Uniquely Gifted

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Uniquely Gifted

• Presented By
• Christon Causey and Latricia Davis

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What do these people have in common?
Sir Isaac Newton
Thomas Jefferson
Michelangelo
Bill Gates
Hans Christian Anderson
Albert Einstein
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They all had characteristics of
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Description

• Asperger Syndrome is a neurological condition
  that affects social and emotional interaction.
  It is a developmental disability, which means
  that it is most likely present at birth and
  affects development throughout life. There are
  four essential qualities that characterize
  children with Asperger Syndrome. These include
  significant difficulties with social
  interactions, impaired communication, unusual
  responses to stimulation and environment, and
  unusual or unusually rigid behaviors and
  interests.

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Impaired Social Interaction

• May not appear unusual until they reach preschool
  years, during which time they broaden their
  social worlds, learn to socialize in groups and
  forge friendships.
• Do not recognize the meaning and cues that come
  from other people. These include eye contact,
  facial expressions, body language, conversational
  turn-taking, perspective taking, and matching
  conversational and nonverbal responses to the
  interaction.
• Eager to establish social connections, but misuse
  the lessons they have learned about etiquette or
  social behavior

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Impaired Communication

• Both verbal and nonverbal communications pose
  problems.
• Children with Asperger Syndrome tend to make
  literal and concrete interpretations. They do
  not understand metaphors and similies.
• Language acquisition - learning to speak - in
  some cases can be delayed.
• Spoken language can sometimes be odd. They may
  not speak with the local accent or too loudly.
• Difficulties in using the right words or forming
  conversations is part of semantic-pragmatic
  difficulties

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Repetitive or Odd Patterns of Behavior or
Interests

• Preoccupation (or obsession) with certain topics,
  often on themes of transport - trains in
  particular-or computers, dinosaurs, maps etc.
• These pre-occupations, usually in intellectual
  areas change over time but not in intensity, and
  may be pursued to the exclusion of other
  activities.
• Excel at rote memory
• often impose rigid routine on themselves and
  those around them

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Unusual Responses to Stimulation and Environment

• Children with Asperger Syndrome often have acute
  senses of smell, hearing or taste. The acuity of
  these senses often make the child appear
  impaired.
• May shy away from enjoyable activities such as
  recess, amusement parks or carnival rides because
  of the unpredictable movements and noises.
• Children may fidget, flap hands at the wrists,
  walk on tiptoes, or exhibit tics or twitches due
  to environmental factors.
• May throw tantrums without the usual warning
  signs other children may provide.

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Asperger Syndrome and Genius

• Often intellectually precocious and many grow up
  to have quite impressive skills in a certain
  area.
• These may include feats of calculation and
  memory, extraordinary abilities in music,
  exceptional visual or spatial talents for
  engineering or architecture.

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Highly Gifted vs. Asperger Syndrome

• Highly Gifted Asperger Syndrome
• Socially Isolated Socially Inept
• Independent of Age Mates Unskilled with Age
  Mates
• Highly Focused Interest Highly Focused Interest
• Advanced Sophisticated Vocabulary Hyperlexia
• Complex Cognition Simple Cognition
• Advanced Understanding Advanced Memorization

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Tips for Parents

• Keep all your speech simple - to a level they
  understand.
• Keep instructions simple ... for complicated jobs
  use lists or pictures.
• Try to get confirmation that they understand what
  you are talking about/or asking - don't rely on a
  stock yes or no - that they like to answer with.
• Explain why they should look at you when you
  speak to them.... encourage them, give lots of
  praise for any achievement - especially when they
  use a social skill without prompting.
• In some young children who appear not to listen -
  the act of 'singing' your words can have a
  beneficial effect.
• Limit any choices to two or three items. They
  may be overwhelmed with more.
• Limit their 'special interest' time to set
  amounts of time each day if you can.
• Use turn taking activities as much as possible,
  not only in games but at home too.
• Pre-warn them of any changes, and give warning
  prompts if you want them to finish a task.
• Try to build in some flexibility in their
  routine, if they learn early that things do
  change and often without warning - it can help.

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Tips for Parents Continued

• Don't always expect them to 'act their age' they
  are usually immature and you should make some
  allowances for this.
• Try to identify stress triggers - avoid them if
  possible.
• Find a way of coping with behavior problems -
  perhaps trying to ignore it if it's not too bad.
• Promises and threats you make will have to be
  kept - so try not to make them too lightly.
• Teach them some strategies for coping - telling
  people who are teasing perhaps to 'go away' or to
  breathe deeply and count to 20 if they feel the
  urge to cry in public.
• Begin early to teach the difference between
  private and public places and actions, so that
  they can develop ways of coping with more complex
  social rules later in life.
• There are therapy groups available that teach
  social skills. Children with Aspergers have to
  be taught social skills in the same way they
  learn math or reading skills.
• Let them know that you love them and that you are
  proud of them. It can be very easy with a child
  who rarely speaks not to tell them all the things
  you feel inside.
• Seek professional help. Asperger children often
  have anxiety and depression. The earlier they
  receive assistance, the better!

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More Information

• http//www.uniquelygifted.org
• Giftedness and Asperger's Syndrome A New Agenda
  for Education
• By Shelagh A. Gallagher , James J. Gallagher
• http//www.cec.sped.org/AM/Template.cfm?SectionHo
  meCONTENTID4171TEMPLATE/CM/ContentDisplay.cfm
  
• http//www.dukegiftedletter.com/articles/vol4no2_a
  rticle.html
• http//ca.geocities.com/everest3732_at_rogers.com/gif
  tedasperger.htm
• The Oasis Online Asperger Syndrom Information
  and Support
• http//www.udel.edu/bkirby/asperger/
• http//www.asperger.org

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References

• Gallagher, J., Gallagher, S. (2002, Winter).
  Retrieved October 2, 2009, from Open Spaces
  Communication http//www.cec.sped.org/AM/Template
  .cfm?SectionHomeCONTENTID4171TEMPLATE/CM/Cont
  entDisplay.cfm
• Ortiz, J. M. (2008). Asperger's, Autism
  Non-verbal Learning Disorders. Dillsburg The
  Asperger's Syndrome Institute.
• Powers, M. D. (2002). Asperger Syndrome Your
  Child. New York Skylight Press.