1. Aspergers Disorder By Eric Man, Will Tam, Ashley Neels & Dave Grender

2. Asperger’s Syndrome: Real Story Watch this video. this videothis video

3. Hans Asperger “ Dr. Hans Asperger, the Austrian pediatrician after whom Asperger Syndrome is named ” “ Dr. Hans Asperger, the Austrian pediatrician after whom Asperger Syndrome is named ”

4. Autism Spectrum

6. How is it categorized? Asperger Syndrome is considered to be a mild form of autism Asperger Syndrome is considered to be a mild form of autism

7. Current Practices in B.C Jurisdictions All B.C Jurisdictions are held to standards in by the Government. All B.C Jurisdictions are held to standards in by the Government. The Diagnostic criteria for 299.80 Asperger’s Disorder is created by the “Autism Inservice & Training Manual” – Provincial Resource Program for Autism and Related Disorders The Diagnostic criteria for 299.80 Asperger’s Disorder is created by the “Autism Inservice & Training Manual” – Provincial Resource Program for Autism and Related Disorders

8. A 10-year old with Aspergers Let’s watch Dean talk about his disorder Dean

9. Signs and Symptoms 4 key dimensions of Asperger Syndrome 4 key dimensions of Asperger Syndrome Social Isolation Social Isolation Impaired Social Interaction Impaired Social Interaction Impaired Non-Verbal Communication Impaired Non-Verbal Communication Speech and Language Peculiarities Speech and Language Peculiarities (Szatmari, Bermneer and Nagy, 1998)

10. Signs and Symptoms Social Isolation Social Isolation No close friends No close friends Avoids other people Avoids other people No interest in making friends No interest in making friends A loner A loner

11. Signs and Symptoms Impaired Social Interaction Impaired Social Interaction Approaches others to fulfill personal needs Approaches others to fulfill personal needs Clumsy social approach Clumsy social approach One-sided responses to peers One-sided responses to peers Difficulty sensing feelings of others Difficulty sensing feelings of others Indifference to the feelings of others Indifference to the feelings of others

12. Signs and Symptoms Impaired Non-Verbal Communication Impaired Non-Verbal Communication Limited facial expressions Limited facial expressions Unable to read emotions through facial expressions Unable to read emotions through facial expressions Inability to convey message with eyes Inability to convey message with eyes Avoids looking at others Avoids looking at others Does not use hands to aid expression Does not use hands to aid expression Large and clumsy gestures Large and clumsy gestures Infringes on other people's physical space Infringes on other people's physical space

13. Signs and Symptoms Speech and Language Peculiarities Speech and Language Peculiarities Abnormalities of inflection Abnormalities of inflection Over-talkative Over-talkative Non-communicative Non-communicative Lack of cohesion to conversation Lack of cohesion to conversation Idiosyncratic use of words (uses words in a different way from the normal meaning of words) Idiosyncratic use of words (uses words in a different way from the normal meaning of words) Repetitive patterns of speech Repetitive patterns of speech

14. Making Sense of Behaviour and Planning Ways to Help What is the Problem? Why is this student behaving this way? What is the goal? Plan Strategies Checking Plan into Action Monitor Progress 7 Steps:

15. 1. What is the Problem? Explore with teachers, SEAs, parents Explore with teachers, SEAs, parents Ask: “What behaviours do you want different?” Ask: “What behaviours do you want different?” Be specific Be specific

16. When analyzing the specified behaviour, consider : Situations and settings: Situations and settings: o Location o Characteristics of room o Surrounding people or unpleasant? What are the timings in relation to other things? When does it not happen? Mindblindness: Mindblindness: o Ability to consider another’s point of view, feelings, and needs? o Ability to communicate needs Getting the gist: Getting the gist: o Understanding of occurrences, events, etc and their associated patterns associated patterns Imagination: Imagination: o Influences of imagination on behaviour Preoccupations and sensory experiences: Preoccupations and sensory experiences: o Classroom environment o Incoming sensory stimuli 2. Why does this student behave this way? 2.

17. Step 2 Continued: Considerations continued: Social interaction : Social interaction : o Ability to communicate o Influences of interactions with people on student’s behaviour Emotions: Emotions: o Temperament – tendencies re. anxiety and mood o Reasons for being upset – memories, bad dreams, illness, tiredness, boredom ● Sameness: o Routines – need to change or have changed Responses: Responses: o response of others to student’s behaviour – immediately after and further in future – immediately after and further in future ● Benefits: o positive outcome that happen for anyone

18. 3. What is the goal? When determining your behaviour change goal, consider: When determining your behaviour change goal, consider: o Your specific aim o Benefits of this behaviour change – you, child, both o Give a thought to the future.. o The SMART criteria:

19. 4. Plan strategies Consult with: Consult with: Parents Parents Resource Teachers and SEAs Resource Teachers and SEAs Teachers Teachers Outside professionals Outside professionals Brainstorm numerous ideas Brainstorm numerous ideas Be creative, think outside the box Be creative, think outside the box Choose strategy or combo of strategies Choose strategy or combo of strategies Realistic Realistic Possible to carry through Possible to carry through

20. 5. Checking When you have a plan, check: When you have a plan, check: benefits for everybody concerned benefits for everybody concerned Costs Costs emotions emotions time time resources resources Potential conflicts Potential conflicts Identify Identify Plan ways of dealing with said Plan ways of dealing with said

21. 6. Put the plan into action! 7. Monitor progress Strategies into action Strategies into action Remain positive Remain positive Observe and evaluate Observe and evaluate If the plan falls short: If the plan falls short: o Perform first 5 steps again o Consider: when when where where why why o Plan additional strategies.

22. General Strategies Give no pressure! Allow extra time before/after instruction for the students to organize his/ her materials Allow student to write down assignments at the beginning of the class rather than at the end Give extended time to write exams Differentiated teaching! Use illustration and models to guide the student’s learning Make the lesson hands-on, using visuals. Lessen use of muscles! Provide an extra set of books for the student so he/she doesn’t have to carry so many to/ from school Allow student to use the computer for writing assignments / tape record responses on a tape recorder for lengthy responses.

23. General Strategies Cont’ Some examples from the BC Ministry of Education for Strategies are… 1) Most children with Asperger's Disorder use and interpret speech quite literally. Until you know the word processing capabilities of the student from personal experience, avoid: "cute" names such as Pal, Buddy, Wise Guy, etc.; idioms ("save your breath," "jump the gun," "second thoughts," etc.); double meanings; sarcasm; and teasing. Some examples from the BC Ministry of Education for Strategies are… 1) Most children with Asperger's Disorder use and interpret speech quite literally. Until you know the word processing capabilities of the student from personal experience, avoid: "cute" names such as Pal, Buddy, Wise Guy, etc.; idioms ("save your breath," "jump the gun," "second thoughts," etc.); double meanings; sarcasm; and teasing. Be as concrete as possible. Avoid using vague questions like, "Why did you do that?" Avoid essay-type questions. They rarely know when they have said enough or if they are properly addressing the core of the question. Be as concrete as possible. Avoid using vague questions like, "Why did you do that?" Avoid essay-type questions. They rarely know when they have said enough or if they are properly addressing the core of the question.

24. Subject-Specific Strategies Social Studies: Very abstract (history, human condition, social and cultural phenomena, and current events) Give less materials! Provide brief summaries, leaving some blanks, to engage students while limiting the amount of information the student is exposed blanks would emphasize the importance of the terms and would appear on the test. (less material for student to focus on) Eliminate the extraneous material so students can focus on the main points of the lesson and be manageable.

25. Subject-Specific Strategies Science: Give no surprises! Students may feel nervous/fearful in a lab because of the unpredictability of the lab experiments. Give brief description of the lab a week in advance. Then students can receive another sheet explaining the outcome of the lab a day prior to the lab. Give the facts of the lab and the results so that students can be familiar with the lab and knew exactly what is expected.

26. Subject-Specific Strategies Language Arts: Lessen anxiety! Students may have fears in everyday life that other people do not consider Ex: unpredictable and potentially dangerous creatures (dogs and bees) Choose books that help students to learn about social skills indirectly Ex: books that involve relationships between people and/or the portrayal of appropriate interactions between people. Provide a brief summary of the book prior to reading. Allow role-playing to demonstrate understanding of the book.

27. Subject-Specific Strategies Art: Students have trouble following verbal multiple- step directions Teachers should give written instructions Different substances in art projects may feel uncomfortable Ex: sensitive fingertips -> cannot tolerate the feeling of sand Teachers must know and consider the sensory difficulties when designing ideas.

28. Subject-Specific Strategies Physical Education: Give extra attention to students’ poor muscle deficiency when designing lessons Write down the schedule and activities on a board to provide a structure for the class and reassurance for the students with AS. Also explain the purpose of each of the activities and demonstrates the activities. Give out text regarding the rules and history of the sports. Some students with AS may have trouble focusing when there are loud noises Teachers can give “quiet breaks” and also warn the students before class if the teacher knows the activity will be particularly noisy on that day

29. Things to Look Out for Stiming – WatchWatch Tantrums – http://gridskipper.com/travel/tantrums.gif

30. Work Cited Williams, C. and Wright, B. (2004). How to Live With Autism and Asperger Disorder: Practical Strategies for Parents and Professionals. Philadelphia, PA: Jessica Kingsley Publishers. Retreived October 21, 2011, from http://site.ebrary.com/lib/ubc/docDetail.action?docID=10082298 http://www.bced.gov.bc.ca/specialed/awareness/13.htm DSM-IV – Diagnostic and Statistical Manual of Mental Disorders, 4 th Ed.; American Psychiatric Association Characteristics of High Functioning Autism (Cox, 1990) Teaching Tips for Children and Adults with Autism - Temple Gradin Useful Ideas for Interacting with persons with High Functioning Autism or Aspergers Syndrome