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Asperger’s Syndrome

Asperger’s Syndrome. EEX 6107 Jessica Martin Heather Sargent Toneka Smith. Characteristics of Asperger’s Syndrome. Under DSM-IV : Qualitative impairment in social interactions (must have at least two) Use of multiple nonverbal behaviors

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Asperger’s Syndrome

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  1. Asperger’s Syndrome EEX 6107 Jessica Martin Heather Sargent Toneka Smith

  2. Characteristics of Asperger’s Syndrome Under DSM-IV: • Qualitative impairment in social interactions (must have at least two) • Use of multiple nonverbal behaviors • Failure to develop peer relationships appropriate to their developmental age • Lack of spontaneous seeking to share with others • Lack of social or emotional reciprocity • Restricted repetitive and stereotyped patterns of behavior (must have at least one) • Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in either intensity or focus • Apparently inflexible adherence to specific nonfunctional routine or rituals • Stereotyped and repetitive motor mannerisms • Persistent preoccupation with parts of objects

  3. Additional Characteristics • Even though parents can trace concerns to 30 months of age, Asperger’s Syndrome is not typically diagnosed until 11 years of age • Often speak at the expected age and IQ is typically average to above average • May have poor motor skills, exhibit hyperactivity, abnormal eye contact • Could possess an abnormal amount of factual information • May not display appropriate emotions for certain situations • Concepts are understood to be black or white in nature (no gray areas)

  4. Impact on speech and language development • May have a hard time expressing their thoughts • Typically do not understand sarcasm, innuendo, or double meaning and have a hard time reading body language and social clues • Have difficulty with social interaction • Have difficulty with pragmatics (use of language), semantics (multiple meanings), and prosody (pitch stress, and rhythm of speech • While most children with AS demonstrate average or above intelligence, they often struggle in classrooms due to their literal thinking and poor problem-solving skills • During reading and English, they may have trouble identifying themes in stories or be unable to recognize the feelings of a character in a book because their thinking is concrete and the tasks involve thinking about abstract concepts. • Most children with AS receive speech and language services in schools, often for being hyper-verbal or for lacking the ability to hold two-way conversations

  5. Impact on second language acquisition • Teaching students with Asperger’s Syndrome a second language is even more difficult because most of these students have difficult with these areas of language • Students may have difficulty with pragmatics ( use of language), semantics (multiple meanings), and prosody (pitch, stress, and rhythm of speech • Using many concrete examples, like pictures and manipulatives, are essential. • Act out or demonstrate examples and non-examples of new words

  6. Intervention and strategies for teachers • Provide a clear structure and daily routine • Assist with transitions by providing warnings or signals • Avoid using unclear and ambiguous language • Repeat instructions and check for understanding • Use a variety of presentation methods • Specifically teach social rules and skills via social stories/scripts • Ensure that all staff members are consistent in their approach and link information to be obtained with preferred items or activities • Minimizing or removing distracters • Recognize that changes in behavior may be an anxiety response due to stressful triggers • Teach peers how to treat the student with AS in a gentle manner, while ignoring odd/peculiar behavior if possible

  7. Resources for teachers • The Hidden World of Autism: Writing and Art by Children with High-Functioning Autism Rebecca Chilvers London: Jessica Kingsley Publications 2007, 128pp Paperback £15.95 ISBN 978-184310451-3 • Asperger’s Syndrome in the Inclusive Classroom. Advice and Strategies for Teachers Stacey W. Betts, Dion E. Betts and Lisa N. Gerber-Eckard London: Jessica Kingsley Publishers 2007, 158pp Paperback £11.99 ISBN 978-184310-840-5 • http://www.ucf-card.org/ • http://www.autismfl.com/

  8. References • Schnur, J. (2005). Asperger’s Syndrome in children. Journal of the American Academy of Nurse Practitioners, 17(8), 302-308. • Betts, S.W., Betts, D.E., & Gerber-Eckard, L.N. (2008). Asperger’s Syndrome in the inclusive classroom: advice and strategies for teachers. Support for Learning, 23(3), 164-164. • Mosteller, R. (2008, September). WHEN A STUDENT HAS ASPERGER'S. Instructor, 118(2), 46-49. Retrieved September 22, 2009, from Professional Development Collection database. • Gibbons, M., & Goins, S. (2008, June). Getting to Know the Child with Asperger’s Syndrome. Professional School Counseling, 11(5), 347-352. Retrieved September 22, 2009, from Professional Development Collection database. • http://www.mugsy.org/connor1.htm • http://successfulteaching.blogspot.com/2009/07/teaching-students-with-autism-spectrum.html

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