1. Asperger’s Syndrome & the Classroom ASPERGER’S VIDEO LARRY SCOTT Ken-Ton School District lscott2@kenton.k12.ny.us

2. What is Asperger’s Syndrome? A developmental and neurological disorder Mildest form of Autism Impairment in communication and social interaction skills Repetitive or restrictive patterns of thought and behavior The number and intensity of symptoms varies from case to case

3. Communication Difficulty initiating or sustaining conversation Stereotyped and repetitive use of language Difficulty talking about abstract concepts  May have difficulty with “why” and “what if” questioning May have peculiar voice characteristics

4. Social Interactions Non-verbal difficulty  May have limited use or understanding of non-verbal behavior  May not understand meaning of common facial expressions Difficulty with age-appropriate peer relationships Difficulty understanding emotions of self and others Lack of spontaneous seeking to share enjoyment, accomplishments, interests with others May appear to have a preference to be alone, when in actuality wants peer interaction

5. Behavior Restricted, repetitive & stereotyped patterns of behavior and interests Prefers routine and structured environments May become upset with loud noises and/or demonstrate an intolerance for stimulating environments

6. Cognitive Profile Often (not always) exhibit above average intelligence, sometimes quite gifted in verbal and/or visual perceptual ability Expressive language often better developed than receptive language (can be hyperverbal) Typical strengths: rote learning, spelling, sight word vocabulary, factual knowledge, math computation Typical weaknesses: reading comprehension, verbal reasoning, character analysis, prediction, written work, differentiating relevant from irrelevant detail, difficulty generalizing skills from one setting to another

7. Challenges Often targets of teasing / harassment from peers Other adolescents begin to question authority while the student with an ASD is still in the mentality of following the rules Being a stickler for the rules, the student with an ASD may correct another student who is breaking a rule Other adolescents may misinterpret the ASD student’s behavior

8. Challenges Depression & Anxiety  May become frustrated and disappointed by social difficulties Sensory Processing Issues  May easily experience sensory overload which can affect learning

9. Educational Supports Communication Break complex directions into smaller pieces Repeat instructions when necessary Make clear, precise statements Explain sarcasm, metaphors, idioms, and words with double meaning Help student find a phrase or signal for when he or she doesn’t understand

10. Educational Supports Social Interaction Protect from harassment / teasing Pair student with a “social mentor” Identify when isolated by choice and when isolated because of peer exclusion Explain Asperger’s to classmates Help student understand humor Utilize support from student counselor,if necessary

11. Educational Supports Sensory Skills Predict sensory/environmental changes and make student aware before they occur allowing preparation/adjustment If necessary, provide personal, quiet space for student to relax and collect thoughts Allow student to have a calming item to use when experiencing sensory issues (stress ball, drawing, drink of water, etc.)

12. Educational Supports Behavior Skills Model acceptance of student for peers Don’t take student’s comments personally Use the student’s special interest to engage in conversation and learning Be consistent with routine and expectations If necessary, teach student replacement behaviors to manage frustration, anger, and anxiety

13. Educational Supports Academic Skills Be calm, matter-of-fact and predictable Check for comprehension & cue to relevant details Provide visual aides when possible Provide organizational assistance Use concrete examples Use predictable classroom routines, rules, and expectations Provide frequent positive feedback With group work may need to assign specific tasks for each student Use nonverbal cues to refocus (i.e. pointing, close proximity, special signal, etc…)

14. References Henry, K. (2005) How Do I Teach This Kid? Jackson, L. (2002) Freaks, Geeks & Asperger Syndrome Schmidt, C., & Heybyrne, B. (2004) Autism in the School-Aged Child. Sicile-Kira, C. (2004). Autism Spectrum Disorders. Smith Myles, B., & Andreon D. (2001) Asperger Syndrome and Adolescence Yamnitzky, J. (2007), University of Pittsburgh