1. Asperger’s Syndrome An Overview of Syndrome Traits And Interactive Strategies for Parents and Teachers With an Autistic Child

2. What is Asperger’s Syndrome? -The Science- Asperger’s Syndrome is one of a distinct group of neurological conditions Asperger’s Syndrome is one of a distinct group of neurological conditions A developmental “spectrum disorder” A developmental “spectrum disorder”

3. What is Asperger’s Syndrome? -The Science- Structural abnormalities in the brain: Structural abnormalities in the brain: 1. Neural circuits controlling thought and behavior are affected (Health Reference Series) 1. Normal migration and “wiring” of embryonic brain cells during fetal development does not take place 2. (Health Reference Series)

4. What is Asperger’s Syndrome? -The Science- Health Reference Sourcebook: During early (critical) stages of fetal development, genes that control and regulate normal brain growth cause: Health Reference Sourcebook: During early (critical) stages of fetal development, genes that control and regulate normal brain growth cause:  overgrowth or immature growth  excessive cell loss

5. What is Asperger’s Syndrome? -The Science- Lack of activity in the frontal lobe Lack of activity in the frontal lobe 1. Difficulty in responding to tasks that require judgment 2. Difficulty in responding to / recognizing facial expressions Hypothesized that varying protein levels causes: Hypothesized that varying protein levels causes: 1. Obsessive behavior 2. Repetitive behavior

6. What is Asperger’s Syndrome? -Defining Characteristics- What is Asperger’s Syndrome? -Defining Characteristics- (Health Reference Series, Psychodynamic Practice)  Limited interests or an unusual preoccupation with a particular subject to the extent of excluding other activities  Socially and emotionally inappropriate behavior, inability to successfully interact with peers

7. What is Asperger’s Syndrome? -Defining Characteristics-  Repetitive or restrictive patterns in cognitive processing and behavior: 1.Routines 2.Rituals  Difficulty with motor movements 1.“Clumsy” 2.Uncoordinated

8. What is Asperger’s Syndrome? -Defining Characteristics-  Peculiarities in speech and language 1.Overly formal in choice of words and demeanor 2.Absence of voice inflection: monotone 3.Inability to recognize “figures of speech”

9. What is Asperger’s Syndrome? -Defining Characteristics-  Problems with non-verbal communication 1.Restricted use of gestures 2.Inappropriate facial expressions 3.Emotionless expression in the eyes

10. Who Is Affected By Asperger’s Syndrome? (Health Reference Series) 1997 = 1 in 500 children diagnosed with Autism 1997 = 1 in 500 children diagnosed with Autism 2007 = 1 in 150 children diagnosed with Autism 2007 = 1 in 150 children diagnosed with Autism 1981 = 15x as many males than females with AS 1981 = 15x as many males than females with AS Autism is hypothesized of being an organic cause- Males are more susceptible to “organic damage” Autism is hypothesized of being an organic cause- Males are more susceptible to “organic damage” 1. Hereditary disease 2. Acquired infection

11. Who is Affected by Asperger’s Syndrome? Most widely accepted hypthesis (Dr. Skuse, 2000): Most widely accepted hypthesis (Dr. Skuse, 2000): 1. The gene(s) for Autism are suspected of being located on the X chromosome 2. Girls inherit X chromosomes from both parents, boys only inherit 1 X chromosome from their mother 3. Skuse hypothesizes the X chromosome girls inherit from their father contains an imprinted gene protecting from Autism inherited from the mother

12. Implications for the Classroom Teacher (Gifted Child Today) Successful strategies: 1. Structuring tasks 2. Devoting time to individual support 3. Exploit “obsessional interests” to develop desired social behavior in students with Asperger’s Syndrome 4. Exploit a student’s “obsessional interest” to further academic learning

13. Implications for the Classroom Teacher 1. Develop a buddy system for the student- reduces isolation of the disabled individual 2. Provide a ‘therapeutic’ influence to help Asperger children develop self-esteem in coping with the scenarios they perceive to be threatening: change of routine, frustrations with communication, commotion in crowded rooms, social interactions etc. 3. Educate yourself on current research of Autism and Asperger’s Syndrome

14. Implication for the Classroom Teacher Prereferral = the process of obtaining a thorough understanding of a gifted child or adolescent by examining the frequency, severity, and duration of any presenting behaviors and whether any are problematic (Amend, Gifted Child Today)

15. Implications for the Classroom Teacher Determining the appropriateness of a prereferral intervention: 1. Organization of content presentation changes (Amend, Gifted Child Today) 2. increasing overall daily challenges etc. (Amend, Gifted Child Today)

16. Implications for the Classroom Teacher Without appropriate prereferral interventions, opportunities to have a profound positive impact may be missed (Amend, Gifted Child Today) By adjusting the educational environment and curriculum in this early stage to meet the unique learning needs of the gifted student, positive changes may be seen (Amend, Gifted Child Today)

17. Parental Issues and Resources (Health Reference Series) Finding Time for Yourself: To avoid “burnouts,” cook meals you like to eat, set aside 20-30 minutes a day for solitude etc. Maintaining a Healthy Marriage: Acknowledge the hard work your spouse is achieving and in vice versa, meet for lunch when the children are in school, watch TV together when the children are sleeping etc.

18. Parental Issues and Resources Spend Time as a Family Without the Autistic Child: Everyone deserves to enjoy time together without the stress that accompanies caring for an autistic child Network with Other Families Affected by Autism or Another Disability: Sharing similar difficult feelings can be incredibly therapeutic

19. Parental Issues and Resources Personal Coping Methods: 1. Prayer 2. Exercise/Yoga 3. Meditation 4. Keeping a Journal 5. Stay organized with a daily schedule 6. Counseling (Individual, Marital, Family) 7. Join others in advocacy efforts at the local, state, or federal level

20. Parental Issues and Resources Ensure that the brother/sister of the Autistic child is given a chance to shine Allow the sibling of the autistic child to have alone time without the challenges of Autism Go camping as a family Give each child separate time with Mom and Dad

21. Further Research Challenges for Gifted Children with Asperger’s Disorder. By E. Amend and P. Schuler (2004, July) Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association (2000) The Complete Guide to Asperger’s Syndrome. By T. Attwood (2007) Models of Counseling Gifted Children, Adolescents and Young Adults. C.M. Boland and M. Gross (2007) On the Social and Emotional Lives of Gifted Children: Issues and Factors in Their Psychological Development. By T. Cross (2004)

22. Works Cited Asaro, K., & Saddler, B. (2009, May). Effects of Planning Instruction on a Young Writer With Asperger Syndrome. Intervention in School and Clinic, 44(5), p268-275. A Unique Challenge: Sorting Out the Difference Between Giftedness and Asperger’s Disorder. Amen, Edward R.; Schuler, Patricia. Gifted Child Today, Fall 2009, Vol. 32 Issue 4, p57-63. Harbinson, H., & Joy, A. (2009, February). Asperger Syndrome and the English Curriculum: Addressing the Challenges. Support for Learning, 24(1), 11-18. Judd, S. J. (Ed.). (2007). Autism and Pervasive Developmental Disorders Sourcebook. Detroit: Health Reference Series Sourcebook. Mintz, J. (2008, May). Working with children with Asperger's Syndrome in the mainstream classroom: A psychodynamic take from the chalk face. Psychodynamic Practice, 14(2), 169-180.