Understanding and Supporting Adolescent Students With Autism/Asperger

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Understanding and Supporting Adolescent Students
WithAutism/Aspergers SyndromeLisa Plastino,
M.Ed The Watson Institute

• AGENDA
• What is it? Definitions and Diagnostic Criteria
• What does it look like? Cognitive, Social
  Behavioral Characteristics and Implications
• What can we do? Adaptations, Modifications and
  Teaching Strategies

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• Autism is
• A developmental disability
• Caused by
• Neurological dysfunction
• Manifested in
• Severe impairments in the areas of social
  interaction, communication and behavior

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Pervasive Developmental Disorder (PDD) Umbrella
Autistic Retts Childhood
Aspergers PDD-NOS Disorder Disorder
Disintegrative Disorder Syndrome
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• Current Stats
• 1 in 166 births
• 41 ratio males to females
• Fastest growing developmental disability
• (PDE 252 in 1990 to 7000 in 2003)

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Diagnostic Criteria

• DSM IV
• Qualitative impairment in social interaction
• Restricted, repetitive and stereotyped patterns
  of behavior, interests and activities
• No clinically significant delay in language,
  cognitive, self-help, adaptive behavior
• Criterion not met for another PDD diagnosis

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Autism or AspergersWhats the difference???

• The disorder differs primarily in that there is
  no general delay or retardation in language or
  cognitive development in Aspergers Syndrome.
  Most individuals are of normal general
  intelligence but it is common to be clumsy.

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Who gets referred?

• Mostly boys
• Usually 8 years or older
• Often have prior diagnoses
• Dont always have academic problems
• Dont always have behavior problems
• B. Handen, 2004

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Why is it so hard to diagnose?

• Only diagnostic category since 1994
• Diagnostic scales not well correlated
• Language and development are normal
• Strong interactions with adults
• Deficits can be subtle
• Not enough symptoms present
• Can look like something else
• B. Handen, 2004

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How is diagnosis made?

• No MRI, X-ray or Genetic test
• No single questionnaire or test
• Instead, rely upon clinical assessment and
  opinion based on information from parents, school
  and child
• B. Handen, 2004

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Lets take a closer look

• Cognitive Characteristics
• Social Characteristics
• Behavioral Characteristics

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The Cognitive Realm

• Attending
• Memory and Learning
• Problem Solving
• Visual Thinking
• Fullerton, Stratton, Coyne and Gray, 1996

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The Social Realm

• Language Use in Communication
• Nonverbal skills
• Social Perception
• Social Cognition
• Fullerton, Stratton, Coyne and Gray, 1996

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The Behavioral Realm

• Impulsivity
• Increased anxiety
• Rigidity
• Wide emotional swings
• Immaturity self-centeredness
• Sensory processing issues
• Fullerton, Stratton, Coyne and Gray, 1996

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Aspects of Adolescence

• Peer Relationships
• Development of Self-Awareness and Self-Identity
• Fullerton, Stratton, Coyne and Gray, 1996

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Peer Relationships for the Studentwith
Autism/Aspergers Syndrome

• Peers misinterpret the students actions
• The student misinterprets the actions of his
  peers
• The student misses nonverbal social cues
• The student attempts to emulate peers without
  clear understanding
• Emotions, stress and anxiety in adolescence
• Fullerton, Stratton, Coyne and Gray, 1996

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Self-Awareness for the Adolescent with
Autism/Aspergers Syndrome

• Concrete vs. Abstract
• Knowledge of being
• different leads to the search for a reason
• Multiple questions lead to the search for answers

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Cognitive Characteristics in Autism/Aspergers
Syndrome

• Cause and Effect Relationships
• Focus on Details
• Sequencing
• Understanding of Time
• Compulsiveness
• Distractibility
• Confusion
• Fullerton, Stratton, Coyne and Gray, 1996

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Learning Style Associated with Autism

• Learning rate and ability
• Language and Concepts
• Impulse Control
• Fullerton, Stratton, Coyne and Gray, 1996

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What can I do to help?

• Assessment
• - Consider learning style
• - How does he approach tasks?
• Functional Skills
• - Academics
• - Daily living skills
• Assistance
• - Level 1 Modifications and Adaptations
• - Level 2 Intervention and Direct Assistance
• Fullerton, Stratton, Coyne and Gray, 1996

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Modifications and Adaptations The Details

1. Time Management and Schedules
2. Following Directions Visual Supports
3. Language Comprehension Graphic Organizers
4. Assignment Modifications Reduced Work and Clear
   Directions
5. Involvement in Class Groups Small-Group Goals
   and Pre-group Work

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More Adaptations/Modifications Fullerton,
Stratton, Coyne and Gray, 1996

• 6. Modified Grading
• 7. Homework Complete Instructions and Parent
  Involvement
• 8. Essay Work Specific Directions
• 9. Tests and Exams Format and Environmental
  Considerations
• 10. Class Discussions The Tell me approach
• 11. Stress Relievers Breaks and Stress
  Reduction Plans

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Individual Schedules
Middle School Agenda
Motivator
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Schedules
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Visual Cues for Chunking and Reinforcement
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Assignment Design a pamphlet for an
organization that helps people.
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Examples of adaptations for Math worksheet
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Modified Textbook and Concept Map
Kristen Huot/Gateway School District
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Feelings Scale
Keystone Oaks School District
From The Incredible 5-Point Scale by Kari Dunn
Buron and Mitzi Curtis
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Relaxation Techniques

• Squeeze an orange
• Count to 10
• Take deep breaths
• Talk it out
• Anxiety Busters

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Anxiety Buster

• Squeeze up your face count to 5 then stop
• Squeeze up or stretch your arm count to 5
  then stop do your other arm
• Squeeze up or stretch your leg count to 5
  then stop do your other arm
• Squeeze up or stretch both arms together count
  to5 then stop
• Squeeze up or stretch both legs together count
  to 5 then stop

1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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Keep Your Cool

• Look away or walk away.
• Dont say mean words.
• Take deep breaths to stay calm.
• Talk it out with an adult.
• Keep your cool!!

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Intervention and Direct Assistance The Details

1. Following Directions Visual Notes
2. Language Comprehension Concept and Vocabulary
   Development
3. Grading Pass/Fail or Teacher-Student
   Conferences
4. Homework Concept Development
5. Essay Work Outline Development
6. Class Discussions Advance Organizers
7. Stress Asking for Help Fullerton, Stratton,
   Coyne and Gray, 1996

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Organization and Sequencing Difficulties for the
Student with Aspergers Syndrome

• Information Processing
• Understanding Time
• Sequencing
• Routines and Rituals
• Fullerton, Stratton, Coyne and Gray, 1996

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Strategies to Help with Organization and
Self-Management

• Understanding the Purpose
• Awareness of Own Organization Needs
• Individualized Organization System
• Organization of Personal Space/Materials
• Paper Management
• Visual Supports
• Self-Management

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Sample Assignment Sheet

• Subject Math Due Date 3/28
• Assignment Chapter 4 5 Materials Needed
  Math Book
• Worksheet Pencil
• Eraser
• Type ___ Paper ___ Project ___ Tests/Quiz Prep
• _X_ Worksheet ___ Other
• Work Location __ Study Hall ___ Library __Class
• X Home ___ Other
• Place to put completed Assignment Basket on
  Mrs. Smiths desk

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Sample Planning Chart
Month January Month/Week Week 1 Week 2 Week 3 Week 4 ProjectCivics Paper Finalize Topic (1 hr.) Initial Library Research/ General Outline (3 hrs.) Detailed Library Research/Detailed Outline (4 hrs.) First Draft (4 hrs.) Review/Exam Schedule Review Civics notes (3 hrs.) Review Biology notes (4 hrs.) Review Math notes (3 hrs.)

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Desk Organization
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Locker Organization
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Locker Organization
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Social Supports

• Assistance in Predicting, Understanding and
  Reading Social Situations
• Assistance in Responding
• to Social Situations
• Fullerton, Stratton, Coyne and Gray, 1996

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Social File CabinetAdapted from Fullerton,
Stratton, Coyne and Gray, 1996
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NOW IM A TEENAGER

• Now I am a teenager. Teenagers act different
  than young kids. Teenagers like to talk to other
  teenagers. They talk about music, sports, what
  to do after school, jobs they might have in and
  out of school. Sometimes they just talk about
  school.
• There are some things teenagers do NOT do.
  Teenagers dont talk in a voice that sounds like
  a child. Teenagers dont try to change their
  voices to sound younger. Teenagers dont usually
  clap when they are excited. That is something
  that younger kids do. Teenagers usually only
  clap at a sports game, a play, or maybe a concert
  they might go to see. Then they clap with the
  audience.
• Now that Im a teenager, Im going to try to talk
  and act like a teenager, not like a child. I
  will try to
• 1. Talk in a teenager voice
• 2. Talk about music, sports, jobs or school
• 3. Clap when I am at a show or a sports game,
  not when I am excited in school.
• If I act like a teenager, then I will know that I
  am growing up and that I am not a young child
  anymore.

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Structuring Social Play
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Structuring Social Play
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Structuring Social Play
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Adaptations for Social/Leisure
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Visual Structure to Promote Social Interactions
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Other Leisure Skills for Older Students

• Listening to Music
• Photography
• Magazines
• Cards
• Yoga/Exercise Classes or Videos
• Video Games
• Crafts
• Jewelry Making

• Puzzles
• Collecting
• Scrapbooking
• Email or Pen Pal
• Board Games
• Dancing
• Weight Room
• Team Manager
• Watching Sports