1. + Aspergers in the Classroom Lucy Hester

2. + Goals of This Presentation Identify common symptoms of Asperger’s Syndrome Describe common classroom difficulties for AS students Provide interventions to use in the classroom with these students Supply suggested resources for further independent research ULTIMATE GOAL: Make life and learning easier for the special students with Asperger’s and the teachers who work with them!

3. + What is Asperger syndrome? Autism spectrum disorder Neurobiological disorder Relative preservation of linguistic and cognitive development Diagnosis created in 1981 but will be removed on DSM-5 High-Functioning Autism Diagnosed at 3-7 out of 1000 people, 3-4 times more common in males Typically have IQ’s in the normal to highly superior range—”little professor syndrome” Characterized by difficulties in social interaction and restricted and repetitive behavior and interests Social, cognitive, work, and physical manifestations Different way of processing information Behavioral interventions, physical therapy, social skills training, CBT Difficulty in reading facial expressions – Makes empathy difficult Difficulty in making eye contact Hard to understand sarcasm, jokes, difference between teasing and bullying

4. + How Does Asperger’s Look in the Classroom? Easily distracted Confusion during stressful periods Literal interpretation of language Preference for visual learning Need step-by-step instruction Difficulty generalizing Preference for repetitive routine Difficulty multi-tasking Difficulty taking others’ perspectives Difficulty perceiving social cues Shyness Strong expression of likes and dislikes Difficulty perceiving difference between friendship and acquaintance “In their own world” Interrupt, random tantrums Limited clothing preference Difficulty with pleasantries and greetings Cognitive CharacteristicsSocial Characteristics

5. + Relevant Strategies and Responses Model acceptance and patience and encourage a welcoming classroom environment If needed and permissible by family, educate the class on Asperger syndrome Set structured routines during the day Signal when a transition is coming up Make sure student knows exactly what is going to happen during the day and when Harness extreme focus and specialized interests by using tie-ins Give AS student a written copy of notes so they don’t have to take notes and listen at the same time Use visual learning strategies whenever possible Avoid loud noises, strange smells, bright lights Build on the student’s strengths, use positive reinforcement Use precise language—tidy up vs. pick up the papers and put them in the tray Provide step-by-step instructions and check in that AS student understands Allow student to work alone instead of in groups sometimes Use a “secret signal” for times when behavior becomes inappropriate Be sensitive that lack of eye contact does not signal rudeness Find a sensitive student and train them to be a “buddy” Don’t require that AS student “show” their work—doesn’t make sense to them Encourage relaxation techniques

6. + For More Information… Reading Resources On the WebHelping Organizations Asperger’s Syndrome: A Guide for Parents and Professionals, Tony Attwood Autismspeaks.orgAutism Society of America / Autism Society of Central Virginia Life in the Asperger Lane (Collected Articles), Dan Coulter Aspergersyndrome.orgU.S Autism and Asperger Association House Rules (novel), Jodi Picoult Myaspergerschild.comCenter for Autism and Related Disorders Look Me in the Eye (Memoir), John Robinson Coultervideo.comVirginia Institute for Autism

7. + References McCrimmon, A. W., Altomare, A. A., Matchullis, R. L., & Jitlina, K. (2012). School-based practices for Asperger syndrome: A Canadian perspective. Canadian Journal of School Psychology, 27(4), 319-336. Mintz, J. (2008). Working with children with Asperger’s Syndrome in the mainstream classroom: A psychodynamic take from the chalk face. Psychodynamic practice: Individuals, Groups and Organisations, 14(2), 169- 180. Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s Syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361. Whitby, P.J., Ogilvie, C., & Mancil, G. R. (2012). A framework for teaching social skills to students with Asperger syndrome in the general education classroom. Journal on Developmental Disabilities, 18(1), 62-72.