1. Tools for Building Success Adolescence & Asperger's/high Functioning Autism Created by Barb Fogarty Autism Consultant MSD Lawrence Township

2. Characteristics Intelligence Maturity Rote memory Problem-solving Generalization Special interests and obsessions Sensory issues Language and socialization issues Behavior issues

3. Characteristics-continued Theory of mind *difficulty explaining own behaviors *difficulty understanding emotions *difficulty predicting behavior of others *difficulty reading intentions of others *problems understanding the perspectives of others *lack of understanding that behavior impacts how others think and feel about you *inability to deceive or to understand deception Executive function *difficulty planning and organizing *difficulty shifting attention and multi tasking

4. Challenges in Adolescence Social expectations increase Peer relationships are more complex More diverse student population Emphasis on conformity and social competence Physiological changes Sexuality

5. Goals & Challenges for AS Students To understand self, particularly as it relates to sensory,and emotional needs To learn social skills & engage in social interactions To learn problem solving skills To learn academic content

6. Sensory Issues Visual *may look away from tasks to notice all actions *has difficulty finding objects in competing backgrounds *avoids eye contact *expresses discomfort at bright lights Auditory *difficulty with volume, pitch *difficulty functioning in noise *responds negatively to loud or unexpected noise *appears not to hear what you say Tactile *sensitivity to touch *difficulty standing in line *has rigid rituals in personal hygiene

7. Sensory Issues-continued Movement *Poor endurance/tires easily *Maybe fearful to move or move compulsively *Rocks or paces unconsciously during activities Body awareness *Seems to have weak muscles *Tires easily especially when holding a particular position *Has a weak grasp *May need to jump, chew, or kick

8. Related to Sensory Issues Easily distracted Difficulty tolerating changes in plans and expectations Difficulty focusing Low frustration tolerance Seems anxious

9. Tools for Sensory Under- or Overstimulation 1.Identify signs of overload in a student 2.Identify situations that are most likely to be problematic 3.Allow reasonable amounts of movement 4.Provide frequent breaks 5.Provide sensory diet 6.Require physical activity 7.Teach what his or her body needs to be in control 8.Reduce unnecessary distractions 9.Use calming strategies/relaxation activities 10.Provide structure and predictability 11.Transition planning

10. Communication/Social Skills Difficulties Struggle with pragmatics Adolescents with ASD interpret words concretely Unable to make assumptions about what others know Difficulty initiating or maintaining a conversation Difficulty recognizing another person’s perspective Failure to understand unstated rules of hidden curriculum

11. Tools for Communicaton and Social Skills 1.Cut the verbal—go visual! 2.Try not to say too much too fast 3.Warm and trusting relationships 4.Plenty of processing time 5.Be direct and clear 6.Use lists, scripts, social stories 7.Use of a “safe person” 8.Teach the hidden curriculum 9.Circle of friends 10.Model social skills 11.Teach how to interpret social skills

12. Safe Person Aid with environmental overload Interprets social situations Teach social skills Listen/emphasize Aid in emotional readiness

13. Hidden Curriculum AS students have two curriculums Set of unwritten rules that no one has been directly taught, but just knows Violation of rules, makes a social outcast Avoid: “I shouldn’t have to tell you..” “Everyone knows that…”; “It’s obvious..”

14. Circle of Friends Group of individuals with common interests or general liking for the youth who will interact with and help the student Often occur around special interests or clubs

15. Social Skills Instruction *Direct instruction *Acting lessons *Social stories

16. Social Story Sometimes at school I hear kids say words that I haven’t heard before. Kids may be saying these words to see my reaction or to get me into trouble. Sometimes kids are cruel. When I hear new words, I have many choices. I can leave the situation, I can go ask the teacher for guidance, or I can answer with “I don’t know what that means’ and walk away. If I choose to use these words, I need to understand that if the kids laugh, they may be laughing at me not with me. If my teacher hears me say these words, she may become upset and I may get in trouble. When I’m in trouble, I usually get upset. When I hear a word that I don’t understand, I need to find out what it means. Then I can make a good decision about using that word.

17. Social Skills-continued Interpretation *Cartooning *Social autopsies *Situation-Options-Consequences- Choices—Simulation (SOCCSS)

18. Academic Difficulties Reading comprehension Organizing thoughts for writing Fine motor difficulties Behavioral patterns Organizational skills

19. Tools for Teaching 1.Use a “work system” he can understand. Convey the purpose of the task 2.Give up on the expectation that they should “just know” 3.Provide visual supports 4.Note taking 5.Recording assignments 6.Project planners and calendar 7.Priming 8.Organizational Supports 9.Home Base 10.Assignment Modifications

20. Priming An intervention that previews activities with which the student is likely to have difficulties Conducted prior to an activity using actual materials To create predictability (short) Not instruction 5-10 min daily May need to prime am/pm

21. Sample Priming Activities Look at a worksheet Look through a book Overview a test Show visual schedule Talk about & show finished project Show a work example

22. Organizational Supports/Graphic Organizers To-do list Timeline Color coded folders Multi-compartment back pack Visual supports –class routines, map of school, books needed, home base card. Software programs

23. HOMEBASE Supportive, not punitive Scheduled for stressful times To start and end day Allowed to use as needed Can address sensory issues

24. Assignment Modifications Copy of overhead notes to highlight Study guides Model of assignment Cooperative groups Number and length of problems Extra time Break down assignments and long term projects Modify written assignments—i.e. dictation, use of assistive technology Choices of topics for writing if possible

25. Possible Reasons Why Behavior Problems May Occur Lack of control over the environment Sensory under- or over stimulation Failure to understand or know what to do Social ineptness Need for attention from peers or adults Anger or stress Impulsivity, perseveration Depression, frustration, or confusion Request of obtain something Wish to escape or avoid certain tasks/situations Expression of internal stimulation (i.e. sinus pain, skin irritation, hunger) Obsessional thoughts Fear of failure

26. Tools For Behavior All tools for sensory under- or over stimulation, communication/social skills, and teaching would be beneficial for behavior including: Reduce unnecessary distractions Use calming strategies/relaxation Reduce unnecessary distractions Provide movement breaks Teach hidden curriculum Teach how to interpret social skills Model goal-directed activity Provide visual supports Safe person Home base Provide structure and predictability Organizational support Assignment modifications

27. References: Asperger Syndrome and Adolescence: Practical Solutions for School Success By Brenda Smith Myles and Diane Adreon Asperger Syndrome and Difficult Moments By Brenda Smith Myles and Jack Southwick The Hidden Curriculum By Brenda Smith Myles, Melissa L. Trautman, and Ronda L. Schelvan