Asperger’s Syndrome EEX 6107 Jessica Martin Heather Sargent Toneka Smith

Characteristics of Asperger’s Syndrome Under DSM-IV: Qualitative impairment in social interactions (must have at least two) Use of multiple nonverbal behaviors Failure to develop peer relationships appropriate to their developmental age Lack of spontaneous seeking to share with others Lack of social or emotional reciprocity Restricted repetitive and stereotyped patterns of behavior (must have at least one) Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in either intensity or focus Apparently inflexible adherence to specific nonfunctional routine or rituals Stereotyped and repetitive motor mannerisms Persistent preoccupation with parts of objects

Additional Characteristics Even though parents can trace concerns to 30 months of age, Asperger’s Syndrome is not typically diagnosed until 11 years of age Often speak at the expected age and IQ is typically average to above average May have poor motor skills, exhibit hyperactivity, abnormal eye contact Could possess an abnormal amount of factual information May not display appropriate emotions for certain situations Concepts are understood to be black or white in nature (no gray areas)

Impact on speech and language development May have a hard time expressing their thoughts Typically do not understand sarcasm, innuendo, or double meaning and have a hard time reading body language and social clues Have difficulty with social interaction Have difficulty with pragmatics (use of language), semantics (multiple meanings), and prosody (pitch stress, and rhythm of speech While most children with AS demonstrate average or above intelligence, they often struggle in classrooms due to their literal thinking and poor problem-solving skills During reading and English, they may have trouble identifying themes in stories or be unable to recognize the feelings of a character in a book because their thinking is concrete and the tasks involve thinking about abstract concepts. Most children with AS receive speech and language services in schools, often for being hyper-verbal or for lacking the ability to hold two-way conversations

Impact on second language acquisition Teaching students with Asperger’s Syndrome a second language is even more difficult because most of these students have difficult with these areas of language Students may have difficulty with pragmatics ( use of language), semantics (multiple meanings), and prosody (pitch, stress, and rhythm of speech Using many concrete examples, like pictures and manipulatives, are essential. Act out or demonstrate examples and non-examples of new words

Intervention and strategies for teachers Provide a clear structure and daily routine Assist with transitions by providing warnings or signals Avoid using unclear and ambiguous language Repeat instructions and check for understanding Use a variety of presentation methods Specifically teach social rules and skills via social stories/scripts Ensure that all staff members are consistent in their approach and link information to be obtained with preferred items or activities Minimizing or removing distracters Recognize that changes in behavior may be an anxiety response due to stressful triggers Teach peers how to treat the student with AS in a gentle manner, while ignoring odd/peculiar behavior if possible

Resources for teachers The Hidden World of Autism: Writing and Art by Children with High-Functioning Autism Rebecca Chilvers London: Jessica Kingsley Publications 2007, 128pp Paperback £15.95 ISBN Asperger’s Syndrome in the Inclusive Classroom. Advice and Strategies for Teachers Stacey W. Betts, Dion E. Betts and Lisa N. Gerber-Eckard London: Jessica Kingsley Publishers 2007, 158pp Paperback £11.99 ISBN

References Schnur, J. (2005). Asperger’s Syndrome in children. Journal of the American Academy of Nurse Practitioners, 17(8), Betts, S.W., Betts, D.E., & Gerber-Eckard, L.N. (2008). Asperger’s Syndrome in the inclusive classroom: advice and strategies for teachers. Support for Learning, 23(3), Mosteller, R. (2008, September). WHEN A STUDENT HAS ASPERGER'S. Instructor, 118(2), Retrieved September 22, 2009, from Professional Development Collection database. Gibbons, M., & Goins, S. (2008, June). Getting to Know the Child with Asperger’s Syndrome. Professional School Counseling, 11(5), Retrieved September 22, 2009, from Professional Development Collection database. autism-spectrum.html