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WHAT COMES TO MIND WHEN YOU HEAR …

WHAT COMES TO MIND WHEN YOU HEAR …. “It’s raining cats and dogs” “He was the apple of her eye” “Keep your eye on the ball” “Two heads are better than one” “Hold your horses” “I am out on a limb”. Asperger Syndrome. Chloe' Blasingame Allison Buns Laura Chelcun Meredith Wroblewski.

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WHAT COMES TO MIND WHEN YOU HEAR …

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  1. WHAT COMES TO MIND WHEN YOU HEAR … • “It’s raining cats and dogs” • “He was the apple of her eye” • “Keep your eye on the ball” • “Two heads are better than one” • “Hold your horses” • “I am out on a limb”

  2. Asperger Syndrome Chloe' Blasingame Allison Buns Laura Chelcun Meredith Wroblewski

  3. “It’s Raining Cats and Dogs”

  4. “HE WAS THE APPLE OF HER EYE”

  5. “Keep your eye on the ball”

  6. “Two Heads Are Better Than One”

  7. “HOLD YOUR HORSES”

  8. “I AM OUT ON A LIMB”

  9. LESSON OBJECTIVES All students will be able to describe three specific strategies to effectively teach students with Aspberger Syndrome. Most students will be able to support their discussion of these strategies with background information of Aspberger Syndrome as it relates to why these strategies may be helpful. A few students will be able to include in their discussion how a paraprofessional may be used to help implement these strategies.

  10. Definition Asperger Syndrome (AS) is a developmental disorder that is characterized by limited interests or an unusual preoccupation with a particular subject to the exclusion of other activities. People with AS are said to have an Autism Spectrum disorder (ASD), one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills. Children With AS have: Repetitive routines and rituals Socially and emotionally inappropriate behavior and the inability to interact successfully with peers Problems with non-verbal communication, including the restricted use of gestures, limited or inappropriate facial expressions, or a peculiar, stiff gaze Clumsy and uncoordinated motor movements Peculiarities in speech and language, such as speaking in and overly formal manner or in a monotone manner, or taking figures of speech literally Asperger Syndrome

  11. Peculiarities Lack of Modulation Random Conversation Language & Communication

  12. Self-Monitoring Develop Multi-Directive Skills Complex Language Classroom Strategies for Language & Communication

  13. Appear off-task Easily distracted by internal and external stimuli Lack organizational skills Off Task Behavior & Disorganization

  14. Establish clear expectations Teach student to use planner, to-do lists and how to prioritize. Show examples of what they should do Provide feedback Classroom Strategies for Off task Behavior & Disorganization

  15. Difficulty taking perspectives of others Lack of awareness of emotions Difficulty interpreting other’s social behavior Social Skills

  16. Modeling Teach awareness of other’s emotions Social stories Classroom Strategies for Developing Social Skills

  17. Difficulty focusing for long period of time Problems with change in routine Fixation on one topic Academic Support

  18. Provide clear, written instructions Individualize teaching strategies; use repetition Seat student in room away from extraneous stimuli Use “chunking” Classroom Strategies for Academic Support

  19. MANAGING BEHAVIORS Anxiety!!!!!

  20. Consistency Cope with Stress Identify Challenging Situations Classroom Strategies for Managing Behaviors

  21. MAAP Services for Autism, Asperger Syndrome, and PDD www.maapservices.org Autism Network Internatinal (ANI) www.ani.ac Autism Society of America wws.autism-society.org Autism Research Institute (ARI) www.autismresearchinstitute.com National Institute of Mental Health (NIMH) wws.nimh.nih.gov National Institute of Deafness and Other Communication Disorders Information Clearinghouse wws.nidcd.nih.gov Additional Resources

  22. An Asperger Dictionary of Everyday ExpressionsBy: Ian Stuart-Hamilton

  23. Review Take one minute to: write down three strategies you have learned to effectively teach students with Aspberger Syndrome. Include a note for each that explains why these strategies are useful as they relate to Aspberger Syndrome. Think about how a paraprofessional might be useful to implement one or more of these strategies in the classroom. Use these notes to review for the final exam!

  24. Final Exam Question Describe three specific strategies to effectively teach students with Aspberger Syndrome. Support your description with background information on Aspberger Syndrome (e.g. common symptoms and/or problem areas). It is a good idea to include how a paraprofessional might be helpful in implementing these strategies in the classroom.

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