Asperger Syndrome

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Asperger Syndrome Characteristics
Considerations Dickey LaMoure Special
Education Unit
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Introduction

• Asperger Syndrome was named after a Viennese
  physician, Hans Asperger
• published a paper in 1944 describing a pattern of
  behaviors in several young boys who had normal
  intelligence and language development, but who
  exhibited autistic-like behaviors with marked
  deficiencies in social and communication skills.
  
• It was not added to the DSM-IV until 1994

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Boys are far more likely to be affected than
girls.

• Ratio of boys to girls is 101

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AS affects people in the average to above-average
ability range.

• Prevalence is thought to be in the realm of 36
  per 10,000 persons.

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What is Asperger Syndrome?

• A pervasive developmental disorder, characterized
  by
• An inability to understand how to interact
  socially
• Clumsy and uncoordinated motor movements
• Social impairment with extreme obtuseness
• Limited interests and/or unusual preoccupations
• Repetitive routines or rituals
• Speech and language peculiarities
• Non-verbal communication problems
• Few facial expressions apart from anger or misery.

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Asperger Syndrome Characteristics

• Most have excellent rote memory and musical
  ability
• Typically become intensely interested in one or
  two school subjects
• Tend to be in their own world
• Preoccupied with their own agenda
• Difference between high-functioning autism and
  AS generally AS children do not have early
  language delays

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Asperger Syndrome Characteristics

• Social
• Marked deficiencies in social skills
• Difficulty reading others emotions and
  difficulty showing emotions
• See themselves as adults, instead of kids
• Difficulty detaching mind from mouth
• Easy targets for being teased, bullied and taken
  advantage of
• May have attention seeking behaviors
• Unable to read people cannot understand
  nonverbal cues (body language)
• Difficulty determining body space

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Asperger Syndrome Characteristics

• Learning
• Visual learners - demonstration or modeling works
  best
• Need time to process information, questions and
  conversation
• Do not understand the unwritten rules
• Need to have things explained in concrete terms.

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Asperger Syndrome Characteristics

• Emotional/Behavioral
• Have difficulties with transitions or changes
  prefer SAMENESS
• Often have obsessive routines
• May be preoccupied with a particular subject or
  interest
• Generally not motivated, unless the activity is
  purposeful to them
• Often overly sensitive to sounds, tastes, smells,
  etc.
• May prefer soft clothing
• Often develop low self-esteem and depression.

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Strengths of Children with Aspergers

• High expectations of themselves and their own
  work (s and -s to this)
• Seem to learn well with/on computer
• Good long term memory (especially facts)
• Strong visual skills
• Purpose-driven (do well when they see a purpose
  in the activity) Need to understand why
  something is the way it is.
• Difficult for these children to lie

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Common Adaptations for Asperger Children

• Explain things in concrete, specific terms
• Post rules, indicating what can and cannot be
  done
• Teach social skills directly
• Give concrete, specific directions
• Provide a schedule (visual)
• Break tasks into smaller steps.

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Common Adaptations for Asperger Children

• Use visual cues to remind child to quiet his/her
  voice
• Use preferential seating
• Give frequent, specific verbal praise
• Implement a buddy system (change it as often as
  possible)
• Break the text or the worksheet into sections, if
  needed.

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Common Adaptations for Asperger Children

• Design multiple choice or matching tests limit
  essays questions
• Allow breaks when anxiety or frustration is
  apparent
• Check for understanding (dont assume they
  understand when they repeat what they hear)
• Provide a safe, predictable environment
• Minimize transitions.

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Programming Suggestions

• Keep consistent routines (avoid surprises)
• Expose new situations and experiences a little at
  a time
• In higher age groups, educate peers about the
  child with AS when social ineptness is severe
• Create cooperative learning groups to emphasize
  the proficient academic skills of the AS child

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Programming Suggestions

• Teach social skills, social cues and how to read
  emotions
• Foster involvement with others.
• Give assignments that link the interests of the
  AS child to the material (ex link social studies
  assignments with an interest in trains)
• Use the childs fixations to broaden his/her
  repertoire of interests (ex rain forest animals
  - their homes - people who destroyed the animals
  homes)

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Programming Suggestions

• RememberAS children often have strong reading
  skills, but poor comprehension
• Watch for signs of the child becoming
  overwhelmed
• Be alert to changes in behavior that would
  indicate depression
• Recognize that AS children are emotionally
  fragile and need a highly structured environment.

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Remember

• The first step in coping with any disorder is
  understanding.

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The

• End