Aspergers counseling


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Aspergers counseling

  1. 1. Counseling Students with Asperger’s Syndrome Presented by: Kathy Stangel, M.A.Ed. Oak Lawn Hometown District 123 Counseling Graduate Student, Governors State University [email_address]
  2. 2. History and Statistics <ul><li>First described and named by Leo Kanner in 1944, the mysterious disability of autism is characterized by a peculiar emotional intellectual detachment from other people and the common human world. </li></ul><ul><li>Although symptoms vary in nature and severity, language and the capacity for a normal social life are always seriously affected. </li></ul><ul><li>Two to four out of 10,000 children are autistic, 75% of them are boys. (Courtesy Curt Warner Autism Campaign - </li></ul>
  3. 3. <ul><li>Linked to biological or neurological differences in the brain. </li></ul><ul><li>In many families, there appears to be a pattern of autism-which suggests there is a genetic base to the disorder - although at this time there has been no gene linked to autism. </li></ul><ul><li>NOT a mental illness; NOT caused by bad parenting; and children with autism are NOT unruly kids who chose not to behave. </li></ul><ul><li>Usually comorbid with ADHD, Speech-Language disorder, or Tourette’s disorder. </li></ul>
  4. 4. Social Characteristics <ul><li>Prefers to spend time alone rather than with others. </li></ul><ul><li>Little or no interest in making friends. </li></ul><ul><li>Low response to social cues: teacher “looks” of disappointment, verbal tones, eye contact, smile. </li></ul><ul><li>Short attention span. </li></ul><ul><li>Lack of spontaneous or imaginative play. </li></ul><ul><li>Does not initiate pretend play. </li></ul><ul><li>Tantrums for no apparent reason </li></ul><ul><li>Obsessive interest in single item, idea, activity. </li></ul>
  5. 5. <ul><li>Difficulty mixing with other children </li></ul><ul><li>Have inappropriate laughing and giggling, or show little or no eye contact - school personnel should not take this personally. </li></ul><ul><li>Resist changes to routine. If a session with an Autistic child is changed, it may cause a breakdown or tantrum. Keeping consistent schedules will help maintain the “peace”. </li></ul>
  6. 6. <ul><li>Echolalia (repeating words or phrases in place of normal language). </li></ul><ul><li>Inappropriate attachment to objects. </li></ul><ul><li>Limited response to peer pressure. </li></ul><ul><li>Unaware of the codes of social conduct (close talker). </li></ul><ul><li>Special interests that dominate person’s time and conversation. </li></ul>
  7. 7. Cognitive Ability <ul><li>Encyclopedic memory. </li></ul><ul><li>Tactile sensitivity. </li></ul><ul><li>Visual learning style. </li></ul><ul><li>Preference for routines. </li></ul><ul><li>Limited flexibility in thinking. </li></ul>
  8. 8. Building Friendship Skills <ul><li>Level 1: Pre-school to 6 years </li></ul><ul><li>Level 2: Ages 6 – 9 </li></ul><ul><li>Level 3: Ages 9 – 13 </li></ul><ul><li>Level 4: Adolescence to Adult </li></ul><ul><li>(Tony Attwood, 2001) </li></ul><ul><li>Social Stories </li></ul>
  9. 9. Level 1: Pre-school – 6 years <ul><li>Recognition of turn taking </li></ul><ul><li>Proximity and physical attributes </li></ul><ul><li>Why is ______ your friend? (“I like him” “He lives next door”) </li></ul><ul><li>Observing natural play of child’s peers. </li></ul><ul><li>Inclusion with other children who can modify their play to accommodate the child. </li></ul>
  10. 10. Level 2: Ages 6 - 9 <ul><li>Reciprocity and being fair. </li></ul><ul><li>Like the same activities. </li></ul><ul><li>Aware of the preferences, feelings and thoughts of the other person. </li></ul><ul><li>Why is ____ your friend? (“She comes to my party and I go to hers” “She’s nice to me”) </li></ul>
  11. 11. Level 3: Ages 9 - 13 <ul><li>Aware of other’s opinion of them and how their words and actions affect the feelings of others. </li></ul><ul><li>Shared experiences and interests. </li></ul><ul><li>Greater selectivity and durability. </li></ul><ul><li>Gender split. </li></ul><ul><li>Trust, loyalty and keeping promises. </li></ul>
  12. 12. Level 4: Adolescences to Adult <ul><li>Peer group acceptance more important that the opinion of parents. </li></ul><ul><li>Desire to be understood by friends. </li></ul><ul><li>Different types of friendship. </li></ul><ul><li>“He/she accepts me for who I am” </li></ul><ul><li>“We think the same way about things” </li></ul><ul><li>Most complaints from Asperger’s – no one accepted me for who I was, they wanted me to be just like them. </li></ul>
  13. 13. Social Stories (developed by Carol Gray) <ul><li>Using student’s above average skills in reading comprehension and visualizing. </li></ul><ul><li>Describe what most of us dismiss as obvious. </li></ul><ul><li>Social stories can be used for basic skills (i.e. brushing teeth, hygiene) to visits to the doctor or making friends. </li></ul><ul><li>Basing stories on individual student’s needs. </li></ul>
  14. 14. Guidelines to Writing Social Stories <ul><li>Write: </li></ul><ul><li>In first person. </li></ul><ul><li>In present or future (upcoming event) tense. </li></ul><ul><li>As though student is describing the event to others. </li></ul><ul><li>At student’s level of comprehension. </li></ul><ul><li>In a positive manner . </li></ul>
  15. 15. Guidelines to Writing Social Stories <ul><li>Use “Wh” questions: </li></ul><ul><li>WHO is present. </li></ul><ul><li>WHAT they are doing. </li></ul><ul><li>WHERE the situation occurs. </li></ul><ul><li>WHEN it occurs. </li></ul><ul><li>WHY </li></ul><ul><li>Use directive in HOW to respond (i.e., I can try, I will try, I will work on, etc.). </li></ul>
  16. 16. Guidelines to Writing Social Stories <ul><li>Watch for literal interpretations </li></ul><ul><li>Be specific </li></ul><ul><li>Use the words “usually” and “sometimes” (especially when describing other people’s behavior). </li></ul><ul><li>Mention variations in routine. </li></ul><ul><li>Provide visual, concrete information. </li></ul>
  17. 17. Layout of a Social Story <ul><li>Keep in binder or spiral notebook. </li></ul><ul><li>A few sentences per page. </li></ul><ul><li>One aspect or one step of a social situation per page. </li></ul><ul><li>Sample story: (When someone changes their mind) </li></ul><ul><li>Sometimes a person says, “I changed my mind.” This means they had one idea, but now they have a new idea. There are many situations where a person may say, “I changed my mind.” </li></ul><ul><li>I will work on staying calm when someone changes their mind. It is important to try and stay calm. This keeps everyone safe. </li></ul>
  18. 18. Presentation of Social Stories <ul><li>Read new one first thing in the morning. </li></ul><ul><li>Read before the event. </li></ul><ul><li>Review new story daily (at least) for 1-2 weeks. </li></ul><ul><li>Revise as needed. </li></ul><ul><li>Write a new story after 1-2 weeks. </li></ul><ul><li>Don’t forget to insert stories about successes. </li></ul>
  19. 19. Key Words in Social Stories (words to use and teach students) <ul><li>Know </li></ul><ul><li>Guess </li></ul><ul><li>Learn </li></ul><ul><li>Decide </li></ul><ul><li>Topic </li></ul><ul><li>Idea </li></ul><ul><li>Wonder </li></ul><ul><li>Understand </li></ul><ul><li>Sometimes </li></ul><ul><li>Suppose </li></ul><ul><li>Confuse </li></ul><ul><li>Expect </li></ul><ul><li>Hope </li></ul><ul><li>Anticipate </li></ul><ul><li>Opinion </li></ul><ul><li>Forget </li></ul><ul><li>Believe </li></ul><ul><li>Usually </li></ul>
  20. 20. Fun Asperger’s Quotes
  21. 21. References