Presented by:

Steve Vitto, M.A., Behavioral Teacher Consultant

Muskegon Area ISD

Asperger Syndrome

What Is Asperger Syndrome?

Child with diminished nonverbal communication and social interaction but normal language and cognitive development

Neurodevelopmental disorder of the brain that affects a number of abilities

Atypical sensitivity to sensory input

Have problems with motor and coordination skills

Have intense or unusual interests in certain subjects

Not a behavior disorder

Can not be empirically or medically determined

Four times more common in boys than girls

How Is It Diagnosed? ObservationsParent interviewsLanguage and cognitive testing

Verbal and nonverbal communicationSocial relatednessPlayBehavior

No blood test or chromosomal testMedical identification using the DSM-IV criteria

Symptoms of Asperger SyndromePerseveration on specific topics of interestInsistance on sameness/difficulty with changes in routineInability to make and keep friendsDifficulty with reciprocal conversationsPedantic speechSocially naïve and literal thinkersDifficulty with learning in large groupsDifficulties with abstract conceptsProblem-solving abilities tend to be poorVocabulary usually great; comprehension poorLow frustration tolerancePoor coping strategiesNarrow and or intense focus of interest

Video- Tony Attwood

Social Difficulties

Symptoms of Asperger Syndrome (continued)

ImpulsivityDifficulty discerning between fiction and realityPoor writing skills (fine-motor problems)Poor concentrationEmotional vulnerabilidtyAcademic difficultiesPoor organization skills (executive functions)Appear “normal” to other peopleMotor cluminessInability to interpret nonverbal languageDifficulty initiating and or maintaining conversationsPersonal-space violationsDifficulty with perspective-taking (theory of mind deficits)Sensory difficulties (hypo or hypersensitive)

Tony Attwood -VideoTony Attwood -Video

Pragmatics

Special Interests

Cognition

Central Coherence

Stress and Management

Homework

Motor Clumsiness

Sensory

Causes of Asperger Syndrome

We don’t know yet

We do know:

Parents do not cause it

Mother’s actions before or during pregnancy does not cause it

Research is examining the biological and structural aspects of brain

Behaviors and Stress

Behaviors are misinterpretedFunction of poor coping strategiesLow frustration toleranceDifficulty reading social cuesInvolves feelings of stressInability to predict outcomesSee the world as unpredictable and threateningRecognize basic emotions (sad, mad, happy and afraid)Don’t access the thinking area of the brain under stress

Strategies Which May Increase Behavioral Difficulties

Judgmental or emotional responses

Expectations of rapid compliance

Misperceptions of intentionality (he knows what he is doing)

Misperceptions about variant ability to control (because he can do it sometimes he is capable)

Punishment involving exclusion or separation

Police Involvement and/or Juvenile Detention

Frequent change of staff or assigning substitute staff

Teacher Behaviors That Can Escalate a Crisis

Raising your voice or yelling

Statement proclaiming your authority (e.g., “I’m the boss.”)

Having the last word

Using sarcasm

Bringing up past events

Commanding and demanding compliance

Using unwarranted physical management (e.g., forced compliance)

Not allowing choices

Nagging

Labeling or giving undue attention to the undesired behavior

Teacher Behaviors Teacher Behaviors That Can Diffuse a CrisisThat Can Diffuse a Crisis

Avoid ultimatums

Honor personal space

Avoid touching the student when they are upset

Provide reasonable limits

Be careful of prolonged staring

Refrain from arguing

Let the student know what he needs to do

Talk with a calm even tone

Develop a Functional Assessment

Environmental Variables

Setting Events

Preventative Strategies

Needs being Met through the Behavior

Disability Characteristics

Writing a Formal Behavior Plan

Definition of Behavior

Motivation of Behavior

Preventative Strategies

Reinforcement Strategies

Replacement Skills to be Taught

Consequences that Teach and Restore

Evaluating ConsequencesIndividualized and data based decisions

Consequences should facilitate their learning of replacement skills

Consequence provide an opportunity to make things right

Consequences should relate to the behavior of concern

Consequences should support community building efforts

Consequences should involve peer understanding and support

Ineffective consequences should be abandoned

What Teachers Can Do In A Classroom

Teacher selected groups

Recognize the students strengths

Provide a predictable, safe environment

Firm expectations

Refrain from arguing

Provide adequate response time

Provision of a quiet place to go when stressed

Reduce distractions and sensory overload

Break large tasks or concepts into smaller steps

Structured day

Positive behavior management techniques

Create visual organizers

Keep instructions simple

Type on the computer instead of using pencil and paper for handwriting

Choose seating carefully

Provide peer education about Asperger Syndrome

What Teachers Can Do In A Classroom (continued)

Establish Preventative Environments

Emphasis on prompting and modeling desired behavior

Clear rules and expectations (written or symbolic)

Peer group that understands and knows how to respond to and support the student with Aspergers

Frequent positive feedback

Focus on developing social skills

Ample time to process and respond to directives

Advanced and ample time to make transitions

Calming area when overstimulated

Attributes of Good ProgramPersonality of teacherAccess to support and resourcesTeacher and school staff

calm disposition predictable in their emotional reactions flexible see the world through the child’s eyes a sense of humor

Classroom size is smallerQuiet well ordered classroom

svitto@muskegonisd.org