asperger syndrome

Asperger Asperger SyndromeSyndrome

A Workshop for EducatorsA Workshop for Educators

Presented by Fab, Ingrid and Presented by Fab, Ingrid and RyanRyan

IntroductionIntroductionThe main focus of our workshop is to help The main focus of our workshop is to help you gain an intuitive understanding of what you gain an intuitive understanding of what

life is like for a student who lives with life is like for a student who lives with Asperger Syndrome (AS).Asperger Syndrome (AS).

We plan to show what AS looks like through We plan to show what AS looks like through a variety of activities such as videos, a variety of activities such as videos, discussion questions and scenarios. discussion questions and scenarios.

This workshop will also provide you with a This workshop will also provide you with a variety of teaching strategies and variety of teaching strategies and

approaches that can help you assist any approaches that can help you assist any student with AS within your own class. student with AS within your own class.

Let’s get to know Let’s get to know one another!one another!

Bags of M & Ms are Bags of M & Ms are being passed around, being passed around, please help yourself… please help yourself… but do not eat them but do not eat them yet!!!yet!!!

Getting to Know YouGetting to Know You

Now, before you Now, before you eat your treat, eat your treat, there is a catch!there is a catch!

For every M&M For every M&M you chose, please you chose, please tell the people at tell the people at your table one your table one thing about thing about yourself.yourself.

BrainstormBrainstormWhat do we know about Asperger Syndrome?What do we know about Asperger Syndrome?

Get into groups of four. Get into groups of four.

Take a marker and piece of chart paper.Take a marker and piece of chart paper.

Try to come up with a definition as well as Try to come up with a definition as well as how it might feel to have AS and what we how it might feel to have AS and what we as educators can do to assist these as educators can do to assist these students.students.

Each group will present their ideas to the Each group will present their ideas to the larger group and post their chart paper on larger group and post their chart paper on the side wall. We’ll reflect back on them the side wall. We’ll reflect back on them after the presentation to see what we have after the presentation to see what we have learned.learned.

Workshop OutcomesWorkshop Outcomes

Learn about the diagnosis of Learn about the diagnosis of Asperger Syndrome.Asperger Syndrome.

Learn to empathize with students Learn to empathize with students who have AS and try to develop a who have AS and try to develop a better understanding of what they better understanding of what they are going through.are going through.

Learn effective strategies that you Learn effective strategies that you can use in your classroom to help can use in your classroom to help assist any student with AS.assist any student with AS.

So where did Asperger So where did Asperger Syndrome originate??Syndrome originate??

Identified in the 1940s by Hans Identified in the 1940s by Hans AspergerAsperger

Viennese pediatrician (1906-1980)Viennese pediatrician (1906-1980) Described a group of boys with:Described a group of boys with:

poor social interactionpoor social interaction failure in communication failure in communication development of narrow interestsdevelopment of narrow interests

Our thinking has Our thinking has changed over the years!!changed over the years!!

Lorna Wing wrote many books on the Lorna Wing wrote many books on the topic (1980s) and coined the term topic (1980s) and coined the term Asperger Syndrome.Asperger Syndrome.

She challenged a previous view of autism She challenged a previous view of autism by Leo Kanner (1940s) who believed that by Leo Kanner (1940s) who believed that the syndrome arose due to poor parenting the syndrome arose due to poor parenting or a lack of mothering. or a lack of mothering.

If this were true, we would all have If this were true, we would all have several kids with AS in our classes! several kids with AS in our classes!

Entered the Entered the DSM-IVDSM-IV in in 19941994

DIAGNOSTIC CRITERIA FOR DIAGNOSTIC CRITERIA FOR ASPERGER SYNDROMEASPERGER SYNDROME

Qualitative impairment in social Qualitative impairment in social interactioninteraction,, as manifested by at as manifested by at

least least twotwo of the following: of the following:

DSM-IV Criteria for ASDSM-IV Criteria for AS 1) marked impairment in the use of multiple 1) marked impairment in the use of multiple

nonverbal behaviours such as eye-to-eye gaze, nonverbal behaviours such as eye-to-eye gaze, facial expression, body postures, and gestures to facial expression, body postures, and gestures to regulate social interaction; regulate social interaction;

2) failure to develop peer relationships appropriate 2) failure to develop peer relationships appropriate to developmental level; to developmental level;

3) lack of spontaneous seeking to share enjoyment, 3) lack of spontaneous seeking to share enjoyment, interests or achievements with other people; and interests or achievements with other people; and

4) lack of social or emotional reciprocity. 4) lack of social or emotional reciprocity.

DSM-IV Criteria for ASDSM-IV Criteria for AS

Restricted repetitive and stereotyped Restricted repetitive and stereotyped patterns of behaviour, interests and patterns of behaviour, interests and activities (at least one of the following)activities (at least one of the following)

1) encompassing preoccupation with one or 1) encompassing preoccupation with one or more stereotyped and restricted patterns of more stereotyped and restricted patterns of interest that is abnormal either in intensity interest that is abnormal either in intensity or focus; or focus;

2) apparently inflexible adherence to 2) apparently inflexible adherence to specific, non-functional routines or rituals;specific, non-functional routines or rituals;

DSM-IV Criteria for ASDSM-IV Criteria for AS

3) stereotyped and repetitive motor 3) stereotyped and repetitive motor mannerisms (e.g., hand or finger mannerisms (e.g., hand or finger flapping or twisting, or complex flapping or twisting, or complex movements); andmovements); and

4) persistent preoccupation with parts 4) persistent preoccupation with parts of objects.of objects.

Interesting Differences Interesting Differences between Asperger between Asperger

Syndrome and AutismSyndrome and Autism

AS shows AS shows no significant delayno significant delay in language (developing in language (developing normally).normally).

It also shows It also shows no significant no significant delaydelay in cognitive development in cognitive development or in the development of age-or in the development of age-appropriate self-help skills.appropriate self-help skills.

However, they are closely However, they are closely related!related!

AS shares many traits with autismAS shares many traits with autism The degree of impairment differs The degree of impairment differs

widely among individualswidely among individuals Many younger children who are Many younger children who are

diagnosed with classical autism diagnosed with classical autism move through the spectrum and are move through the spectrum and are re-diagnosed with AS later in re-diagnosed with AS later in childhoodchildhood

AS Criteria: AS Criteria: Real Life ExamplesReal Life Examples

Impairment in communication Impairment in communication Literal use of languageLiteral use of language

confused by expressions — “cat got your tongue”confused by expressions — “cat got your tongue” confused by shades of meaning/ambiguityconfused by shades of meaning/ambiguity expansive vocabulary often hides poor expansive vocabulary often hides poor

understandingunderstanding

Impairment in language “pragmatics”Impairment in language “pragmatics” lack of reciprocity in conversation -- talks “at you”lack of reciprocity in conversation -- talks “at you” misses non-verbal cues (body language)misses non-verbal cues (body language)

AS Criteria: AS Criteria: Real Life ExamplesReal Life Examples

Restricted repetitive and stereotyped Restricted repetitive and stereotyped patterns of behaviour, interests and patterns of behaviour, interests and activitiesactivities self stimulation activities such as rocking, self stimulation activities such as rocking,

spinning, arm flappingspinning, arm flapping intense all-consuming preoccupation with a intense all-consuming preoccupation with a

narrow subject (e.g., trains, dinosaurs, TV narrow subject (e.g., trains, dinosaurs, TV characters)characters)

intense need for routine and consistency intense need for routine and consistency with anxiety when routines are not followedwith anxiety when routines are not followed

AS can be a wonderful thingAS can be a wonderful thing

Before we move on, let’s watch a Before we move on, let’s watch a little video on some famous people little video on some famous people who live with AS. I think you may be who live with AS. I think you may be pleasantly surprised by some of the pleasantly surprised by some of the faces. Enjoy!!!faces. Enjoy!!!

http://www.youtube.com/watch?v=3efFjnEhFX4&feature=relatedhttp://www.youtube.com/watch?v=3efFjnEhFX4&feature=related

Enough sitting already! Let’s Enough sitting already! Let’s dramatize!dramatize!

Each group will be given a set of “emotion” Each group will be given a set of “emotion” cards which will be acted out by volunteers in cards which will be acted out by volunteers in your group. It is not necessary for every your group. It is not necessary for every group member to act out one of the emotions group member to act out one of the emotions – just those who want to.– just those who want to.

Important – You are not allowed to talk.Important – You are not allowed to talk. Your group members will have to guess your Your group members will have to guess your

emotion by your actions and facial emotion by your actions and facial expressions.expressions.

Try and see it through the eyes of a student Try and see it through the eyes of a student with AS who struggles with reading emotions.with AS who struggles with reading emotions.

What is it like to What is it like to have Asperger have Asperger

Syndrome?Syndrome?From the child’s perspectiveFrom the child’s perspective

Why do we need to Why do we need to understand?understand?

Asperger Syndrome is not a physical disability, so the condition can be invisible to the rest of the world. It is easy to tell that a person in a wheelchair has a physical disability that may require support and understanding, whereas people with an autism spectrum disorder look just like anybody without a disability. This means it can be extremely difficult to raise awareness and foster an understanding of the condition.

Try to ImagineTry to Imagine

You wake up in a foreign country where You wake up in a foreign country where you you do not speak the languagedo not speak the language and have and have no way of effectively communicatingno way of effectively communicating with with the people around you. On top of this, the the people around you. On top of this, the people around youpeople around you have a have a different set of different set of social rulessocial rules (such as the way they greet (such as the way they greet one another when meeting). You try your one another when meeting). You try your best but cannot figure out what they are best but cannot figure out what they are doing and why. doing and why.

Take a moment now and Take a moment now and discuss these questions discuss these questions

with your table:with your table:

How would you feel? How would you feel?

How would you react?How would you react?

How would you cope?How would you cope?

LIFE WITH ASLIFE WITH AS

To varying degrees, this is how people with AS experience their surroundings every day and their initial responses are often to find unique ways of understanding and coping with the situations in which they find themselves. This is why they may behave and act in ways that may appear odd or even mischievous, and these reactions may effectively isolate the individual from the world even more.

LIFE WITH ASLIFE WITH AS

““My teacher says My teacher says I’m rude. I think I’m rude. I think I’m honest. I I’m honest. I don’t understand don’t understand why I can’t tell why I can’t tell someone that someone that they have bad they have bad breath, ugly hair, breath, ugly hair, or to go away or to go away because I’m because I’m busy.”busy.”

How “I” See the World How “I” See the World "I have difficulty picking up social cues, and difficulty in knowing what to do when I "I have difficulty picking up social cues, and difficulty in knowing what to do when I

get things wrong.”get things wrong.”

““I always knew something was different about me, but I did not know what it was.”I always knew something was different about me, but I did not know what it was.”

““I speak extremely formally, and, as a result, am often referred to by my peers as ‘the I speak extremely formally, and, as a result, am often referred to by my peers as ‘the human dictionary.’"human dictionary.’"

““I am having problems making friends at my school.” I am having problems making friends at my school.”

““My attempts to join in were met with ridicule and exclusion.”My attempts to join in were met with ridicule and exclusion.”

““I feel different. Other children at school are not what I am like.” I feel different. Other children at school are not what I am like.”

““What I experience is often ignored by others who keep telling me that I am like them What I experience is often ignored by others who keep telling me that I am like them and that I just need to try harder.”and that I just need to try harder.”

““Teachers often reprimand me for speaking in a ‘disrespectful tone of voice’ when I Teachers often reprimand me for speaking in a ‘disrespectful tone of voice’ when I do not understand how tone of voice can express emotion.”do not understand how tone of voice can express emotion.”

““Anything new can upset me.”Anything new can upset me.”

Helping or Hurting?Helping or Hurting?Report Card Comments of Undiagnosed Student with Report Card Comments of Undiagnosed Student with

ASAS

Socially she is a problem.Socially she is a problem. She is apt to revert to some sort of very immature behaviour if she is left She is apt to revert to some sort of very immature behaviour if she is left

alone or with other children.alone or with other children. Poor Work Habits Poor Work Habits Makes Poor Use of Time Makes Poor Use of Time Does not Show an Interest in Outside Reading, Does not Get Work in on Does not Show an Interest in Outside Reading, Does not Get Work in on

Time Time Poor Reasoning AbilityPoor Reasoning Ability If she did not day-dream, she could participate more knowingly.If she did not day-dream, she could participate more knowingly. Usually does not listen the first time.Usually does not listen the first time. She has not yet learned self-discipline in applying herself to the job at She has not yet learned self-discipline in applying herself to the job at

hand.hand. Inclination to do a job fast--and often quite carelesslyInclination to do a job fast--and often quite carelessly

IN YOUR CLASSROOM, A STUDENT IN YOUR CLASSROOM, A STUDENT WITH AS WILL TYPICALLY:WITH AS WILL TYPICALLY:

Have impairment in social situations: show an inability to Have impairment in social situations: show an inability to understand complex rules of social interaction, cannot read understand complex rules of social interaction, cannot read social cues, body language (i.e., A frustrated, or angry look)social cues, body language (i.e., A frustrated, or angry look)

Have a restricted range of interests: they can have eccentric Have a restricted range of interests: they can have eccentric preoccupations or odd, intense fixations (sometimes preoccupations or odd, intense fixations (sometimes obsessively collecting unusual things). They may ask incessant obsessively collecting unusual things). They may ask incessant questions on one particular topic and “lecture” on their area of questions on one particular topic and “lecture” on their area of interest, not noticing that others may not be interested.interest, not noticing that others may not be interested.

Take things very literally. Social nuances are lost on them. Take things very literally. Social nuances are lost on them. Have poor concentration: are often off task, disorganized, Have poor concentration: are often off task, disorganized,

cannot figure out what is relevant to focus on so may get cannot figure out what is relevant to focus on so may get fixated on something other than present classroom activityfixated on something other than present classroom activity

IN YOUR CLASSROOM (CONTINUED)IN YOUR CLASSROOM (CONTINUED)

Have poor motor coordination: are physically clumsy and Have poor motor coordination: are physically clumsy and awkwardawkward

Have difficulty with Academic Activities: usually have Have difficulty with Academic Activities: usually have average to above-average intelligence (especially in the verbal average to above-average intelligence (especially in the verbal sphere) but lack high level thinking and comprehension skillssphere) but lack high level thinking and comprehension skills

Suffer from emotional vulnerability: can compete Suffer from emotional vulnerability: can compete intellectually in regular classroom but often do not have the intellectually in regular classroom but often do not have the emotional coping skills to deal with the demands of the emotional coping skills to deal with the demands of the classroom (due to inability to be flexible)classroom (due to inability to be flexible)

LET’S WATCHLET’S WATCH

Here’s a video clip of living with AS Here’s a video clip of living with AS from a child’s perspectivefrom a child’s perspective

This video should help you get a This video should help you get a sense of how these children think sense of how these children think and feeland feel

http://www.http://www.youtubeyoutube.com/watch?v=UAUV4RZPN9k&feat.com/watch?v=UAUV4RZPN9k&feature=relatedure=related

NOW YOUR TURN!NOW YOUR TURN!

We ask that one We ask that one member from member from each group each group please come to please come to the front and the front and pick up a pick up a “Classroom “Classroom Instructions” Instructions” chart.chart.

NOW YOUR TURN!NOW YOUR TURN!

With your group, use the “Classroom Instructions” With your group, use the “Classroom Instructions” chart to brainstorm the way in which the chart to brainstorm the way in which the instruction given by the teacher may be interpreted instruction given by the teacher may be interpreted by a “typical” student in your class (most likely the by a “typical” student in your class (most likely the way you intended the instruction would be carried way you intended the instruction would be carried out) and then how that same instruction might be out) and then how that same instruction might be interpreted by a student with AS.interpreted by a student with AS.

(Prepare to share with the large group in ten (Prepare to share with the large group in ten minutes.)minutes.)

Classroom InstructionsClassroom Instructions

InstructionInstruction Typical Typical StudentStudent

InterpretationInterpretation

Student with Student with ASAS

InterpretationInterpretation““Do this worksheet”Do this worksheet”

““Put your thinking cap Put your thinking cap on”on”

““There has been a There has been a change in where we line change in where we line up today at recess. up today at recess. Please line up at Door A Please line up at Door A instead of Door C instead of Door C today.”today.”

Classroom InstructionsClassroom Instructions

InstructionInstruction Student with Student with ASAS

InterpretationInterpretation

Suggested Suggested ChangeChange

““Do this worksheet”Do this worksheet” What do I do with it?What do I do with it?

When do I do it?When do I do it?

Do I have to complete it Do I have to complete it now?now?

Here’s a math sheet. I Here’s a math sheet. I expect you to finish expect you to finish some but you don’t have some but you don’t have to do it all right now.to do it all right now.

““Put your thinking cap Put your thinking cap on”on”

I don’t own oneI don’t own one

I don’t wear hatsI don’t wear hats

No hats are allowed at No hats are allowed at schoolschool

Do you remember the Do you remember the process to solve process to solve problems? What do we problems? What do we do first?do first?

““There has been a There has been a change in where we line change in where we line up today at recess. up today at recess. Please line up at Door A Please line up at Door A instead of Door C instead of Door C today.”today.”

When do I line up?When do I line up?

Do I line up there now?Do I line up there now?

We’re supposed to line We’re supposed to line up at Door A.up at Door A.

Today at the end of Today at the end of recess I need you to line recess I need you to line up with the rest of the up with the rest of the class at Door C. This class at Door C. This change is only for today. change is only for today. Where is Door C? When Where is Door C? When do you line up there?do you line up there?

How do we support How do we support these students in our these students in our

class?class?

What can we do?What can we do?

Accommodating the Accommodating the EnvironmentEnvironment

for Students with ASfor Students with AS establish routinesestablish routines establish clear expectationsestablish clear expectations use visual supports (lists, calendars) use visual supports (lists, calendars) decrease stressdecrease stress supervise unstructured timesupervise unstructured time develop “circle of friends”develop “circle of friends” work collaboratively with parentswork collaboratively with parents

Sample Visual CalendarSample Visual Calendar

For younger AS studentsFor younger AS students

Teaching StrategiesTeaching Strategies

Difficulties with LanguageDifficulties with Language teach conversational skills in small group teach conversational skills in small group settingssettings explain metaphors and words with double explain metaphors and words with double meaningsmeanings pause between instructions and check for pause between instructions and check for understandingunderstanding watch videos to identify nonverbal watch videos to identify nonverbal expressions and theirexpressions and their meaningmeaning

Insistence on SamenessInsistence on Sameness

prepare student for potential change prepare student for potential change wherever possiblewherever possible use pictures, schedules, written/drawn use pictures, schedules, written/drawn notifications, andnotifications, and social stories to indicate impending changessocial stories to indicate impending changes


Sample Schedule Indicating Impending ChangesSample Schedule Indicating Impending Changes

Sample Written Notification of Sample Written Notification of ChangeChange

Dear Sammy,Dear Sammy,

Remember that today I will be picking Remember that today I will be picking you up early from school at 2:30 for you up early from school at 2:30 for your dentist appointment. See you your dentist appointment. See you later!later!

Love,Love,

DadDad

Impairment in Social InteractionImpairment in Social Interaction explicitly teach rules of social conductexplicitly teach rules of social conduct teach student how to interact through social teach student how to interact through social stories, comicstories, comic book conversations, modelling, role-playing, book conversations, modelling, role-playing, and “socialand “social autopsies worksheets”autopsies worksheets” use buddy system to assist student during use buddy system to assist student during non-structurednon-structured timestimes structure social skills groups to provide structure social skills groups to provide opportunities foropportunities for direct instruction on specific skills and to direct instruction on specific skills and to practise actualpractise actual eventsevents teach relaxation techniques and designate a teach relaxation techniques and designate a quiet place forquiet place for relaxingrelaxing


Social StoriesSocial Stories

help describe social situations to enhance help describe social situations to enhance social understandingsocial understanding

geared to particular problem/issuegeared to particular problem/issue examples include: examples include: transitioningtransitioning playing during recessplaying during recess puberty puberty appropriate behaviours when in the appropriate behaviours when in the

communitycommunity

Social Stories: An ExampleSocial Stories: An Example Problem: A child with AS who ‘melts Problem: A child with AS who ‘melts

down’ when his classroom schedule down’ when his classroom schedule changeschanges

Goal: Help this child label his Goal: Help this child label his emotions when things change and emotions when things change and give him a larger repertoire of give him a larger repertoire of behaviours to deal with thembehaviours to deal with them

Comic Book ConversationsComic Book Conversations graphical means of analyzing social graphical means of analyzing social

situationssituations helps individual with AS grasp helps individual with AS grasp

thoughts/feelings of conversational thoughts/feelings of conversational partnerpartner

colours can be used to show emotion (e.g., colours can be used to show emotion (e.g., green = happy, red = sad, purple = green = happy, red = sad, purple = proud)proud)

Sample Social Autopsies Sample Social Autopsies WorksheetWorksheet

Restricted Range of InterestsRestricted Range of Interests

limit perseverative discussions and questionslimit perseverative discussions and questions

set firm expectations for classroom but set firm expectations for classroom but provideprovide opportunities for student to pursue own opportunities for student to pursue own interestsinterests incorporate and expand on personal interests incorporate and expand on personal interests in activitiesin activities


Poor ConcentrationPoor Concentration

provide frequent teacher feedback and provide frequent teacher feedback and redirectionredirection use visual organizers, semantic mapping, use visual organizers, semantic mapping, and outliningand outlining provide timed work sessionsprovide timed work sessions

seat student at front of classroomseat student at front of classroom

use nonverbal cues to get attentionuse nonverbal cues to get attention


Sample Classroom LayoutSample Classroom Layout

Poor Motor CoordinationPoor Motor Coordination actively involve student in fitness activitiesactively involve student in fitness activities

take slower writing speed into account take slower writing speed into account when givingwhen giving assignmentsassignments provide extra time for testsprovide extra time for tests

consider use of computers for written consider use of computers for written assignmentsassignments


Academic DifficultiesAcademic Difficulties

break tasks down into smaller stepsbreak tasks down into smaller steps

be as concrete as possible in presenting be as concrete as possible in presenting new conceptsnew concepts use activity-based learning where possibleuse activity-based learning where possible

avoid verbal overloadavoid verbal overload

capitalize on strengths (e.g., memory)capitalize on strengths (e.g., memory)


Breaking a Task into Smaller StepsBreaking a Task into Smaller Steps

Sensory SensitivitiesSensory Sensitivities

be aware that normal levels of auditory and be aware that normal levels of auditory and visual inputvisual input can be perceived by student as too much or can be perceived by student as too much or too littletoo little minimize background noiseminimize background noise

teach and model relaxation strategies (e.g., teach and model relaxation strategies (e.g., deep breaths)deep breaths) provide opportunities and space for quiet provide opportunities and space for quiet timetime arrange for independent work space free of arrange for independent work space free of sensory stimulisensory stimuli that bother studentthat bother student


Managing Tantrums/Rage/MeltdownsManaging Tantrums/Rage/Meltdowns

Identifying the three stages of rage:Identifying the three stages of rage:

1. Rumbling Stage (e.g., fidgeting, swearing, making noises,

ripping paper, grimacing, refusing to cooperate, rapid

movements, tears, tensing muscles, name calling,

increasing/decreasing voice volume, verbal threats,

tapping foot, erasing paper until hole appears)

2. Rage Stage (e.g., uninhibited, acts impulsively, emotional,

explosive, destroying property, self-injury,

screaming, biting, hitting, kicking, internalized

behaviour – harms

self)3. Recovery Stage (e.g., sleeping, often cannot fully

remember what occurred during rage stage, may deny

rage behaviour, withdrawal into fantasy, apologetic,

fragile, sullen)

Appropriate Adult Interventions Appropriate Adult Interventions DuringDuring

the the RumblingRumbling Stage: Stage:• Key: Intervene without becoming a part of the struggle! Remain calm and use a quiet voice.

• Use strategies that limit adult verbalization, have student choice options, and can be used flexibly to meet student needs.• Antiseptic Bouncing: remove student, in nonpunitive fashion, from environment in which he or she is experiencing difficulty (e.g., send child on an errand)• Proximity Control: teacher simply moves near student who is engaged in target behaviour (e.g., circulate through classroom regularly during lesson)


the the RumblingRumbling Stage (continued): Stage (continued):• Signal Interference: when child with AS begins to exhibit behaviour that occurs just prior to tantrum, teacher can use nonverbal signal to let student know that teacher is aware of situation (e.g., an agreed-upon “secret signal” to alert child that he or she is under stress)• Support from Routine: displaying chart or visual schedule can provide security to children with AS who typically need predictability (e.g., student signalling frustration may be directed to schedule to remind student that after he or she completes two more problems, he or she gets to work on topic of special interest with peer)


the the RumblingRumbling Stage (continued): Stage (continued):• Acknowledging Student Difficulties: effective when student working on difficult task and teacher thinks student can complete activity with support (e.g., “Yes, the problem is difficult. Let’s start with number one.”)

• Just Walk and Don’t Talk: adult merely walks with student without talking (since child with AS in rumbling stage will likely react emotively to any statement); during walk, child can say whatever he or she wishes without fear of discipline or logical argument; adult should be calm, show as little reaction as possible, and never be confrontational


the the RageRage Stage: Stage:• Once this stage begins, it most often must run its course.• Key: Focus on child, peer, and adult safety as well as protection of school or personal property. Remain calm and quiet, and project that appearance.• Try getting child to “home base” (i.e., designated place to escape stress) only if it can be achieved without using physical restraint

• Important to help individual with AS regain control and preserve dignity


the the RageRage Stage (continued): Stage (continued):• Adults should have plans ready for:

a) obtaining assistance from other teachers or principal, or

b) removing other students from area, or

c) providing therapeutic restraint if necessary (generally, should be used only if child harming him- or herself• Do not take any student rage behaviour personally.• Disengage emotionally (so that you do not escalate your behaviour)


the the RecoveryRecovery Stage:Stage:

• Work with student to help him or her once again become part of routine

• Direct student to highly motivating task that can be easily completed (e.g., activity related to special interest)

• Some students with AS may need to engage in self-relaxation techniques


the the RecoveryRecovery Stage (continued):Stage (continued):

• Once child has been redirected to structured activity, important for teacher to take time to regroup (e.g., leave classroom briefly if possible, take deep breaths, engage in filing or another brief activity that is calming)

• Do not refer to rage behaviours at this time as student is not ready to process or learn new skills that can prevent future meltdowns.

Sample Stress Tracking Sample Stress Tracking ChartChart

Let’s bring it all Let’s bring it all together!together!

With your group, look over the things you With your group, look over the things you wrote on your chart paper at the beginning of wrote on your chart paper at the beginning of the workshop.the workshop.

Would you change or add anything at this Would you change or add anything at this point? Discuss with your group.point? Discuss with your group.

Each group will share with the larger group Each group will share with the larger group one change or addition that they would make one change or addition that they would make to their original brainstorming list and briefly to their original brainstorming list and briefly explain why.explain why.

Ok let’s recap!!Ok let’s recap!!

Asperger SyndromeAsperger Syndrome is a high-functioning form of is a high-functioning form of autism.autism.

One of the most notable characteristics of AS is aOne of the most notable characteristics of AS is a

problem with communication. Although people with ASproblem with communication. Although people with AS

can speak and may have a very extensive vocabulary, can speak and may have a very extensive vocabulary, theythey

have have difficulty understanding the subtle nuances ofdifficulty understanding the subtle nuances of

communicationcommunication. Nonverbal communication can be. Nonverbal communication can be

particularly difficult for some of them; therefore, particularly difficult for some of them; therefore, formingforming

lasting friendships is a huge tasklasting friendships is a huge task..

Understanding things from Understanding things from an AS point of view!an AS point of view!

• Life can be difficult for these students so we often need to step back and empathize what they are going through.

• We need to be supportive and remember that they are not broken. They are not abnormal. They just learn a little differently than others.

Teaching Strategies for Teaching Strategies for Students with ASStudents with AS

By establishing consistent routines and expectations, By establishing consistent routines and expectations, students with AS will feel confident that they can learn in a students with AS will feel confident that they can learn in a classroom environment that is supportive and predictable.classroom environment that is supportive and predictable.

Visual aids can help to alleviate stress, provide more Visual aids can help to alleviate stress, provide more opportunities to develop a circle of friends, and avoid opportunities to develop a circle of friends, and avoid potential problems with transitions/changes in routines for potential problems with transitions/changes in routines for students with AS.students with AS.

The Stress Tracking Chart can be used to record the The Stress Tracking Chart can be used to record the teacher’s observations on a student with AS so that the teacher’s observations on a student with AS so that the teacher gets to know the student better and can more teacher gets to know the student better and can more readily identify patterns in behaviour.readily identify patterns in behaviour.

Throughout all three stages of rage, it is extremely Throughout all three stages of rage, it is extremely important for the adult to remain calm and to project a important for the adult to remain calm and to project a calm appearance!calm appearance!

ReferencesReferences

Help! Napoleon Dynamite is in my Classroom - power point by Help! Napoleon Dynamite is in my Classroom - power point by Kiwalski, TimothyKiwalski, Timothy

http://autismvisualresources.com/images/visuals/visual_calendhttp://autismvisualresources.com/images/visuals/visual_calendar.gifar.gif - visual calendar - visual calendar

http://education.alberta.ca/media/511995/autism.pdfhttp://education.alberta.ca/media/511995/autism.pdf

http://http://en.wikipedia.org/wiki/Lorna_Wingen.wikipedia.org/wiki/Lorna_Wing - Lorna Wing - Lorna Wing

http://hubpages.com/hub/What-its-Lkie-to-Have-Aspergers-http://hubpages.com/hub/What-its-Lkie-to-Have-Aspergers-Syndrome-A-Story - recap pageSyndrome-A-Story - recap page

http://web.mac.com/socialpragmatics/Site/Welcome.htmlhttp://web.mac.com/socialpragmatics/Site/Welcome.html

References (continued)References (continued) http://http://web.syr.edu/~rjkopp/data/as_diag_list.htmlweb.syr.edu/~rjkopp/data/as_diag_list.html - DSM IV criteria - DSM IV criteria

http://http://www.udel.edu/bkirby/asperger/socialcarolgray.htmlwww.udel.edu/bkirby/asperger/socialcarolgray.html - social stories, - social stories, cartoon conversationcartoon conversation

le:///Users/teacher/Desktop/asperger's%20info/Asperger%20Info:le:///Users/teacher/Desktop/asperger's%20info/Asperger%20Info:%20moreno_tips_for_teaching.webarchive -%20moreno_tips_for_teaching.webarchive - tips for teaching O.A.S.I.S tips for teaching O.A.S.I.S

Miles, Brenda S. Miles, Brenda S. Children and Youth with Asperger Syndrome: Strategies forChildren and Youth with Asperger Syndrome: Strategies for Success in Inclusive SettingsSuccess in Inclusive Settings. Thousand Oaks, California: Corwin Press, . Thousand Oaks, California: Corwin Press,

2005.2005.

Users/teacher/Desktop/asperger's%20info/Asperger%20Syndrome:Users/teacher/Desktop/asperger's%20info/Asperger%20Syndrome:%20Understanding%20the%20Student%20with%20Asperger's%20Syndrome:%20Understanding%20the%20Student%20with%20Asperger's%20Syndrome:%20Guidelines%20for%20Teachers.webarchive - %20Guidelines%20for%20Teachers.webarchive - teaching tips for students teaching tips for students with Asperger’s (O.A.S.I.S)with Asperger’s (O.A.S.I.S)

Users/teacher/Desktop/Asperger%20Syndrome%20Writer's%20Corner:Users/teacher/Desktop/Asperger%20Syndrome%20Writer's%20Corner:%20What%20the%20DSMIV%20Means%20To%20Me.webarchive -%20What%20the%20DSMIV%20Means%20To%20Me.webarchive - Asperger’s Syndrome Writer’s CornerAsperger’s Syndrome Writer’s Corner

Additional Resources to Additional Resources to Support Further ResearchSupport Further Research

““Asperger Syndrome: Living Outside the Bell Asperger Syndrome: Living Outside the Bell Curve.” DVD. Attainment Company Inc., Curve.” DVD. Attainment Company Inc., Verona, WI, 2002.Verona, WI, 2002.

Dubin, Nick. Dubin, Nick. Asperger Syndrome and Asperger Syndrome and BullyingBullying. Philadelphia, PA: Jessica Kingsley . Philadelphia, PA: Jessica Kingsley Publishers, 2007.Publishers, 2007.

Prior, Margot (editor). Prior, Margot (editor). Learning and Behavior Learning and Behavior Problems in Asperger SyndromeProblems in Asperger Syndrome. New York: . New York: The Guilford Press, 2003.The Guilford Press, 2003.

BOOKS TO SHAREBOOKS TO SHAREThese are some books you can share with your whole These are some books you can share with your whole

class or suggest as positive reading material for a class or suggest as positive reading material for a family with a child with ASfamily with a child with AS

All these books can be purchased from Amazon Books.All these books can be purchased from Amazon Books.

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This book is a memoir of a couple who fall in love and learn to cope with the challenges of Asperger Syndrome together.Title: Mozart and the Whale Authors: Jerry and Mary Newport

This book takes the perspective of an eleven year old boy whohas Asperger Syndrome. It gives a positive approach to familieswho are personally affected.Title: Asperger’s Huh: Author: John Strachan



This is written in a fun way to help a student with AS learn positiveways to deal with issues that may arise in school.Title: Adam’s Alternate Sports Day Author: Jude Welton

Thank you!Thank you!

We extend a thank you to each of you for We extend a thank you to each of you for being a part of our workshop today! We being a part of our workshop today! We hope that you have learned something hope that you have learned something new about Asperger Syndrome!new about Asperger Syndrome!

Before you leave, please take a moment Before you leave, please take a moment to complete the feedback sheets being to complete the feedback sheets being distributed. You may leave the distributed. You may leave the completed sheets at your table. Thank completed sheets at your table. Thank you.you.

asperger syndrome

Health & Medicine

term asperger syndrome

diagnosis of asperger

asperger syndromeoriginate

lack of social

group of boys

larger group

group members

poor understanding impairment