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Aspergers counseling Aspergers counseling Presentation Transcript

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