inappropriate comments • Set order - provides security and comfort • Compulsion to complete things

14. Strategies to try • Try to keep to routine and structure • Reassure the learner they can complete whatever they are doing - tell them when • Try and make small changes

15. Top tips to maximise learning • Simplify language • Give one instruction at a time, not a sequence • Keep facial expressions and gestures simple and clear • Give the learner time to respond • Allow for the learner wanting solitude

16. Top tips to maximise learning • Use additional visual cues to help the learner understand • Be sensitive to the learners attempts to communicate • Set up situations which may encourage the learner to attempt to communicate • Offer maximum consistency of approach • Go at the learner’s pace when trying to develop interaction- you may need to ‘move down’

17. Top tips to maximise learning • Assist the learner to understand what is expected of them by having clear, predictable routines • Introduce any changes gradually • Results and progress may be slow - DON’T GIVE UP ! (It often takes a long time to form a relationship) • If all else fails, leave alone. Tomorrow is another day

18. Joe Powell ( The Guardian 2010) • NOW’T SO QUEER AS FOLK

19. Thank you for taking part in this session Any questions?