Aspergers Syndrome by Steve Vitto

Slide 1: Asperger syndrome Presented by: Steve Vitto, M.A., Behavioral Teacher Consultant Muskegon Area ISD

Slide 2: What Is Asperger Syndrome? Child with diminished nonverbal communication and social interaction but normal language and cognitive developm ent Neurodevelopmental disorder of the brain that affects a number of abilities Atypical sensitivity to sensory input Have problems with motor and coordination skills Have intense or unusual interests in certain subjects Not a behavior disorder Can not be empirically or medically determined Four times more common in boys than girls

Slide 3: How Is It Diagnosed? Observations Parent interviews Language and cognitive testing Verbal and nonverbal communication Social relatedness Play Behavior No blood test or chromosomal test Medical identification using the DSM-IV criteria

Slide 4: Symptoms of Asperger Syndrome Perseveration on specific topics of interest Insistance on sameness/difficulty with changes in routine Inability to make and keep friends Difficulty with reciprocal conversations Pedantic speech Socially naïve and literal thinkers Difficulty with learning in large groups Difficulties with abstract concepts Problem-solving abilities tend to be poor Vocabulary usually great; comprehension poor Low frustration tolerance Poor coping strategies Narrow and or intense focus of interest

Slide 5: Video- Tony Attwood Social Difficulties

Slide 6: Symptoms of Asperger Syndrome (continued) Impulsivity Difficulty discerning between fiction and reality Poor writing skills (fine-motor problems) Poor concentration Emotional vulnerabilidty Academic difficulties Poor organization skills (executive functions) Appear “normal” to other people Motor cluminess Inability to interpret nonverbal language Difficulty initiating and or maintaining conversations Personal-space violations Difficulty with perspective-taking (theory of mind deficits) Sensory difficulties (hypo or hypersensitive)

Slide 7: Tony Attwood -Video Pragmatics Special Interests Cognition Central Coherence Stress and Management Homework Motor Clumsiness Sensory

Slide 8: Causes of Asperger Syndrome We don’t know yet We do know: Parents do not cause it Mother’s actions before or during pregnancy does not cause it Research is examining the biological and structural aspects of brain

Slide 9: Behaviors and Stress Behaviors are misinterpreted Function of poor coping strategies Low frustration tolerance Difficulty reading social cues Involves feelings of stress Inability to predict outcomes See the world as unpredictable and threatening Recognize basic emotions (sad, mad, happy and afraid) Don’t access the thinking area of the brain under stress

Slide 10: Strategies Which May Increase Behavioral Difficulties Judgmental or emotional responses Expectations of rapid compliance Misperceptions of intentionality (he knows what he is doing) Misperceptions about variant ability to control (because he can do it sometimes he is capable) Punishment involving exclusion or separation Police Involvement and/or Juvenile Detention Frequent change of staff or assigning substitute staff

Slide 11: Teacher Behaviors That Can Escalate a Crisis Raising your voice or yelling Statement proclaiming your authority (e.g., “I’m the boss.”) Having the last word Using sarcasm Bringing up past events Commanding and demanding compliance Using unwarranted physical management (e.g., forced compliance) Not allowing choices Nagging Labeling or giving undue attention to the undesired behavior

Slide 12: Teacher Behaviors That Can Diffuse a Crisis Avoid ultimatums Honor personal space Avoid touching the student when they are upset Provide reasonable limits Be careful of prolonged staring Refrain from arguing Let the student know what he needs to do Talk with a calm even tone

Slide 13: Develop a Functional Assessment Environmental Variables Setting Events Preventative Strategies Needs being Met through the Behavior Disability Characteristics

Slide 14: Writing a Formal Behavior Plan Definition of Behavior Motivation of Behavior Preventative Strategies Reinforcement Strategies Replacement Skills to be Taught Consequences that Teach and Restore

Slide 15: Evaluating Consequences Individualized and data based decisions Consequences should facilitate their learning of replacement skills Consequence provide an opportunity to make things right Consequences should relate to the behavior of concern Consequences should support community building efforts Consequences should involve peer understanding and support Ineffective consequences should be abandoned

Slide 16: What Teachers Can Do In A Classroom Teacher selected groups Recognize the students strengths Provide a predictable, safe environment Firm expectations Refrain from arguing Provide adequate response time Provision of a quiet place to go when stressed Reduce distractions and sensory overload Break large tasks or concepts into smaller steps

Slide 17: What Teachers Can Do In A Classroom (continued) Structured day Positive behavior management techniques Create visual organizers Keep instructions simple Type on the computer instead of using pencil and paper for handwriting Choose seating carefully Provide peer education about Asperger Syndrome

Slide 18: Establish Preventative Environments Emphasis on prompting and modeling desired behavior Clear rules and expectations (written or symbolic) Peer group that understands and knows how to respond to and support the student with Aspergers Frequent positive feedback Focus on developing social skills Ample time to process and respond to directives Advanced and ample time to make transitions Calming area when overstimulated

Slide 19: Attributes of Good Program Personality of teacher Access to support and resources Teacher and school staff calm disposition predictable in their emotional reactions flexible see the world through the child’s eyes a sense of humor Classroom size is smaller Quiet well ordered classroom

Slide 20: svitto@muskegonisd.org 