Asperger Syndrome Characteristics & Considerations Dickey LaMoure Special Education Unit

1. Asperger Syndrome Characteristics & Considerations Dickey LaMoure Special Education Unit

2. Introduction • Asperger Syndrome was named after a Viennese physician, Hans Asperger • published a paper in 1944 describing a pattern of behaviors in several young boys who had normal intelligence and language development, but who exhibited autistic-like behaviors with marked deficiencies in social and communication skills. • It was not added to the DSM-IV until 1994

3. Boys are far more likely to be affected than girls. Ratio of boys to girls is 10:1

4. AS affects people in the average to above-average ability range. Prevalence is thought to be in the realm of 36 per 10,000 persons.

5. What is Asperger Syndrome? • A pervasive developmental disorder, characterized by… • An inability to understand how to interact socially; • Clumsy and uncoordinated motor movements; • Social impairment with extreme obtuseness; • Limited interests and/or unusual preoccupations; • Repetitive routines or rituals; • Speech and language peculiarities; • Non-verbal communication problems; • Few facial expressions apart from anger or misery.

6. Asperger Syndrome:Characteristics • Most have excellent rote memory and musical ability; • Typically become intensely interested in one or two school subjects; • Tend to be in their own world; • Preoccupied with their own agenda; • Difference between high-functioning autism and AS: generally AS children do not have early language delays

7. Asperger Syndrome:Characteristics • Social: • Marked deficiencies in social skills; • Difficulty reading other’s emotions and difficulty showing emotions; • See themselves as adults, instead of kids; • Difficulty detaching mind from mouth; • Easy targets for being teased, bullied and taken advantage of; • May have attention seeking behaviors; • Unable to “read” people; cannot understand nonverbal cues (body language); • Difficulty determining body space…

8. Asperger Syndrome:Characteristics • Learning: • Visual learners - demonstration or modeling works best; • Need time to process information, questions and conversation; • Do not understand the “unwritten” rules; • Need to have things explained in concrete terms.

9. Asperger Syndrome:Characteristics • Emotional/Behavioral • Have difficulties with transitions or changes; prefer SAMENESS; • Often have obsessive routines; • May be preoccupied with a particular subject or interest; • Generally not motivated, unless the activity is purposeful to them; • Often overly sensitive to sounds, tastes, smells, etc.; • May prefer soft clothing; • Often develop low self-esteem and depression.

10. Strengths of Children with Aspergers • High expectations of themselves and their own work (+’s and -’s to this); • Seem to learn well with/on computer; • Good long term memory (especially facts); • Strong visual skills; • Purpose-driven (do well when they see a purpose in the activity); Need to understand “why” something is the way it is. • Difficult for these children to lie;

11. Common Adaptations for Asperger Children • Explain things in concrete, specific terms; • Post rules, indicating what can and cannot be done; • Teach social skills directly; • Give concrete, specific directions; • Provide a schedule (visual); • Break tasks into smaller steps.

12. Common Adaptations for Asperger Children • Use visual cues to remind child to quiet his/her voice; • Use preferential seating; • Give frequent, specific verbal praise; • Implement a buddy system (change it as often as possible); • Break the text or the worksheet into sections, if needed.

13. Common Adaptations for Asperger Children • Design multiple choice or matching tests; limit essays questions; • Allow breaks when anxiety or frustration is apparent; • Check for understanding (don’t assume they understand when they repeat what they hear); • Provide a safe, predictable environment; • Minimize transitions.

14. Programming Suggestions • Keep consistent routines (avoid surprises); • Expose new situations and experiences a little at a time • In higher age groups, educate peers about the child with AS when social ineptness is severe; • Create cooperative learning groups to emphasize the proficient academic skills of the AS child;

15. Programming Suggestions • Teach social skills, social cues and how to read emotions; • Foster involvement with others. • Give assignments that link the interests of the AS child to the material (ex: link social studies assignments with an interest in trains); • Use the child’s fixations to broaden his/her repertoire of interests (ex: rain forest animals - their homes - people who destroyed the animals’ homes);

16. Programming Suggestions • Remember—AS children often have strong reading skills, but poor comprehension; • Watch for signs of the child becoming overwhelmed; • Be alert to changes in behavior that would indicate depression; • Recognize that AS children are emotionally fragile and need a highly structured environment.

17. Remember: The first step in coping with any disorder is understanding.

18. The End