1. Asperger’s Syndrome and High Functioning Autism
Mandy Jansen
Educational Autism Consultant
CESA 7

2. ASD “Umbrella”

3. Asperger’s Syndrome (AS)
No significant delay in early language development
No clinically significant delay in cognitive development or other age-appropriate self-help skills (other than social)
Most commonly diagnosed in grades 2-3 due to more abstract/thinking skills
Train track vs automobile paths

4. High Functioning Autism (HFA)
Delays in early language development
Features and characteristics onset prior to age 3
Cognitive functioning within average range
Displaying characteristics of Autistic Disorder
One track mind

5. AS and HFA in Education School Age:
Known as “Little Professor Syndrome”
Both qualify under educational label of Autism
Similar educational programming and intervention strategies
Difficulties with social communication and interactions
Language comprehension/auditory processing differences
Sensory processing differences

6. Strategies for Success
Foreshadow changes in Schedules
Use “rules” to enforce concepts
Match Student work time to their performance time
Use alternatives to writing in order to demonstrate competence
Teach Social Skills as part of curriculum
Remember there is no such thing as “common sense”

7. Strategies for Success
Understand cycle of tantrums/meltdowns and try to prevent
AS/HFA is a reason, never an excuse
Schedule in down time
Have realistic expectations
No one is social all of the time
Success builds Success
Social understanding level 1/3-2/3 chronological age, literal interpretations,
Theory of relativity vs lining up for recess quote
Tend to interpret benign/resting faces as angry/aggressive
Increased anxiety/sensory needs
Don’t hold to higher expectations that others
Start with strengths and go into other areas
Small steps grow into giant leaps

8. Strategies for Success
Share success between home and school
Focus activities on turn taking/ self management
Pick a goal and focus on one for each activity
Maintain Structure
Offer Choices when possible
Use a variety of stimuli in lessons

9. Strategies for Success
Be Consistent
Stay Positive
Use Visual Supports whenever possible
Understand the function of a behavior
Use social stories, role playing, or videotaping to make abstract concepts concrete
Teach in a variety of setting for generalization

10. Can Talk the Talk
But NOT
Walk the Walk

11. LESS Is
MORE
When it comes to VERBAL

12. Visuals are a prosthetic device NOT A crutch to be weaned from!

13. Book Resources How Rude! by: Alex J. Packer, Ph D
Asperger’s What it Means to Me by: Catherine Faherty
Freaks, Geeks, and Asperger’s Syndrome by: Luke Jackson
Power Cards by: Elisa Gagnon
Practical Solutions to Everyday Challenges for Children with Asperger’s Syndrome by: Haley Myles
The Hidden Curriculum by: Brenda Smith Miles

14. Website Resources www.cesa7.k12.wi.us/sped www.thegraycenter.org

15. Sources Used Brenda Smith Myles, University of Kansas
TEACCH center, Charlotte
Susan Stokes, CESA 6 Autism Consultant