Asperger Syndrome is characterized by qualitative impairments in social interaction and restricted, repetitive patterns of behavior. It was first described by Hans Asperger in 1944 and added to the DSM-IV in 1994. Key features include impaired nonverbal communication, lack of social reciprocity, intense interests, and adherence to routines. It is considered a high functioning form of autism with normal language development and IQ. Strategies for educators include structured environments, clear communication, social skills training, and accommodations for assignments.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
In his prologue to the Greek edition of Frith’s “Autism: Explaining the Enigma”, the paedopsychiatrist George Karantinos (1999) argues that the child with autism is not at all sly. Karantinos comments this autistic naiveness by adding that children with autism would never play to win.
Similar opinions reveal that our understanding of autism is influenced by social practices, positions, networks and privileges. Characteristically enough, the Greek Curriculum for Autism (Pedagogical Institute, 2003) supposes, with pessimism, that some children with autism will never learn to speak. And recently, Syriopoulou-Delli (2011) contends that the behaviouristic approach remains the dominant treatment of autism, even though behaviourism neglects intellectual problems. On account of such questions, autism and special education appear as complicated and serious political, ideological and social issues, where oversimplifications are absolutely inappropriate.
Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
In his prologue to the Greek edition of Frith’s “Autism: Explaining the Enigma”, the paedopsychiatrist George Karantinos (1999) argues that the child with autism is not at all sly. Karantinos comments this autistic naiveness by adding that children with autism would never play to win.
Similar opinions reveal that our understanding of autism is influenced by social practices, positions, networks and privileges. Characteristically enough, the Greek Curriculum for Autism (Pedagogical Institute, 2003) supposes, with pessimism, that some children with autism will never learn to speak. And recently, Syriopoulou-Delli (2011) contends that the behaviouristic approach remains the dominant treatment of autism, even though behaviourism neglects intellectual problems. On account of such questions, autism and special education appear as complicated and serious political, ideological and social issues, where oversimplifications are absolutely inappropriate.
Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
Autism, Asperger's and ADHD.
Lecture 4 Asperger's Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Topic 5 - Classification, Assessment and Diagnosis 2010Simon Bignell
Autism, Asperger's and ADHD
Topic 5 - Classification, Assessment and Diagnosis.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Section 5 - Classification, Diagnosis and AssessmentSimon Bignell
Section 5 - Classification, Diagnosis and Assessment
'Autism, Asperger's and ADHD' module by Simon Bignell - Lecturer in Psychology at University of Derby.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Teachers need to be aware of the autism spectrum disorder range and must be aware of what to expect from this population and how to teach appropriately to these students.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. A qualitative impairment in social interaction: Failure to develop friendships appropriate to the child’s developmental level Impaired use of non-verbal behavior Lack of social and emotional reciprocity and empathy Impaired ability to identify social cues and conventions A qualitative impairment in subtle communication skills Fluent speech but difficulties with conversation skills Tendency to be pedantic (overly concerned with details), have an unusual prosody (stress & intonation in speech), make literal interpretation Restrictive interests Development of special interests that is unusual in intensity and focus Preference for routine and consistency http://www.aspergersyndrome.org/Articles/What-is-Asperger-Syndrome-.aspx AspergerSyndrome: History and Characteristics -Hans Asperger first described Asperger’s Syndrome in 1944. -AspergerSyndrome was added to the fourth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994.
3. Asperger Syndrome: DSM-IV Description Qualitative impairment in social interaction Marked impairment in the use of multiple nonverbal behaviors Eye-to-eye gaze Facial expression Body posture Gestures to regulate social interaction Failure to develop peer relationship appropriate to developmental level Lack of spontaneous seeking to share enjoyment, interest or achievements with other people Lack of social or emotional reciprocity http://www.autreat.com/dsm4-aspergers.html
4. Asperger Syndrome: DSM-IV Description Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following: Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus Apparently inflexible adherence to specific, nonfunctional routines or rituals Stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements) Persistent preoccupation with parts of objects http://www.autreat.com/dsm4-aspergers.html
5. Asperger Syndrome: DSM-IV Description The disturbances causes clinically significant impairments in social, occupational, or other important areas of functioning There is no clinically significant delay in language (single words used by age 2, phrases by age 3) http://www.autreat.com/dsm4-aspergers.html
6. Asperger Syndrome: DSM-IV Description There is 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 Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia http://www.autreat.com/dsm4-aspergers.html
7. AspergerSyndrome Asperger Syndrome (AS) is classified with other Pervasive Developmental Disorders (PDD). PDD characterized by abnormalities: in socialization skills in use of language for communication in behavior Groupings under PDD vary in severity of deficits AS is characterized by higher cognitive abilities and is the mildest and highest functioning PDD group (Nielsen, 2009)
8. Asperger Syndrome: a form of autism? Research does not make it clear if AS is a milder form of autism or only linked to it based on similarities. Impairments between autism and AS are similar, but the degree and ability of the child differ. AS compared to Autism: Higher verbal IQ than performance More normal language ability Onset later than autism Less severe deficits in communication and social skills (Nielsen, 2009)
9. Communication Skills Environment Allow longer time for student to process a question Avoid rephrasing or interrupting Avoid correcting speech Model correct format instead Be concise, concrete, and specific Avoid vague terms (Nielsen, 2009) Establish a well-structured environment Provide advance notice if there will be changes to seating arrangements, the routine, or if there will be a substitute. Seating chart utilized Class schedule posted Give an individual copy to the student Classroom rules posted Avoid generalities Adjust accordingly to meet the needs of the student with AS. (Nielsen, 2009) Strategies for Educators
10. Socialization Assignments Select a buddy Discuss with the buddy the social needs of the student with AS Peer buddy able to promote acceptance of the student and encourage other friendships Use student with AS as a teacher’s aide Use cooperative learning situations to highlight strengths Way to foster respect among peers (Nielsen, 2009) Present visually & orally Use gestures, modeling, and demonstrate the concept Provide copies of teacher’s notes/record the lecture Allows for reviewing of the material as needed Permit use of headphones/earplugs Eliminates distracting background noise Provide alternatives Extra credit Laptops (with handwriting difficulties) Tape recorder (instead of written examination) (Nielsen, 2009) Strategies for Educators
11. My nephew Wesley……making excellent progress in dealing with Asperger Syndrome! People with Asperger Syndrome are often viewed as eccentric, odd, or just a little different. Early diagnosis and effective treatment enable children to deal well with disabilities . Support and encouragement from family and friends are still essential to live well.
12. References Nielsen, L. (2009). Asperger Syndrome. Brief reference of student disabilities…With Strategies for the Classroom. Thousand Oaks, CA: Corwin Press. Shelley, S. (2010). Diagnostic Criteria for 299.80 Asperger’s Disorder. Retrieved from http://www.autreat.com/dsm4-aspergers.html Attwood, T. (2005). What is Asperger Syndrome?. Retrieved from http://www.aspergersyndrome.org/Articles/What-is-Asperger-Syndrome-.aspx