Asperger’s SyndromeAsperger’s SyndromeResource Guide for Resource Guide for

TeachersTeachersPresented by Peggy YostPresented by Peggy Yost

Brandman University Brandman University Introduction to Autism Spectrum Introduction to Autism Spectrum

Disorders- Causes and Disorders- Causes and CharacteristicsCharacteristics

What is Asperger’s What is Asperger’s Syndrome?Syndrome?

• Asperger’s is classified as one of the autistic Asperger’s is classified as one of the autistic spectrum disorders (ASD). spectrum disorders (ASD).

• It is sometimes mistakenly diagnosed as It is sometimes mistakenly diagnosed as autism or attention deficit hyperactivity autism or attention deficit hyperactivity disorder.disorder.

• It was first described in the 1940s by It was first described in the 1940s by pediatrician Hans Asperger, but became pediatrician Hans Asperger, but became commonly known in the early 1980s.commonly known in the early 1980s.

• Usually it is diagnosed later than other Usually it is diagnosed later than other autism spectrum disorders, after age 3.autism spectrum disorders, after age 3.

• More prevalent in boys than girls (4:1 ratio)More prevalent in boys than girls (4:1 ratio)

Main Characteristics of Main Characteristics of Asperger’s Asperger’s

Triad of Impairments

SocialCommunication

Social Interaction Imagination

Features of Asperger’s Features of Asperger’s SyndromeSyndrome

• Lack of common senseLack of common sense• Naive social responsesNaive social responses• Intense interestsIntense interests• Superior use of grammar and vocabularySuperior use of grammar and vocabulary• Poor motor coordinationPoor motor coordination• HonestHonest• Repetitive routinesRepetitive routines• Enforcement of social rules (Rule Police)Enforcement of social rules (Rule Police)• Overly sensitive to sensory stimulus (sound, Overly sensitive to sensory stimulus (sound,

touch, smell, taste, sight)touch, smell, taste, sight)• Normal IQNormal IQ

Prevalence RatesPrevalence Rates

• Autistic Disorder: Autistic Disorder: 10 per 10,00010 per 10,000

• Asperger’s Asperger’s Syndrome: 2 per Syndrome: 2 per 10,00010,000

Observations by Hans Observations by Hans AspergerAsperger

• ““The nature of these children is revealed The nature of these children is revealed most clearly in their behavior towards most clearly in their behavior towards other people. Indeed their behavior in other people. Indeed their behavior in the social group is the clearest sign of the social group is the clearest sign of their disorder and the source of conflicts their disorder and the source of conflicts from earliest childhood.”from earliest childhood.”

• ““They all have one thing in common; the They all have one thing in common; the language feels unnatural, often like a language feels unnatural, often like a caricature, which provokes ridicule in caricature, which provokes ridicule in the naïve listener.”the naïve listener.”

Social Interaction Social Interaction AssessmentAssessment

• Interact with child: does he/she notice or Interact with child: does he/she notice or respond appropriately to specific social cues?respond appropriately to specific social cues?

• Observe in structured and unstructured social Observe in structured and unstructured social situations.situations.

• Is child developmentally appropriate?Is child developmentally appropriate?• Is child self absorbed?Is child self absorbed?• Does child have own sense of humor?Does child have own sense of humor?• Does child have difficulty reading facial Does child have difficulty reading facial

expressions, body language and tone of voice of expressions, body language and tone of voice of others?others?

• Lack of remorse or empathy for others in Lack of remorse or empathy for others in distress?distress?

Speech and Language in Speech and Language in Asperger’s Syndrome Asperger’s Syndrome

• Inappropriate comments or topics for contextInappropriate comments or topics for context• Monologues or scriptsMonologues or scripts• Difficulty with different points of view.Difficulty with different points of view.• Literal interpretation (problems with figures of speech, Literal interpretation (problems with figures of speech,

idioms, sarcasm)idioms, sarcasm)• Self-talk common.Self-talk common.• Lack of change of vocal tone & volume to indicate emotion.Lack of change of vocal tone & volume to indicate emotion.• Monotone.Monotone.• High-pitched or nasal tone.High-pitched or nasal tone.• Excessive technical details.Excessive technical details.• Adult quality grammar or phrases.Adult quality grammar or phrases.• Need to correct errors.Need to correct errors.• Precise intonation.Precise intonation.

Cognition in Asperger’s Cognition in Asperger’s SyndromeSyndrome

• IQ usually normal IQ usually normal • Not good at timed tests because of Not good at timed tests because of

pacepace• Encyclopedic memory.Encyclopedic memory.• Fear of FailureFear of Failure• Refusal to do something unless perfectRefusal to do something unless perfect• Originality in problem solvingOriginality in problem solving• Limited flexibility in thinkingLimited flexibility in thinking

How “Aspie’s” View How “Aspie’s” View ThemselvesThemselves

• LonersLoners• DifferentDifferent• Expert on specific Expert on specific

topictopic• No friendsNo friends• LosersLosers• Low self-esteemLow self-esteem• MisunderstoodMisunderstood• Have their own Have their own

“rules”“rules”

How “Aspie’s” Want to be How “Aspie’s” Want to be TreatedTreated

• NormalNormal• With respectWith respect• Recognized for Recognized for

uniquenessuniqueness• Accepted by othersAccepted by others• As friendsAs friends• With understandingWith understanding• With love and With love and

caring attitudescaring attitudes

Tips for Instruction of A.S. Tips for Instruction of A.S. StudentsStudents

• Be careful in classroom seating assignmentsBe careful in classroom seating assignments• Use the “peer buddy” systemUse the “peer buddy” system• Avoid self-selection in group workAvoid self-selection in group work• Carefully consider the maturity of the group Carefully consider the maturity of the group

membersmembers• Provide “safe haven” or quiet areaProvide “safe haven” or quiet area• Explain metaphor and sarcasm use concretelyExplain metaphor and sarcasm use concretely• Use “Social Stories” for providing directionsUse “Social Stories” for providing directions• Provide Visual SchedulesProvide Visual Schedules• Maintain class rules and other boundariesMaintain class rules and other boundaries

Use of Outside ResourcesUse of Outside Resources

• Parent education and trainingParent education and training• Social skills trainingSocial skills training• Language therapyLanguage therapy• Sensory integration training Sensory integration training

(occupational therapist)(occupational therapist)• Psychotherapy or behavioral/cognitive Psychotherapy or behavioral/cognitive

therapy therapy • Technical equipment such as Technical equipment such as

headphones or computersheadphones or computers

Technology IntegrationTechnology Integration

• VisualsVisuals• GraphicsGraphics• Models, Models,

manipulativesmanipulatives• ComputersComputers• The InternetThe Internet

Internet

Models, Manipulatives

Graphics

Visuals

Computers

Useful Resources for Useful Resources for TeachersTeachers

• www.autismspeaks.comwww.autismspeaks.com (largest organization of it’s kind (largest organization of it’s kind covering all types of ASD)covering all types of ASD)

• Asperger’s Syndrome, byAsperger’s Syndrome, by Tony Attwood (a guide for parents & Tony Attwood (a guide for parents & professionals)professionals)

• Thinking in PicturesThinking in Pictures, by Temple Grandin (an autobiography , by Temple Grandin (an autobiography about what it’s like to have high functioning autism)about what it’s like to have high functioning autism)

• Incorporating Social Goals in the Classroom,Incorporating Social Goals in the Classroom, by Rebecca by Rebecca Moyes (a guide for teachers and parents of children with high-Moyes (a guide for teachers and parents of children with high-functioning Autism and Asperger’s Syndrome)functioning Autism and Asperger’s Syndrome)

• Addressing the Challenging behavior of children with high-Addressing the Challenging behavior of children with high-functioning Autism/Asperger’s Syndrome in the Classroom, by functioning Autism/Asperger’s Syndrome in the Classroom, by Rebecca Moyes (a guide for teachers and parents)Rebecca Moyes (a guide for teachers and parents)

• www.thegraycenter.orgwww.thegraycenter.org, Social Stories created by Carol Gray, Social Stories created by Carol Gray• http://www.do2learn.com/picturecards/howtouse/schedule.htmhttp://www.do2learn.com/picturecards/howtouse/schedule.htm (the how to of organizing a visual schedule is described here)(the how to of organizing a visual schedule is described here)• http://www.sensoryint.com/fag.htmlhttp://www.sensoryint.com/fag.html, (site for answers to , (site for answers to

frequently asked questions about sensory issuesfrequently asked questions about sensory issues

Works CitedWorks Cited

• ASD Strategic Plan, “ASD Strategic Plan, “Autism Spectrum Disorders Resources Autism Spectrum Disorders Resources for Teachers and Parents”for Teachers and Parents”

• Mosteller, Rachel, Instructor, “Mosteller, Rachel, Instructor, “When a Student has When a Student has Asperger’sAsperger’s,” Sep/Oct2008, Vol 118, Issue 2, ,” Sep/Oct2008, Vol 118, Issue 2,

• NewsweekNewsweek, “The Mind, ‘’More than Just Quirky’,” , “The Mind, ‘’More than Just Quirky’,” by Jeneen by Jeneen Interlandi, Nov 13, 2008Interlandi, Nov 13, 2008

• Scholastic Parent & ChildScholastic Parent & Child, “A Look at Asperger’s , “A Look at Asperger’s Syndrome,” Syndrome,” by Susan Hayesby Susan Hayes, October 2009, October 2009

• The ASHA LeaderThe ASHA Leader, “Social Fitness for Students with , “Social Fitness for Students with Asperger’s Syndrome, A Classroom-Based Program for Asperger’s Syndrome, A Classroom-Based Program for Secondary Schools,” Secondary Schools,” by Lannie Legler, Dec 26, 2007by Lannie Legler, Dec 26, 2007

• http://www.aboutourkids.orghttp://www.aboutourkids.org , “Asperger’s Syndrome, , “Asperger’s Syndrome, Different not Defective,” ppt presentation by John McCarthy, Different not Defective,” ppt presentation by John McCarthy, MD, Jan 12, 2005MD, Jan 12, 2005

• http://http://www.cedu.niu.eduwww.cedu.niu.edu/courses//courses/, “Asperger’s Syndrome,” , “Asperger’s Syndrome,” ppt presentation by Christopher Johnstonppt presentation by Christopher Johnston