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Asperger’s Syndrome and High Functioning Autism
Have an understanding what the Autism Spectrum is
Identify some typical characteristics Asperger’s
Recognize normal responses and someone diagnosed with Asperger◦ Brian ◦ Social Environment
Construct simple strategies for the classroom
Asperger’s Syndrome and HFAObjectives
“If you have seen one person with Autism, you have seen one person with Autism.” Myles, 2000
Norman Rockwell Photo
Egocentric thought….similar to children.
3x=12Typical Response: 4
ASD Response:
1. Find X
Concrete, literal thinker
Autism Spectrum Disorder
Diagnosis = ◦ Impairments in social interaction◦ Stereotyped or restricted behaviors
(in activities and/or interests)◦ No delays in cognitive or language development
Typical characteristics = ◦ Preoccupation with or narrow subject◦ One-sided conversation (little professor)◦ Restricted prosody (mechanical, robotic)◦ Physical clumsiness, low tone◦ Sensitivity to light, sound, touch
Proposed Changes: Eliminate Asperger's and Diagnose Autism Spectrum Disorder (degrees)
Asperger’s Syndrome and HFAWhat is it?
Intelligent – good memory Logical thinker – good at details and procedures Reliable, punctual, on-task Thinks in concrete or literal terms – not in the abstract
◦ Doesn’t get sarcasm, idioms, or metaphors◦ Challenges with problem-solving/higher level thinking
Finds social situations confusing – doesn’t get social subtleties
(i.e., body language, facial expressions, nonverbal cues) Tends not to make small talk Focuses on self interests – doesn’t reciprocate Lacks empathy – doesn’t understand others’ perspectives Has difficulty making friends – is often rude Stresses when routines are changed – inflexible, repetitive May be easily annoyed or easily frustrated Reacts without thinking of consequences
Asperger’s Syndrome and HFAWhat does it look like?
Asperger’s Syndrome and HFAWhat else is going on?
Want to be social, they just don’t know how.
◦ Brain wired differently (not a mental illness)◦ Main priority = own hobbies or interests◦ Don’t know all the “rules behind the rules”
Thus…uneasy in groups and social conversations
Grandin: “anthropologist on Mars”Joliffe: “like being an alien”
Individuals with Asperger’s…
“Neurological dysfunction of unknown ideology” fMRI shows when information is presented it
takes 7x longer for ASD individuals to process
Individuals with Asperger’s…The Brain
What do you see?
One student says he saw a movie this weekend.◦ Typical response: “How was it?”◦ Asperger’s response: “Star Wars is my favorite…” and continued
conversation despite the rest of the group’s interest Student says “I got into a car accident this morning.”
◦ Typical response: “Sorry to hear that. Are you okay?”◦ Asperger’s response: “How fast were you going?” or trivia about
NASCAR or the number of accidents in a year Student says “I need to rein it in before I lose my mind.”
◦ Typical response: [serious] “Can I help?” or [sarcastic] “Yeah, you obviously need to get a grip! Let’s let loose this weekend.”
◦ Asperger’s response: either doesn’t understand the statement, frowns at the group, or visualizes losing a mind around reins
Individuals with Asperger’s…The Social World
Know student and integrate his/her interests Provide clear, simple, direct conversation (less words)
◦ Use visuals (schedules, directions, when to start/finish) Assist with content that requires inference
◦ Be cautious not to rush “think time” for questions/readings Give boundaries, structure to expectations
◦ Tasks (Calendar, Organizers) and Behavior (Guides, Models) Access to notes, outlines, content prior to & after class Offer extended time and private space for tests Use technology, devices, computers especially for
writing Direct to quiet, safe places on campus (cubical, library) Establish peer support group models (ADA) Connect with deans/admissions officers
Asperger’s Syndrome and HFAWhat can instructors do to support?
Handling impulses for noise, words◦ De-escalate strategies (focus on replacement)
Getting students to engage in task◦ instead of preferred activity (if-then agreement)
Work completion, getting through course from start to finish, breaking assignments down◦ Balance between life skills and expectations◦ Self-advocate/self-monitor/self-manage
Visual strategies – Venn Diagrams, Graphic Organizers, KWL Charts, Preview Vocabulary, Chunking, Scaffolding, Mnemonics, Checklists
Case Studies
Avoid aversives if possible - can add to stressFocus on reinforcing appropriate behaviors and replacing undesireable behaviors
Don’t label (“You look angry”) Don’t sound vague (“Be polite”) Be specific: At this time we are ____ I expect _____. Be empathetic: I am sorry you are ____. Be supportive : I’d like to schedule a time to talk to you
about this. Be proactive: This was hard. Instead of ____ you could ____
Why is it happening? (what’s the reason)
Prevention is the best intervention.
Handling Behavior Problems
http://www.relationalturningpoints.org/uploads/Resources_-_Preventing_Conflict.pdf
www.mucollegesupport.blogspot.com http://www.education.com/topic/aspergers/ Temple Grandin – Doctor of Animal Science
at the Colorado State (Thinking in Pictures) http://www.autism-society.org/about-autism/
aspergers-syndrome/resources/ http://www.yourlittleprofessor.com/college.
html
Asperger’s Syndrome and HFAWhat are resources for instructors?
Harpur, Lawlor, Fitzgerald. Succeeding in College with Asperger Syndrome (2002)
Bedrossina, Pennamon. College Students with
Asperger Syndrome: Practical Strategies for Academic and Social Success (2007)
Organizations for Autism Research◦ http://www.usautism.org/
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