Asperger’s Syndrome and High Functioning Autism Mandy Jansen Educational Autism Consultant CESA 7 jansena@chilton.k12.wi.us

ASD “Umbrella”

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

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

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

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”

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

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

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

Can Talk the Talk But NOT Walk the Walk

LESS Is MORE When it comes to VERBAL

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

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

Website Resources www.cesa7.k12.wi.us/sped www.thegraycenter.org www.usevisualstrategies.com www.asw4autism.org

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