ASPERGER CHILDREN IN MIDDLE SCHOOL SETTING 1

Running head: ASPERGER CHILDREN IN MIDDLE SCHOOL SETTING

Optimal Educational and Motivational Approaches to Children With Asperger Syndrome in Middle School

Heide AW Kaminski

Siena Heights University

March 2010

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Abstract

This research project is the result of a survey among educators in middle schools

across the State of Michigan and parents of children with Asperger syndrome. The

sampling was done by a haphazard selection of 30 cities/towns across Michigan, selected

from a list of 1,000 cities/towns. Cities were categorized into groups of population

100,000+, 50,000+, 10,000+, 5,000+ and <5,000. Six cities were randomly chosen from

each category. As the larger cities have more than one middle school building, for those

cities, one school was also chosen per haphazard sampling. I then mailed an explanation

of the survey and the questionnaires to the principal of each of the chosen middle schools

with an addressed and stamped envelope for return of the completed questionnaires,

asking for the principals to pass the questionnaires on to the special education teachers in

their building.

My research question was which educational methods are implemented at the

middle school level for children with Asperger syndrome and which methods seem to be

the most successful.

Upon analysis of the surveys, it can be concluded that teachers across Michigan are in

need of more education regarding children with Asperger syndrome and that parents feel

the same.

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Statement of the Problem

The purpose of the study was to identify which strategies are currently

implemented and to further identify which strategies seem to be the most successful, as

well as what education educators need further in order to understand the unique dynamics

of a child with Asperger syndrome

Hypothesis

Traditional approaches to behavior problems do not eliminate the behavior issues related

to Asperger syndrome and furthermore, since these children are often quite intelligent, we need

to focus on motivating them to stay in school and do well by acknowledging the autistic

behaviors and redirect them rather than to “punish” them away.

Methodology

Participants

Two surveys were sent to 30 randomly selected schools in Michigan. One was designed

for educators and one for parents of children identified with Asperger syndrome.

Instrument

Surveys were sent by regular mail with an email follow-up several weeks later. The surveys were

also offered online, accessible by a specific link. Fourteen educators and four parent surveys

were returned.

Sample questions for educators

1. List adaptations that you think might help a child with ASD

2. What information/training do you recommend would help you or other educators to

improve to improve your understanding of ASD?

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Sample questions for parents

1. What are your children’s emotional/social strengths and weaknesses?

2. What are you children’s academic strengths and weaknesses?

3. What would you like for educators to know more about children with Asperger

syndrome?

Procedure

Letters were sent explaining the research project to each participant. Surveys were

included with the letter asking the participants to respond. As the information was received, the

researcher grouped the responses into categories such as strengths, weaknesses, means of

adaptations in the classroom and need for further knowledge.

Literature Review

Literature in the area of autism spectrum disorders agrees that a “triad of

impairments” (Wing, 1993) is the main component that sets disorders in the spectrum

apart from others. As per the model of multiple intelligences (Bloch-Rosen, 1999),

individuals within the spectrum fall short in the areas of social, emotional and language

comprehension intelligence. As the functionality level within the spectrum increases the

appearance of language comprehension increases from being non-verbal to apparently

extremely well skilled with spoken language (Asperger, 1943) which can on the surface

mask the true ability of the individual to actually comprehend what he/she is saying

(Asperger, 1943). In the case of Asperger syndrome, the area of social skills is the main

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obvious shortcoming (Griffin, Griffin, Fitch, Albera, Gingras, 2006) as the limited ability

of things such as comprehending non-verbal cues and appropriate two-way interaction

remain prevalent in their daily functioning (Griffin, Griffin, Fitch, Albera, Gingras,

2006). As language delay does not appear to be a typical symptom in the higher

functioning levels of the autism spectrum (Barnhill, 2001) and socially inappropriate

behavior is not uncommon to younger children with normal development, the

identification of an individual falling into the spectrum is more difficult and commonly

does not occur until elementary and middle school age (Howlin, Asgharian, 1999) when

normal development suggests the increasing ability to comprehend social norms and non-

verbal cues. By the time a child is identified with Asperger syndrome, they generally

have already experienced a multitude of repercussions that impact the child’s emotional

well-being. As all individual within the spectrum have sensory issues (Smith Myles,

Simpson, 2002) and due to the deficit in the ability to respond socially appropriate and/or

to identify emotions (Smith Myles, Simpson, 2002), the general response to such stimuli

is expressed in ways that society in general frowns upon. The law states that a child with

autism cannot be punished in the same manner as a normal developed child if the

offensive behavior is a direct result of the disability (Kamoroff, P. The Autism & Special

Education Law Coloring Book, pg. 82). At the higher functioning level within the

spectrum this is often difficult to determine. As the child matures, begins to understand

his/her disability and is learning strategies to overcome most of them, the question

whether a behavior is strictly autism-related, part of a normal development such as

puberty or pure defiance becomes increasingly difficult to answer.

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A child who is identified with Asperger syndrome in middle or high school is most likely

to already have experienced a multitude of repercussions for behaviors they had little or

no control over, thus having gone through years of negative reinforcement. Negative

reinforcement, research suggests, does not have a great effect on long-term elimination or

reduction of undesirable behaviors (Kamoroff, P. The Autism & Special Education Law

Coloring Book).

In middle school, socially acceptable behaviors are in higher demand and expected of

children with a normal development. Additionally, this time in a child’s life is made more

complicated with the onset of puberty. It is difficult for any child to deal with this added

stressor in their lives and having a disability such as Asperger syndrome puts more stress

on an already stressed child (Howlin, 2004, Smith Myles, year?). The autism spectrum is

an extremely puzzling disorder which has been under constant research for what is

included in the spectrum (Frith, 2004), what are the causes (Baron-Cohen, 2004) and how

to effectively help these individuals cope with a productive daily life (Dodd Inglese,

2009). Academically, at the lower levels of functioning, it is difficult to assess the true

intelligence level, mostly due to the limited ability to communicate effectively. Devices

such as a “talking machine” (http://autismgames.blogspot.com/2009/05/talking-to-others-

and-talking-to.html) and the ability of non-verbal individuals with autism to utilize these

devices, suggests that their IQ is much higher than it may appear at first. There are also

plenty of examples of individuals with autism who have gone on to achieve great

academic success once their ability to communicate has been improved (Temple Grandin,

Emily Beshlian). We also have examples in history of individuals who have achieved

great success and were post-mortem identified as probably having had autism or

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Asperger syndrome, such as Warhol, Einstein and Hitchcock (http://www.asperger-

syndrome.me.uk/people.htm). One question for further research then would be: what was

done in their early years by parents and educators that contributed to their success?

Patience, determination and a tough-love approach may be part of this as the example of

Helen Keller’s success shows in very effectively coping with a series of severe

disabilities.

An additional issue in determining the appropriate approach to individuals in the autism

spectrum, as is with other disabilities as well, is the common appearance of co-morbid or

conglomerate conditions, meaning the co-existence of other disabilities that may or may

not be a result of the primary condition. A physical impairment such as deafness or

blindness certainly contributes to the challenges in helping an individual with Asperger

syndrome to succeed. This would be an example of a co-existing condition that is not

caused by Asperger syndrome. Other disabilities such as clinical depression or anxiety

disorders can be a result of inappropriate treatment in earlier years (Barnhill, 2004)

In conclusion, it is this researcher’s opinion that to this day, individuals with Asperger

syndrome are at the greatest risk for decreasing success rates in the middle school years.

These years are heightened in stress levels and potential for developing co-morbid

conditions due to the onset of puberty and improper approach for treatment resulting in

academic failure and failure in obtaining acceptable social skills. Research for the most

effective approaches – which vary from individual to individual, but it should be doable

to find a common thread – is of great importance to assist these individuals with an

increasing identified population become productive adults in our society.

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Results

Based on the responses to the questions in the survey, many educators feel the knowledge

they have is not sufficient and parents agree. However, a good start is in place. Educators have

identified a number of areas where they feel they have discovered effective means of adaptations

in order to make the child with Asperger syndrome more successful in the school setting. Parents

clearly identify strengths and weaknesses that comply with the assumption that children with

Asperger syndrome can be quite intelligent and their academic failures often can be traced back

to social/emotional short-comings, which, if responded to appropriately, can be compensated for.

“People are always looking for the single magic bullet that will totally change

everything. There is no single magic bullet.”

~ Dr. Temple Grandin, PhD, professor at the Colorado State University who has high-

functioning Autism

First Finding

Figure 1

Means and areas of adaptations as identified by educators

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Figure 2

Three major areas were identified:

Visual – including many, many charts explaining expectations

Writing – these children are capable of writing, however, often refuse to do much writing due to

several underlying issues, one way to accommodate this is by letting them dictate their sentences

or accepting one or two word answers rather than a complete sentence.

Transition – this means several minutes ahead, reminders of what changes are coming and things

such as letting the child leave a classroom a little bit early in order to avoid the hallway chaos.

Second Finding:

Parents Identified Effective and Ineffective Approaches

EFFECTIVE

• Treating child with respect

• Providing physical and mental space during/after incidents

• Check for sensory issues as possible cause for incidents

• Smaller classrooms

• Recognize specific needs

INEFFECTIVE

• “coaching” the child

• Speaking down to the child

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• Suspensions and other similar negative consequences

Third finding

Strengths and Weaknesses as identified by parents

Figure 2

Academic strengths include math and science, weaknesses are mostly related to writing.

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The only social strength that was listed was the ability to communicate with adults, the

weaknesses are related to social and emotional immaturity and sensory issues.

“We have lost a lot of barriers that have to do with skin color and various other kinds of

characteristics. But there is still not, I think, enough recognition of mental diversities. And we

don’t all have to think alike to be communal and to live in a productive and satisfying world.”

~ Nobel Laureate in Economics Vernon Smith, February 25, 2005 referring to his personal

challenges with Asperger Syndrome on CNBC.

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What Further Research is Recommended?

“Exceptional human beings must be given exceptional educational treatment, treatment,

which takes into account their special difficulties. Further, we can show that despite

abnormality, human beings can fulfill their social role within the community, especially if they

find understanding, love and guidance."

~ Dr. Hans Asperger, Viennese Child Psychiatrist who first identified this disorder in 1941

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