A Brief Introduction to Asperger’s Syndrome

Asperger’s Syndrome Considered to be part of the autistic spectrum Prevalence – ratio of males to females in the region of 10:1

So what is Asperger’s Syndrome? The condition is generally regarded as a ‘triad of impairments’. Individuals with the syndrome have difficulties in three distinct areas: Impairment of social interaction Impairment of social communication Impairment of social imagination – flexibility of thought

Social relationships Making friendships Cues that invite social interaction Turn taking in general conversations Spatial awareness

Strategies to try Buddy system Conventions of conversations (e.g. look at student’s favourite TV programme and discuss) Set definite body space rules

Social relationships Making sense of other people Non-verbal cues Double meanings Joining in conversations Building on the contribution of the speaker Blurting out What others think and feel Inappropriate social behaviour

Strategies to try Conventions (meet and greet) Encourage peer tolerance Time spent in less structured environments monitored Explanation /assistance regarding pauses Devise an agreed signal Check learner’s hearing Devise cues Self-evaluation Reward

Social Communication Not responding to instructions Difficulties with group instructions Appearing to listen Poor motivation Literal interpretations (Group task - record as many as you can think of)

Strategies to try Mention learner’s name Use visual cues (e.g. whiteboard) Check learner’s understanding of instructions Check student’s hearing and surroundings (hypersensitive to sound)

Strategies to try Use simple, short, and direct sentences Encourage learner to monitor their understanding Emphasise what you want rather that what you don’t want

Social relationships Obsessive topics of conversation Common feature Reduces anxiety An attempt to engage in conversation

Strategies to try Use as an incentive Praise and attention Find an opportunity to share interest Distraction calming strategies (tangle toy/stress ball)

Social imagination Flexibility of thought Insisting on rules Rules that can be bent - anxiety provoking Sense of order and stability Inappropriate comments Set order - provides security and comfort Compulsion to complete things

Strategies to try Try to keep to routine and structure Reassure the learner they can complete whatever they are doing - tell them when Try and make small changes

Top tips to maximise learning Simplify language Give one instruction at a time, not a sequence Keep facial expressions and gestures simple and clear Give the learner time to respond Allow for the learner wanting solitude

Top tips to maximise learning Use additional visual cues to help the learner understand Be sensitive to the learners attempts to communicate Set up situations which may encourage the learner to attempt to communicate Offer maximum consistency of approach Go at the learner’s pace when trying to develop interaction- you may need to ‘move down’

Top tips to maximise learning Assist the learner to understand what is expected of them by having clear, predictable routines Introduce any changes gradually Results and progress may be slow - DON’T GIVE UP ! (It often takes a long time to form a relationship) If all else fails, leave alone. Tomorrow is another day

Joe Powell ( The Guardian 2010) NOW’T SO QUEER AS FOLK

Thank you for taking part in this session Any questions?