Presentation Transcript

1. Asperger’s Syndrome and High Functioning Autism

2. Asperger’s Syndrome and HFAObjectives Have an understanding what the Autism Spectrum is Identify some typical characteristics Asperger’s Recognize normal responses and someone diagnosed with Asperger Brian Social Environment Construct simple strategies for the classroom
3. “If you have seen one person with Autism, you have seen one person with Autism.” Myles, 2000
4. Norman Rockwell Photo Egocentric thought….similar to children.
5. 1. Find X 3x=12 Typical Response: 4 ASD Response: Concrete, literal thinker
6. Autism Spectrum Disorder
7. Asperger’s Syndrome and HFAWhat is it? Diagnosis = Impairments in social interaction Stereotyped or restricted behaviors (in activities and/or interests) No delays in cognitive or language development Typical characteristics = Preoccupation with or narrow subject One-sided conversation (little professor) Restricted prosody (mechanical, robotic) Physical clumsiness, low tone Sensitivity to light, sound, touch Proposed Changes: Eliminate Asperger's and Diagnose Autism Spectrum Disorder (degrees)
8. Asperger’s Syndrome and HFAWhat does it look like? Intelligent – good memory Logical thinker – good at details and procedures Reliable, punctual, on-task Thinks in concrete or literal terms – not in the abstract Doesn’t get sarcasm, idioms, or metaphors Challenges with problem-solving/higher level thinking Finds social situations confusing – doesn’t get social subtleties (i.e., body language, facial expressions, nonverbal cues) Tends not to make small talk Focuses on self interests – doesn’t reciprocate Lacks empathy – doesn’t understand others’ perspectives Has difficulty making friends – is often rude Stresses when routines are changed – inflexible, repetitive May be easily annoyed or easily frustrated Reacts without thinking of consequences
9. Asperger’s Syndrome and HFAWhat else is going on?
10. Individuals with Asperger’s… Want to be social, they just don’t know how. Brain wired differently (not a mental illness) Main priority = own hobbies or interests Don’t know all the “rules behind the rules” Thus…uneasy in groups and social conversations Grandin: “anthropologist on Mars” Joliffe: “like being an alien”
11. Individuals with Asperger’s…The Brain “Neurological dysfunction of unknown ideology” fMRI shows when information is presented it takes 7x longer for ASD individuals to process What do you see?
12. Individuals with Asperger’s…The Social World One student says he saw a movie this weekend. Typical response: “How was it?” Asperger’s response: “Star Wars is my favorite…” and continued conversation despite the rest of the group’s interest Student says “I got into a car accident this morning.” Typical response: “Sorry to hear that. Are you okay?” Asperger’s response: “How fast were you going?” or trivia about NASCAR or the number of accidents in a year Student says “I need to rein it in before I lose my mind.” Typical response: [serious] “Can I help?” or [sarcastic] “Yeah, you obviously need to get a grip! Let’s let loose this weekend.” Asperger’s response: either doesn’t understand the statement, frowns at the group, or visualizes losing a mind around reins
13. Asperger’s Syndrome and HFAWhat can instructors do to support? Know student and integrate his/her interests Provide clear, simple, direct conversation (less words) Use visuals (schedules, directions, when to start/finish) Assist with content that requires inference Be cautious not to rush “think time” for questions/readings Give boundaries, structure to expectations Tasks (Calendar, Organizers) and Behavior (Guides, Models) Access to notes, outlines, content prior to & after class Offer extended time and private space for tests Use technology, devices, computers especially for writing Direct to quiet, safe places on campus (cubical, library) Establish peer support group models (ADA) Connect with deans/admissions officers
14. Case Studies Handling impulses for noise, words De-escalate strategies (focus on replacement) Getting students to engage in task instead of preferred activity (if-then agreement) Work completion, getting through course from start to finish, breaking assignments down Balance between life skills and expectations Self-advocate/self-monitor/self-manage Visual strategies – Venn Diagrams, Graphic Organizers, KWL Charts, Preview Vocabulary, Chunking, Scaffolding, Mnemonics, Checklists
15. Handling Behavior Problems Avoid aversivesif possible - can add to stress Focus on reinforcing appropriate behaviors and replacing undesireable behaviors Don’t label (“You look angry”) Don’t sound vague (“Be polite”) Be specific: At this time we are ____ I expect _____. Be empathetic: I am sorry you are ____. Be supportive : I’d like to schedule a time to talk to you about this. Be proactive: This was hard. Instead of ____ you could ____ Why is it happening? (what’s the reason) Prevention is the best intervention. http://www.relationalturningpoints.org/uploads/Resources_-_Preventing_Conflict.pdf
16. Asperger’s Syndrome and HFAWhat are resources for instructors? www.mucollegesupport.blogspot.com http://www.education.com/topic/aspergers/ Temple Grandin – Doctor of Animal Science at the Colorado State (Thinking in Pictures) http://www.autism-society.org/about-autism/aspergers-syndrome/resources/ http://www.yourlittleprofessor.com/college.html
17. References Harpur, Lawlor, Fitzgerald. Succeeding in College with Asperger Syndrome (2002) Bedrossina, Pennamon. College Students with Asperger Syndrome: Practical Strategies for Academic and Social Success (2007) Organizations for Autism Research http://www.usautism.org/