Asperger's SyndromeSupporting Students on the Spectrum

Debbie Jones, Disability Specialist, Humanitas, Inc.

Suzanne Martin, PhD, Regional Mental Health Consultant, Humanitas, Inc.

What is a Spectrum Disorder?

• Autism is one of five disorders coming under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by "severe and pervasive impairment in several areas of development,“ including social interaction and communications skills

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What is a Spectrum Disorder?

• The five disorders under PDD are – Autistic Disorder– Asperger's Disorder– Childhood Disintegrative Disorder (CDD)– Rett's Disorder– PDD-Not Otherwise Specified (PDD-NOS)

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Diagnostic Criteria

• According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), an individual who has received a diagnosis of Asperger’s Syndrome generally has the following features:

– Impairments in social interaction which may include:

• impairments in the use of nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction

• failure to develop age-appropriate peer relationships

• a lack of spontaneous interest in sharing experiences with others

• lack of social or emotional reciprocity4

Diagnostic Criteria– Restricted repetitive and stereotyped patterns of

behavior, interests and activities which might include one or more of the following:

• preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

• inflexible adherence to specific, nonfunctional routines or rituals

• stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting), or preoccupation with parts of objects

– There is no clinically significant delay in either general cognitive function, self-help/adaptive skills, interest in the environment or overall language development

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Harry Humanitas JC Janis

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Vegas Vinny Ivana WinnFred

Many individuals with this disorder want to have friendships.

Q

AGREE – they do!

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A

All individual’s with Asperger’s do not make eye contact.

Q

Disagree!

A

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All individuals with Asperger’s Syndrome have the same manifestations of their disability.

Q

Disagree!

A

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Individuals with Asperger’s cannot feel empathy for others.

Q

Disagree!

A

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All individual’s with Asperger’s are savants.

Q

Disagree!

A

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Autism can be outgrown.

Q

Disagree!

A

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Individuals with Asperger’s cannot show affection.

Q

Disagree!

A

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Individuals with Asperger’s have difficulty with social interactions.

Q

Agree!

A

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Asperger’s Syndrome only occurs in males.

Q

Disagree!

A

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Dr. Temple Grandin

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Accommodation and Support Considerations

• Individuals with the same diagnosis may and often do have needs that are unique to them; the same disability may manifest itself in different ways in different people

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Social Interaction

• Provide a place for down time and/or time to be alone each day. (A)

• Provide a peer buddy for support. (A)

• Educate other students about Asperger’s Syndrome. (S)

• Conduct role playing to teach the use of pragmatic language and social cues (i.e., when is it ok to interrupt, taking turns speaking). (S)

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A – accommodationsS – support or strategy

Communication

• Use concrete, clear, short statements in providing instruction and direction to the student. Use of idioms or sarcasm may inadvertently positively reinforce inappropriate behavior. For example, a sarcastic “Oh that was great!” may be taken literally. Repeat instructions. (A)

• Allow extra time for the student to process the question and provide a response. Often if interrupted, the student will have to start his thought process all over again. (A)

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A – accommodationsS – support or strategy

Comprehension

• Break down directions into simple steps. (A)

• Using visual cues to assist in providing directions or when demonstrating new skills. (A)

– Provide visual picture strips to help the student remember what to do and in what order.

• Slow speech down when providing directions or delivery material content. (A)

• When presenting multi-step directions, pause between instructions and check for comprehension. (A)

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A – accommodationsS – support or strategy

Transitions

• Provide structured routines wherever possible. (S)

• Provide advance notice before a change in activity or use extra verbal and/or visual cues if needed to aide successful transition. (A)

• Provide visual or electronic organizers for daily routine. Review each day’s activities and if using a visual organizer, have student highlight any changes in routine. (A)

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A – accommodationsS – support or strategy

Attention/Distractibility

• Allow the student to have brief periods of movement to refocus attention. (A)

• Allow to move around for brief periods to refocus and/or to self-regulate. (A)

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A – accommodationsS – support or strategy

Handwriting

• Allow the use of computers or as appropriate, voice dictation software in place of hand written work. (A)

• Provide copies of notes. (A)

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A – accommodationsS – support or strategy

Auditory Processing

• Give the student ample time to process what has been said (i.e., determine the general amount of time needed to process information and include as an accommodation). (A)

• Give the student advance notice of questions you might call on him/her to answer in class. (A)

• Present oral information in smaller chunks and provide written copy of notes or information. (A)

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A – accommodationsS – support or strategy

Sensory Processing

• Individuals with Asperger’s may experience heightened responses to sensory stimuli

– Noise – loud noises might be painful to the individual

– Color – certain colors may make it difficult for the individual to attend (e.g. pay attention)

– Touch – may be hypersensitive to touch, particularly around head, face or during nail clipping

– Smell – may be hypersensitive to smells and may feel ill

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Sensory Processing

• Allow student to go to a quiet place if there is a lot of chaos and noise heightening sensory responses. (A)

• Allow student to get up and move if needed to self-regulate. Define space allowed to pace in, etc. (A)

• Provide earplugs or noise-cancelling headsets for managing transitions between classes, during lunch, or for use in other noisy environments. (A)

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A – accommodationsS – support or strategy

Sensory Processing

• Pastel or softer colored papers for individuals who have difficulty attending to bright white paper. (Note: issue may not be paper color but clutter in visual field and worksheets, etc., would need to be decluttered with fewer problems, etc. (A)

• Weighted lap items, heavy work (carrying books, etc.) to help the individual self-regulate. (A)

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A – accommodationsS – support or strategy

Test Taking

• Allow use of computer for writing. (A)

• Allow extra time for test taking. (A)

• Provide quiet, low distraction, test environment. (A)

• Provide paper/pencil TABE if no computer in private area if needed as a test accommodation. (A)

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A – accommodationsS – support or strategy

Behavioral Considerations• Individuals with Asperger’s Syndrome can

interpret rules literally and can be rigid about following them in a particular way.

– Teach the student cause/effect relationships for better understanding of center and rule requirements. (S)

– Preferably write the rules down for them and review together. (A)

– Provide clear concrete expectations and rules for behavior. (A)

– Have them explain what the rules mean to them. Clarify as needed. (S)

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A – accommodationsS – support or strategy

Behavioral Considerations

• Avoid escalating power struggles as these individuals may not understand the situation or pick up on the anger until it is too late. They may become more rigid and stubborn if confronted in a forceful and rigid method.

– If the student is becoming more rigid, stubborn, or resistant to direction. Step back and give the individual time to cool down. (S)

– Remain calm. (S)

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A – accommodationsS – support or strategy

Behavioral Considerations

• Take preventative action to avoid these situations whenever possible.

– Use humor to diffuse tension. (S)

– Offer two choices as options (if possible). (A)

– Redirect through diversion of attention to something else. (S)

– Again, allow time for the individual to regroup and regain level of calmness. (A)

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A – accommodationsS – support or strategy

Behavioral Considerations

• If the student engages in perseverative questioning that interferes with classroom instruction, you can try instructing the student to write the question down and that you will discuss it with him later in the class period. Incorporate a private visual signal that lets the student know that you will talk with him or her later but not now. (S)

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A – accommodationsS – support or strategy

Bullying Risk

• Student’s with Asperger’s Syndrome are at high risk for becoming victims of bullying. To appropriately prepare and support the student with Asperger’s,

– Provide sensitivity training (disability awareness) to all staff and students, as appropriate.

– Assign a peer buddy if the student is amenable to that support.

– Role play/provide concrete instruction in how to deal with situations of bullying.

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Background

• Applicant: Dave: – 21 year old male with Asperger’s and mild CP (mild fine

motor difficulty).

– Applies to JC to learn a trade.

– Has a high school degree but poor understanding of social boundaries and poor social judgment.

– Was dismissed from local community college after lending his laptop to “friends” who downloaded pornography including pedophilia on his pc. Laptop was confiscated by campus security. Dave readily admitted that he knew material was on pc but didn’t understand consequences. Charged as sexual offender and sentenced to 120 hrs community service.

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Applicant File

• Meet eligibility criteria

• High School Diploma

• Medical, IEP and psychiatric records

• Letter of recommendation from National Alliance on Mental Illness

• Social but easily taken advantage of

• Supportive family, strong advocates

• Sex offender charge but released by county

• Interested in business skills45

Questions:

• What would you be looking for in file review?

• What accommodations might you consider for interview?

• How would you address sex offender classification?

• What accommodations might you suggest if accepted?

• What supports might you consider to help with transition?

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Resources• Books

– Look Me in the Eye, John Elder Robison

– Right Address…Wrong Planet, Gena P. Barnhill

– Ten Things Your Student with Autism Wishes You Knew, Ellen Notbohm

– Thinking in Pictures, Expanded Edition: My Life with Autism, Temple Grandin

– The Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism, Temple Grandin

– The Out of Sync Child, Carol Kranowitz (Sensory Processing Disorder)

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