Asperger’s Asperger’s SyndromeSyndrome

An Overview of Syndrome TraitsAn Overview of Syndrome TraitsAnd And

Interactive Strategies for Parents Interactive Strategies for Parents and Teachers With an Autistic and Teachers With an Autistic

ChildChild

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-The Science--The Science-

Asperger’s Syndrome is one of a Asperger’s Syndrome is one of a distinct group of neurological distinct group of neurological conditionsconditions

A developmental “spectrum A developmental “spectrum disorder”disorder”

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-The Science--The Science-

Structural abnormalities in the brain:Structural abnormalities in the brain: 1.1.Neural circuits controlling thought Neural circuits controlling thought

and behavior are affected and behavior are affected (Health Reference (Health Reference Series)Series)

1.1.Normal migration and “wiring” of Normal migration and “wiring” of embryonic brain cells during fetal embryonic brain cells during fetal development does not take place development does not take place

2.2. (Health Reference Series)(Health Reference Series)

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-The Science--The Science-

Health Reference Sourcebook: Health Reference Sourcebook: During early (critical) stages of fetal During early (critical) stages of fetal development, genes that control development, genes that control and regulate normal brain growth and regulate normal brain growth cause:cause:

overgrowth or immature growth overgrowth or immature growth

excessive cell lossexcessive cell loss

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-The Science--The Science-

Lack of activity in the frontal lobeLack of activity in the frontal lobe

1.1. Difficulty in responding to tasks that Difficulty in responding to tasks that require judgmentrequire judgment

2.2. Difficulty in responding to / recognizing Difficulty in responding to / recognizing facial expressionsfacial expressions

Hypothesized that varying protein levels causes:Hypothesized that varying protein levels causes:

1.1. Obsessive behaviorObsessive behavior

2.2. Repetitive behaviorRepetitive behavior

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-Defining Characteristics- -Defining Characteristics-

(Health Reference Series, Psychodynamic Practice)

Limited interests or an unusual Limited interests or an unusual preoccupation with a particular subject to preoccupation with a particular subject to the extent of excluding other activitiesthe extent of excluding other activities

Socially and emotionally inappropriate Socially and emotionally inappropriate behavior, inability to successfully interact behavior, inability to successfully interact with peerswith peers

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-Defining Characteristics--Defining Characteristics-

Repetitive or restrictive patterns in cognitive Repetitive or restrictive patterns in cognitive processing and behavior:processing and behavior:

1.1. RoutinesRoutines

2.2. Rituals Rituals

Difficulty with motor movementsDifficulty with motor movements

1.1. ““Clumsy” Clumsy”

2.2. UncoordinatedUncoordinated

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-Defining Characteristics--Defining Characteristics-

Peculiarities in speech and languagePeculiarities in speech and language

1.1. Overly formal in choice of words and demeanorOverly formal in choice of words and demeanor

2.2. Absence of voice inflection: monotoneAbsence of voice inflection: monotone

3.3. Inability to recognize “figures of speech”Inability to recognize “figures of speech”

What is Asperger’s Syndrome?What is Asperger’s Syndrome?-Defining Characteristics--Defining Characteristics-

Problems with non-verbal Problems with non-verbal communicationcommunication

1.1. Restricted use of gesturesRestricted use of gestures

2.2. Inappropriate facial expressionsInappropriate facial expressions

3.3. Emotionless expression in the eyesEmotionless expression in the eyes

Who Is Affected By Who Is Affected By Asperger’s Syndrome?Asperger’s Syndrome?

(Health Reference Series)(Health Reference Series)

1997 = 1 in 500 children diagnosed with Autism1997 = 1 in 500 children diagnosed with Autism 2007 = 1 in 150 children diagnosed with Autism2007 = 1 in 150 children diagnosed with Autism

1981 = 15x as many males than females with AS1981 = 15x as many males than females with AS

Autism is hypothesized of being an organic Autism is hypothesized of being an organic cause- Males are more susceptible to “organic cause- Males are more susceptible to “organic damage”damage”

1.1. Hereditary diseaseHereditary disease2.2. Acquired infectionAcquired infection

Who is Affected by Who is Affected by Asperger’s Syndrome?Asperger’s Syndrome?

Most widely accepted hypthesis (Dr. Skuse, Most widely accepted hypthesis (Dr. Skuse, 2000):2000):

1.1. The gene(s) for Autism are suspected of being The gene(s) for Autism are suspected of being located on the X chromosomelocated on the X chromosome

2.2. Girls inherit X chromosomes from both parents, Girls inherit X chromosomes from both parents, boys only inherit 1 X chromosome from their boys only inherit 1 X chromosome from their mothermother

3.3. Skuse hypothesizes the X chromosome girls Skuse hypothesizes the X chromosome girls inherit from their father contains an imprinted inherit from their father contains an imprinted gene protecting from Autism inherited from the gene protecting from Autism inherited from the mothermother

Implications for the Classroom Teacher(Gifted Child Today)

Successful strategies:

1. Structuring tasks

2. Devoting time to individual support

3. Exploit “obsessional interests” to develop desired social behavior in students with Asperger’s Syndrome

4. Exploit a student’s “obsessional interest” to further academic learning

Implications for the Classroom Teacher

1. Develop a buddy system for the student- reduces isolation of the disabled individual

2. Provide a ‘therapeutic’ influence to help Asperger children develop self-esteem in coping with the scenarios they perceive to be threatening: change of routine, frustrations with communication, commotion in crowded rooms, social interactions etc.

3. Educate yourself on current research of Autism and Asperger’s Syndrome

Implication for the Classroom Teacher

Prereferral = the process of obtaining a thorough understanding of a gifted child or adolescent by examining the frequency, severity, and duration of any presenting behaviors and whether any are problematic

(Amend, Gifted Child Today)

Implications for the Classroom Teacher

Determining the appropriateness of a prereferral intervention:

1. Organization of content presentation changes (Amend, Gifted Child Today)

2. increasing overall daily challenges etc. (Amend, Gifted Child Today)

Implications for the Classroom Teacher

Without appropriate prereferral interventions, opportunities to have a profound positive impact may be missed (Amend, Gifted Child Today)

By adjusting the educational environment and curriculum in this early stage to meet the unique learning needs of the gifted student, positive changes may be seen (Amend, Gifted Child Today)

Parental Issues and Resources(Health Reference Series)

Finding Time for Yourself: To avoid “burnouts,” cook meals you like to eat, set aside 20-30 minutes a day for solitude etc.

Maintaining a Healthy Marriage: Acknowledge the hard work your spouse is achieving and in vice versa, meet for lunch when the children are in school, watch TV together when the children are sleeping etc.

Parental Issues and Resources

Spend Time as a Family Without the Autistic Child: Everyone deserves to enjoy time together without the stress that accompanies caring for an autistic child

Network with Other Families Affected by Autism or Another Disability: Sharing similar difficult feelings can be incredibly therapeutic

Parental Issues and Resources

Personal Coping Methods:

1. Prayer

2. Exercise/Yoga

3. Meditation

4. Keeping a Journal

5. Stay organized with a daily schedule

6. Counseling (Individual, Marital, Family)

7. Join others in advocacy efforts at the local, state, or federal level

Parental Issues and Resources

Ensure that the brother/sister of the Autistic child is given a chance to shine

Allow the sibling of the autistic child to have alone time without the challenges of Autism

Go camping as a family

Give each child separate time with Mom and Dad

Further Research

Challenges for Gifted Children with Asperger’s Disorder. By E. Amend and P. Schuler (2004, July)

Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association (2000)

The Complete Guide to Asperger’s Syndrome. By T. Attwood (2007)

Models of Counseling Gifted Children, Adolescents and Young Adults. C.M. Boland and M. Gross (2007)

On the Social and Emotional Lives of Gifted Children: Issues and Factors in Their Psychological Development. By T. Cross (2004)

Works Cited

Asaro, K., & Saddler, B. (2009, May). Effects of Planning Instruction on a Young Writer With Asperger Syndrome. Intervention in School and Clinic, 44(5), p268-275.

A Unique Challenge: Sorting Out the Difference Between Giftedness and Asperger’s Disorder. Amen, Edward R.; Schuler, Patricia. Gifted Child Today, Fall 2009, Vol. 32 Issue 4, p57-63.

Harbinson, H., & Joy, A. (2009, February). Asperger Syndrome and the English Curriculum: Addressing the Challenges. Support for Learning , 24(1), 11-18.

Judd, S. J. (Ed.). (2007). Autism and Pervasive Developmental Disorders Sourcebook. Detroit: Health Reference Series Sourcebook.

Mintz, J. (2008, May). Working with children with Asperger's Syndrome in the mainstream classroom: A psychodynamic take from the chalk face. Psychodynamic Practice, 14(2), 169-180.