Counseling Counseling Students with Students with

Asperger’s Asperger’s SyndromeSyndrome

Presented by:Presented by:Kathy Stangel, M.A.Ed.Kathy Stangel, M.A.Ed.

Oak Lawn Hometown District 123Oak Lawn Hometown District 123Counseling Graduate Student, Governors Counseling Graduate Student, Governors

State UniversityState Universitykstangel@d123.orgkstangel@d123.org

History and StatisticsHistory and Statistics

• First described and named by Leo Kanner in First described and named by Leo Kanner in 1944, the mysterious disability of autism is 1944, the mysterious disability of autism is characterized by a peculiar emotional intellectual characterized by a peculiar emotional intellectual detachment from other people and the common detachment from other people and the common human world. human world.

• Although symptoms vary in nature and severity, Although symptoms vary in nature and severity, language and the capacity for a normal social life language and the capacity for a normal social life are always seriously affected. are always seriously affected.

• Two to four out of 10,000 children are autistic, Two to four out of 10,000 children are autistic, 75% of them are boys. (Courtesy Curt Warner 75% of them are boys. (Courtesy Curt Warner Autism Campaign - www.cwautism.com)Autism Campaign - www.cwautism.com)

• Linked to biological or neurological Linked to biological or neurological differences in the brain. differences in the brain.

• In many families, there appears to be a In many families, there appears to be a pattern of autism-which suggests there is pattern of autism-which suggests there is a genetic base to the disorder - although a genetic base to the disorder - although at this time there has been no gene linked at this time there has been no gene linked to autism. to autism.

• NOT a mental illness; NOT caused by bad NOT a mental illness; NOT caused by bad parenting; and children with autism are parenting; and children with autism are NOT unruly kids who chose not to behave. NOT unruly kids who chose not to behave.

• Usually comorbid with ADHD, Speech-Usually comorbid with ADHD, Speech-Language disorder, or Tourette’s disorder.Language disorder, or Tourette’s disorder.

Social CharacteristicsSocial Characteristics

• Prefers to spend time alone rather than with Prefers to spend time alone rather than with others.others.

• Little or no interest in making friends.Little or no interest in making friends.• Low response to social cues: teacher “looks” of Low response to social cues: teacher “looks” of

disappointment, verbal tones, eye contact, disappointment, verbal tones, eye contact, smile.smile.

• Short attention span.Short attention span.• Lack of spontaneous or imaginative play.Lack of spontaneous or imaginative play.• Does not initiate pretend play.Does not initiate pretend play.• Tantrums for no apparent reason Tantrums for no apparent reason • Obsessive interest in single item, idea, activity.Obsessive interest in single item, idea, activity.

• Difficulty mixing with other children Difficulty mixing with other children • Have inappropriate laughing and Have inappropriate laughing and

giggling, or show little or no eye contact - giggling, or show little or no eye contact - school personnel should not take this school personnel should not take this personally.personally.

• Resist changes to routine. If a session Resist changes to routine. If a session with an Autistic child is changed, it may with an Autistic child is changed, it may cause a breakdown or tantrum. Keeping cause a breakdown or tantrum. Keeping consistent schedules will help maintain consistent schedules will help maintain the “peace”. the “peace”.

• Echolalia (repeating words or Echolalia (repeating words or phrases in place of normal language). phrases in place of normal language).

• Inappropriate attachment to objects.Inappropriate attachment to objects.• Limited response to peer pressure.Limited response to peer pressure.• Unaware of the codes of social Unaware of the codes of social

conduct (close talker).conduct (close talker).• Special interests that dominate Special interests that dominate

person’s time and conversation.person’s time and conversation.

Cognitive AbilityCognitive Ability

• Encyclopedic memory.Encyclopedic memory.• Tactile sensitivity.Tactile sensitivity.• Visual learning style. Visual learning style. • Preference for routines.Preference for routines.• Limited flexibility in thinking. Limited flexibility in thinking.

Building Friendship Building Friendship SkillsSkills

•Level 1: Pre-school to 6 yearsLevel 1: Pre-school to 6 years•Level 2: Ages 6 – 9Level 2: Ages 6 – 9•Level 3: Ages 9 – 13Level 3: Ages 9 – 13•Level 4: Adolescence to Adult Level 4: Adolescence to Adult

(Tony Attwood, 2001)(Tony Attwood, 2001)

•Social StoriesSocial Stories

Level 1: Pre-school – 6 Level 1: Pre-school – 6 yearsyears

• Recognition of turn takingRecognition of turn taking• Proximity and physical attributesProximity and physical attributes• Why is ______ your friend? (“I like him” Why is ______ your friend? (“I like him”

“He lives next door”)“He lives next door”)• Observing natural play of child’s Observing natural play of child’s

peers.peers.• Inclusion with other children who can Inclusion with other children who can

modify their play to accommodate the modify their play to accommodate the child. child.

Level 2: Ages 6 - 9Level 2: Ages 6 - 9

• Reciprocity and being fair.Reciprocity and being fair.• Like the same activities.Like the same activities.• Aware of the preferences, feelings Aware of the preferences, feelings

and thoughts of the other person.and thoughts of the other person.• Why is ____ your friend? (“She Why is ____ your friend? (“She

comes to my party and I go to comes to my party and I go to hers” “She’s nice to me”)hers” “She’s nice to me”)

Level 3: Ages 9 - 13Level 3: Ages 9 - 13

• Aware of other’s opinion of them Aware of other’s opinion of them and how their words and actions and how their words and actions affect the feelings of others.affect the feelings of others.

• Shared experiences and interests.Shared experiences and interests.• Greater selectivity and durability.Greater selectivity and durability.• Gender split.Gender split.• Trust, loyalty and keeping Trust, loyalty and keeping

promises.promises.

Level 4: Adolescences to Level 4: Adolescences to AdultAdult

• Peer group acceptance more Peer group acceptance more important that the opinion of parents.important that the opinion of parents.

• Desire to be understood by friends.Desire to be understood by friends.• Different types of friendship.Different types of friendship.• ““He/she accepts me for who I am”He/she accepts me for who I am”• ““We think the same way about We think the same way about

things”things”• Most complaints from Asperger’s – Most complaints from Asperger’s –

no one accepted me for who I was, no one accepted me for who I was, they wanted me to be just like them. they wanted me to be just like them.

Social StoriesSocial Stories(developed by Carol Gray)(developed by Carol Gray)

• Using student’s above average skills in Using student’s above average skills in reading comprehension and visualizing. reading comprehension and visualizing.

• Describe what most of us dismiss as Describe what most of us dismiss as obvious.obvious.

• Social stories can be used for basic Social stories can be used for basic skills (i.e. brushing teeth, hygiene) to skills (i.e. brushing teeth, hygiene) to visits to the doctor or making friends.visits to the doctor or making friends.

• Basing stories on individual student’s Basing stories on individual student’s needs. needs.

Guidelines to Writing Guidelines to Writing Social Stories Social Stories

Write:Write:• In first person.In first person.• In present or future (upcoming In present or future (upcoming

event) tense.event) tense.• As though student is describing the As though student is describing the

event to others.event to others.• At student’s level of comprehension.At student’s level of comprehension.• In a positive mannerIn a positive manner..

Guidelines to Writing Guidelines to Writing Social StoriesSocial Stories

Use “Wh” questions:Use “Wh” questions:• WHO is present.WHO is present.• WHAT they are doing.WHAT they are doing.• WHERE the situation occurs.WHERE the situation occurs.• WHEN it occurs.WHEN it occurs.• WHYWHY• Use directive in HOW to respond (i.e., Use directive in HOW to respond (i.e.,

I can try, I will try, I will work on, I can try, I will try, I will work on, etc.).etc.).

Guidelines to Writing Guidelines to Writing Social StoriesSocial Stories

• Watch for literal interpretationsWatch for literal interpretations• Be specificBe specific• Use the words “usually” and Use the words “usually” and

“sometimes” (especially when “sometimes” (especially when describing other people’s behavior).describing other people’s behavior).

• Mention variations in routine.Mention variations in routine.• Provide visual, concrete information.Provide visual, concrete information.

Layout of a Social StoryLayout of a Social Story

• Keep in binder or spiral notebook.Keep in binder or spiral notebook.• A few sentences per page.A few sentences per page.• One aspect or one step of a social situation per One aspect or one step of a social situation per

page.page.

Sample story: (When someone changes their mind)Sample story: (When someone changes their mind)

Sometimes a person says, “I changed my mind.” Sometimes a person says, “I changed my mind.” This means they had one idea, but now they This means they had one idea, but now they have a new idea. There are many situations have a new idea. There are many situations where a person may say, “I changed my mind.” where a person may say, “I changed my mind.”

I will work on staying calm when someone I will work on staying calm when someone changes their mind. It is important to try and changes their mind. It is important to try and stay calm. This keeps everyone safe. stay calm. This keeps everyone safe.

Presentation of Social Presentation of Social StoriesStories

• Read new one first thing in the Read new one first thing in the morning.morning.

• Read before the event.Read before the event.• Review new story daily (at least) for 1-2 Review new story daily (at least) for 1-2

weeks.weeks.• Revise as needed.Revise as needed.• Write a new story after 1-2 weeks.Write a new story after 1-2 weeks.• Don’t forget to insert stories about Don’t forget to insert stories about

successes. successes.

Key Words in Social StoriesKey Words in Social Stories(words to use and teach (words to use and teach

students)students)• KnowKnow• GuessGuess• LearnLearn• DecideDecide• TopicTopic• IdeaIdea• WonderWonder• UnderstandUnderstand• SometimesSometimes

• SupposeSuppose• ConfuseConfuse• ExpectExpect• HopeHope• AnticipateAnticipate• OpinionOpinion• ForgetForget• BelieveBelieve• UsuallyUsually

Fun Asperger’s QuotesFun Asperger’s Quotes

ReferencesReferences