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Asperger Presentation

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  • Nancy: Read the story. Ask the question. Where will Sally look for her marble?The Sally Anne scenario designed by Wimmer and Perner, (1983) demonstrated that by the age of 4 typically developing children were able to answer correctly., of course Sally would look in the basket.
  • Dion
  • Transcript

    • 1. Asperger Syndrome
      Practical Hints & Tips For Success At Home, School & The Community
    • 2. Presenters
      Dion Betts, Ed. D.
      Nancy J. Patrick, Ph.D.
      Guest Speakers
      Caitlin Baran
      Joshua Betts
    • 3. Session Agenda
      • What is Asperger Syndrome (AS)?
      • 4. Break
      • 5. Joshua Betts
      • 6. Caitlin Baran
      • 7. Practical Hints and Tips for Success
      At Home
      At Sch00l
      In the Community
    • 8. Session Outcomes
      Participants will be able to:
      State the underlying characteristics of AS that cause children and adolescents difficulty in many activities of everyday life.
      Apply knowledge of characteristics of AS to predict potential problems for children and adolescents with AS.
      Apply proactive, positive strategies to assist children and adolescents cope and participate more fully in the activities of everyday life.
    • 9. What is Asperger Syndrome?
    • 10. Asperger Syndrome (AS) is one of several conditions found in a group of neurodevelopmental disabilities known as autism spectrum disorders.Klin, Volkmar and Sparrow, 2000
    • 11. Autism Spectrum Disorders (ASDs)
      A distinct group of neurobiological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior. 
    • 12. Autism Spectrum DisordersTerminology
      • Pervasive Developmental Disorder (PDD)
      • 13. PDD, Not Otherwise Specified (NOS)
      • 14. Asperger’s Disorder/Syndrome
      • 15. High Functioning Autism
      • 16. Autistic Disorder
      • 17. Autism
      • 18. Nonverbal Learning Disability
    • Prevalence Data for Autism Spectrum Disorders
      The Centers for Disease Control and Prevention (CDC).
      December 18, 2009 Press Release
      Fourteen communities
      participating in an autism
      spectrum disorder surveillance
      project revealed an average
      finding of 9.0 per 1,000 eight
      year-olds with ADSs. This
      translates to approximately 1 out
      of every 110 children.
    • 19. Prevalence Data for Asperger Syndrome
      • In the United States it is predicted that 1 child out of every 400 has AS based on the total number of children with autism spectrum disorders. (MedicineNet, 2010)
      • 20. In Sweden it is reported that 1 child out of every 277 has AS. (Ehlers & Gillberg, 1993)
      • 21. In Great Britain it is estimated that 1 child out of every 100 has an autism spectrum disorder and it is predicted that 50% of those children have an IQ in the average to above average range. (Baird, et. al, 2006)
    • Boys are five times more likely to have AS than girls.
      AS is present in all racial,
      ethnic and socio-economic groups.
    • 22. Hans Asperger (1906-1980)
      Identified a group of his patients
      who appeared to be weak or lacking
      in social relatedness, empathy, and
      ability to form friendships.
      His patients, who ranged in age from 5 to 35 years, also engaged in one-sided conversations; demonstrated intense, self-absorbed special interests and preoccupations; and displayed clumsy motor movements.
    • 23. Dr. Asperger observed that the intense preoccupations provided pleasure, yet interfered with many other functions in life. He was convinced that people diagnosed with AS could use their special interests and talents successfully in adulthood.(Asperger 1991, first published 1944)
    • 24. Asperger Disorder/Syndrome (DSM-IV-TR)
      • Qualitative impairment in social interaction.
      • 25. Restricted and stereotyped patterns of behavior, interests, and activities.
      • 26. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.
      • No clinically significant general delay in the development of receptive and expressive language.
      • 27. No clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior, and curiosity about the environment in childhood.
    • General Characteristics of AS
      • Delayed social maturity and social reasoning.
      • 28. Immature empathy.
      • 29. Difficulty making friends.
      • 30. Often teased or ignored by other children and teens.
      • 31. Difficulty with the communication and control of emotions.
      • 32. Lack of social or emotional reciprocity.
      • A fascination with a topic that is unusual in
      intensity or focus.
      • Difficulty maintaining attention in class.
      • 33. Unusual language abilities that include
      advanced vocabulary and syntax, but delayed
      conversation skills, unusual prosody and a
      tendency to be pedantic.
      • An unusual profile of learning abilities.
      • A need for assistance with some self-help and organizational skills.
      • 34. Clumsiness in terms of gait and coordination.
      • 35. Increased over or under sensitivity to specific sound, aromas, textures and touch.
      (Attwood, 2007)
    • 36. Causes of AS
      • No known single cause for AS, but it is generally accepted that it is caused by abnormalities in brain structure or function.
      • 37. Researchers are searching for irregular segments of genetic code that individuals with AS may have inherited.
      • 38. Some children are born with a susceptibility to AS, but researchers have not yet identified a single "trigger" that causes AS to develop.
      19
    • 39. Theory of Mind
      The ability to recognize and understand the thoughts, beliefs, desires and intentions of other people in order to make sense of their behavior and predict what they are going to do next.
      Attwood, 2007
      20
    • 40. 21
    • 41. 22
      The Sally-Anne ScenarioWimmer and Perner, 1983
      • See- Sally didn’t seethe marble being moved.
      • 42. Know- So she won’t knowit was moved.
      • 43. Believe- Therefore she must still believethat the marble is in its original position.
    • Effects of Mind Blindness
      • Difficulty reading the social and emotional messages in someone’s eyes
      “People give messages with their eyes, but I do not know what they are saying.”
      Wing, 1992, p. 131
      • Making a literal interpretation and struggle significantly with sarcasm and rhetorical questions.
      Story- Lee Ann
      23
    • 44. Effects of Mind Blindness
      • Being considered disrespectful and rude.
      “Sometimes I keep talking even when people are walking away.”
      Kamran Nazeer in Send in the Idiots (2006)
      • Honesty and deception
      24
    • 45. Effects of Mind Blindness
      • A sense of paranoia.
      • 46. Problem solving.
      • 47. Managing conflict.
      • 48. Understanding embarrassment.
      25
    • 49. Effects of Mind Blindness
      • Anxiety.
      Quote by Temple Grandin
      • The speed and quality of social reasoning.
      • 50. Exhaustion.
      “I am peopled out.” Kati Siconolfi
      26
    • 51. Language Difficulties that Confuse and Alienate Others.
      • Peaks and valleys in language skills can cause others to establish unrealistic expectations that are not consistently met leading others to become frustrated.
      • 52. Social use of language that is not fluent or used intuitively can cause others to become impatient.
      • 53. Lack of meaningful eye contact or other nonverbal feedback causes others to think that the person with AS is interested in the conversation or in being friends.
    • Language Difficulties that Confuse and Alienate Others
      • Frequent change of topics without clear transitions can be confusing to others causing them distress.
      • 54. Inadvertent directing of a conversation towards ones own special interest appears self-centered.
      • 55. Interrupting or talking over others appears rude and obnoxious.
    • Language Difficulties that Confuse and Alienate Others.
      • Critical information may be missing from a conversation or irrelevant details may be included causing others to struggle to understand the conversation. Sometimes this is just too much work to make the conversation worthwhile.
      • 56. Sometimes the way that something is said gives the impression that the individual with AS is critical, abrasive, argumentative, impolite and/or just mean.
      • 57. The inability to use “fix-up” strategies when a conversation goes bad makes others think that the communication mistake was calculated and purposeful and what kind of a person would be so thoughtless or mean.
    • Difficulties with Executive Functionthat Interfere with Success
      • Organizational and planning abilities
      • 58. Working memory
      • 59. Inhibition and impulse control
      • 60. Self-reflection and self-monitoring
      • 61. Time management and prioritizing
      • 62. Understanding complex or abstract concepts
      • 63. Using new strategies
    • Problem Solving Difficulties that Interfere with Success
      • The tendency to continue using incorrect strategies for solving problems even when they are proven to be ineffective causes others to think that the person is terribly stubborn.
      • 64. A tendency to use own idiosyncratic approach to problem solving frequently rejecting advice from others can cause the individual with AS to appear “unteachable” or noncompliant.
      • 65. Getting mentally “stuck” on a specific problem can be frustrating to others who want to help an individual make progress.
    • Difficulty Coping with Mistakes that Anger and Alienate Others
      • The tendency to focus on errors, a need to fix it, and a desire to be a perfectionist can be very frustrating.
      • 66. Quick to point out the mistakes of others is viewed by others as rude, insensitive, and/or hateful.
      • 67. Trouble owning up to mistakes or knowing how to respond when confronted with a mistake can alienate the individual with AS from others because everyone makes mistakes, this is necessary for learning to occur.
    • Special Interests that Confuse and Mystify Others
      Collections and acquisition of
      knowledge that is self-selected, self-directed and self-taught.
      Both can be interesting to other people, if they too have a common interest, but can be very annoying to those who do not share the same interest.
    • 68. Functions of Special Interests
      • To provide pleasure.
      • 69. To overcome anxiety.
      • 70. To provide relaxation.
      • 71. To ensure greater predictability in life.
      • 72. To help understand the physical world.
      • 73. To create an alternative world.
      • 74. To create a sense of identity.
      • 75. To occupy time, facilitate conversation and indicate intellectual ability.
    • Sensory Sensitivities
      • The most common sensitivity is to specific sounds, but there can also be sensitivity to tactile experiences, light intensity, the taste and texture of food and specific aromas.
      • 76. Under or over reaction to pain and discomfort.
      • 77. Sensory sensitivities are more conspicuous in early childhood and gradually diminish during adolescent, but can remain for life.
    • Impact of Sensory Sensitivity
      • Sensory sensitivities are reported by some adults as having a greater impact on their lives than problems with making friends or finding employment.
      • 78. Individual who have never experienced sensory sensitivities struggle to believe that this exists causing them to become quite annoyed and impatient with the individual with AS who may have under or over responsive sensory systems.
    • Typical Emotional Responses
      Frustration
      Annoyance
      Weariness
      Fatigue
      Puzzlement
      Fear
      Confusion
      Anger
      Rage
    • 79. Typical Interpretations of Feelings
      • The person with AS is being deliberately difficult, uncooperative, critical, rude, abrasive, argumentative, cruel, insensitive, ingrate, mean, and at best impolite.
      • 80. Unlikable, odd, weird, pathological.
      • 81. Immature, unteachable, less intelligence, or even developmentally disabled.
      • 82. Can’t or won’t learn.
      • 83. Prefer to be alone, do not want to have friends, unable to relate to others.
    • AS and other ASDs are NOT !!!
      • Mental illness.
      • 84. Unruly kids with a behavior problem.
      • 85. Caused by bad parents who gave their child too little or too much attention.
      39
    • 86. So what is it??
      AS is a condition of misunderstanding!
      40
    • 87. What is the solution?
      • Become an interpreter for your child to the world and the world to your child, while providing rich and supportive experiences that allow your child to learn and mature.
      Take your child from
      where she is to as far as she can go!
    • 88. Q & A
    • 89. Break
    • 90. “The Life and Times” of Joshua Betts
    • 91. Q & A
    • 92. Caitlin Baran
    • 93. Q & A
    • 94. Practical Hints and Tips for Success at Home
      Friendships
      Siblings and other relatives
      Hygiene
      Hobbies
      Learning to drive
    • 95. Friendships
      • Try to Make Friends With Little Success
      • 96. Lack of social awareness
      • 97. Difficulty in understanding thoughts, feelings, or emotions
      • 98. Unpredictability
      • 99. Difficulty comprehending gestures
      • 100. Difficulty respecting interpersonal boundaries
      • 101. Can lead to
      • 102. Frustration
      • 103. Seemingly Disinterest in Friends
      “People with Asperger’s want contact with other people very much; we’re just pathetically clueless at it, that’s all.” Mozart and The Whale (2005)
    • 104. Q & A
    • 105. Practical Hints and Tips for Success at School
      Academics
      IEP/504 reminders
      Homework
      Extra-curricular Activities
    • 106. Homework Frustration
      • Difficulty discerning information
      • 107. Both auditory and visual
      • 108. Processing slower
      • 109. Retain every detail
      • 110. Exhausting, Ineffective, Frustrating!
    • Relieving Homework Anguish
      Books on tape
      Reduces reading time
      Reduces attempt to retain every detail
      Study buddy
      Peer in class with understanding of school work
      Also builds social skills
    • 111. Q & A
    • 112. Practical Hints and Tips for Success in the Community
      Play dates
      Car travel
      Vacation
      Working or volunteering
    • 113. Promoting Successful Friendships
      • Coordinate play dates
      • 114. Model and guide
      • 115. Involve child in process
    • Q & A
    • 116. References
      American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th edition-Text Revision). Washington, DC: American Psychiatric Association.
      Asperger, H. (1991). ‘Autistic Psychopathy in Childhood.’ In U. Frith (eds and trans.) Autism and Asperger Syndrome. Cambridge: Cambridge University Press. (Original work published 1944).
      Attwood, T. (2007). The complete guide to Asperger’s Syndrome. London: Jessica Kingsley.
      Baird, G. et al (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The special needs and autism project (SNAP). The Lancet, 368 (9531), pp. 210-215.
      Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.
      Betts, D.E. & Patrick, N.J. (2006). Hints and tips for helping children with autism spectrum disorders: Useful strategies for home, school, and the community. London: Jessica Kingsley Publishers
    • 117.
      • Center for Disease Control and Prevention (2006). Prevalence of the autism spectrum disorders in multiple areas of the United States, surveillance years 2006. Retrieved from http://www.cdc.gov/ncbddd/autism/data.html.
      • 118. Ehlers, S. & Gillberg, C. (1993). The epidemiology of Asperger Syndrome: A total population study. Journal of Child Psychology and Psychiatry, 34 (8), pp. 1327- 1350.
      • 119. Klin, A., Volkmar, F.R. & Sparrow, S.S. (2000). Asperger Syndrome. New York: Guilford Press.
      • 120. Medicine Net (2010). Asperger Syndrome. Retrieved from http://www.medicinenet.com/asperger_syndrome/article.htm
      • 121. Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition. 13, 103-128.
    • Contact Information
      Nancy J. Patrick, Ph.D. Dion Betts, Ed.D.
      Associate Professor of Superintendent
      Special Education Boyertown Area S.D.
      Messiah College Boyertown, PA
      npatrick@messiah.edudionbetts@gmail.com
      717-766-2511 ext. 7239 717-371-8225
      60
    • 122. Books
      61
    • 123. 62

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