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Asperger’s Syndrome and High Functioning Autism

Asperger’s Syndrome and High Functioning Autism. Mandy Jansen Educational Autism Consultant CESA 7 jansena@chilton.k12.wi.us. ASD “Umbrella”. Asperger’s Syndrome (AS). No significant delay in early language development

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Asperger’s Syndrome and High Functioning Autism

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  1. Asperger’s Syndrome andHigh Functioning Autism Mandy Jansen Educational Autism Consultant CESA 7 jansena@chilton.k12.wi.us

  2. ASD “Umbrella”

  3. Asperger’s Syndrome (AS) • No significant delay in early language development • No clinically significant delay in cognitive development or other age-appropriate self-help skills (other than social) • Most commonly diagnosed in grades 2-3 due to more abstract/thinking skills • Train track vs automobile paths

  4. High Functioning Autism (HFA) • Delays in early language development • Features and characteristics onset prior to age 3 • Cognitive functioning within average range • Displaying characteristics of Autistic Disorder • One track mind

  5. AS and HFA in Education • School Age: • Known as “Little Professor Syndrome” • Both qualify under educational label of Autism • Similar educational programming and intervention strategies • Difficulties with social communication and interactions • Language comprehension/auditory processing differences • Sensory processing differences

  6. Strategies for Success • Foreshadow changes in Schedules • Use “rules” to enforce concepts • Match Student work time to their performance time • Use alternatives to writing in order to demonstrate competence • Teach Social Skills as part of curriculum • Remember there is no such thing as “common sense”

  7. Strategies for Success • Understand cycle of tantrums/meltdowns and try to prevent • AS/HFA is a reason, never an excuse • Schedule in down time • Have realistic expectations • No one is social all of the time • Success builds Success

  8. Strategies for Success • Share success between home and school • Focus activities on turn taking/ self management • Pick a goal and focus on one for each activity • Maintain Structure • Offer Choices when possible • Use a variety of stimuli in lessons

  9. Strategies for Success • Be Consistent • Stay Positive • Use Visual Supports whenever possible • Understand the function of a behavior • Use social stories, role playing, or videotaping to make abstract concepts concrete • Teach in a variety of setting for generalization

  10. Can Talk the Talk But NOT Walk the Walk

  11. LESS Is MORE When it comes to VERBAL

  12. Visuals are a prosthetic device NOT A crutch to be weaned from!

  13. Book Resources • How Rude! by: Alex J. Packer, Ph D • Asperger’s What it Means to Me by: Catherine Faherty • Freaks, Geeks, and Asperger’s Syndrome by: Luke Jackson • Power Cards by: Elisa Gagnon • Practical Solutions to Everyday Challenges for Children with Asperger’s Syndrome by: Haley Myles • The Hidden Curriculum by: Brenda Smith Miles

  14. Website Resources • www.cesa7.k12.wi.us/sped • www.thegraycenter.org • www.usevisualstrategies.com • www.asw4autism.org

  15. Sources Used • Brenda Smith Myles, University of Kansas • TEACCH center, Charlotte • Susan Stokes, CESA 6 Autism Consultant

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