1. A Brief Introduction to Asperger’s Syndrome

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

3. 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

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

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

6. 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

7. 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

8. 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)

9. 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)

10. 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

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

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

13. 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

14. 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

15. 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

16. 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’

17. 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

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

19. Thank you for taking part in this session
Any questions?