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Aspergers Disorder

Aspergers Disorder. By 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 ”. What is Aspergers Disorder?.

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Aspergers Disorder

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  1. Aspergers Disorder By Eric Man, Will Tam, Ashley Neels & Dave Grender

  2. Asperger’s Syndrome: Real Story Watch this video.

  3. Hans Asperger • “Dr. Hans Asperger, the Austrian pediatrician after whom Asperger Syndrome is named”

  4. What is Aspergers Disorder? • “Asperger Syndrome is a developmental disorder falling within the autistic spectrum affecting two-way social interaction, verbal and nonverbal communication and a reluctance to accept change, inflexibility of thought and to have all absorbing narrow areas of interest” • http://aspergersyndrome.org/Articles/Asperger-Syndrome.aspx

  5. Signs and Symptoms Aspergers affects… • two-way social interaction • verbal and nonverbal communication • a reluctance to accept change • inflexibility of thought • Adept knowledge in narrowed fields

  6. Signs and Symptoms • 4 key dimensions of Asperger’s Syndrome • Social Isolation • Impaired Social Interaction • Impaired Non-Verbal Communication • Speech and Language Peculiarities (Szatmari, Bermneer and Nagy, 1998)

  7. Signs and Symptoms • Social Isolation • No close friends • Avoids other people • No interest in making friends • A loner

  8. 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

  9. 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

  10. 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

  11. Autism Spectrum

  12. Autism Spectrum

  13. How is it categorized? Aspergers is considered to be a mild form of autism

  14. Current Practices in B.C Juristictions

  15. A 10-year old with Aspergers Let’s watch Dean talk about his disorder

  16. Making Sense of Behaviour and Planning Ways to Help • 7 Steps: • What is the Problem? • Why is this student behaving this way? • What is the goal? • Plan Strategies • Checking • Plan into Action • Monitor Progress

  17. 1. What is the Problem? • Explore with teachers, SEAs, parents • Ask: “What behaviours do you want different?” • Be specific

  18. 2. 2. Why does this student behave this way? When analyzing the specified behaviour, consider: • Situations and settings: • Location • Characteristics of room • Surrounding people or unpleasant? What are the timings in relation to other things? When does it not happen? • Mindblindness: • Ability to consider another’s point of view, feelings, and needs? • Ability to communicate needs • Getting the gist: • Understanding of occurrences, events, etc and their associated patterns • Imagination: • Influences of imagination on behaviour • Preoccupations and sensory experiences: • Classroom environment • Incoming sensory stimuli • Social interaction: • ability to communicate • Influences of interactions with people on student’s behaviour • Emotions: • Temperament – tendencies re. anxiety and mood • Reasons for being upset – memories, bad dreams, illness, tiredness, boredom • Sameness: • Routines – need to change or have changed • Responses: • response of others to student’s behaviour – immediately after and further in future • Benefits: • positive outcome that happen for anyone

  19. 3. What is the goal? When determining the goal of your behaviour change, consider: • your specific aim • Benefits of this behaviour change – you, child, both • Give a thought to the future.. • Check that it meets the SMART criteria: • Specific. Be clear and specific • Measurable. Have an outcome or something that you can see and count • Achievable. Start with something that is possible to achieve. • Realistic. • Time limited. Be clear that this is something you would like to achieve in a certain time period.

  20. 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

  21. 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

  22. 6. Put the plan into action! 7. Monitor progress • Remain positive • Perform first 5 steps again • When the plan is not working consider: • when • where • why • plan additional strategies.

  23. Work Cited

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