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Asperger’s Syndrome

Asperger’s Syndrome. By: Amy McVaugh, Kate Ostahowski , Mandy Macks. Characteristics of Asperger’s Syndrome. Milder variant of Autism Spectrum Disorders Essentially normal speech development with phrases used by age 3 Essentially normal cognitive development

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Asperger’s Syndrome

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  1. Asperger’s Syndrome By: Amy McVaugh, Kate Ostahowski, Mandy Macks

  2. Characteristics of Asperger’s Syndrome • Milder variant of Autism Spectrum Disorders • Essentially normal speech development with phrases used by age 3 • Essentially normal cognitive development • Essentially normal development in self-help and curiosity about the world • Gross motor skills are often delayed, and clumsiness is common • Eye contact, facial expression, body language inappropriate to the social situations • Difficulty establishing and maintaining peer relationships

  3. Characteristics Continued • Difficulty expressing emotions and relating to others with emotions • Intense and persistent association with particular subjects, objects, and/or topics • Repetitive mannerisms such as flapping • Insistence on routine • Exhibit eccentric behaviors and social isolation • Nonverbal cues are totally missed, making social interaction difficult • More common in boys than girls (10:1)

  4. Misconceptions of Asperger’s Syndrome • Often confused with high functioning Autism (>70 IQ) Ways that Asperger’s differs from Autism: • Onset is later • Outcome is usually more positive • Social and communication deficits less severe • Circumscribed interests prominent • Verbal IQ is usually higher than performance IQ, whereas, autism is usually the opposite • Clumsiness is more common • Neurological disorders are less common

  5. Accommodations for Students Social/Behavioral Support • SOCCSS (Situation, Options, Consequences, Choices, Strategy, Simulation) • Cartooning – helps understand social exchange (using images to explain ideas, not having them draw) • Explaining the ‘Hidden Curriculum’ – lessons in common sense or everyday knowhow • Social Stories – lessons that assist in teaching social cues

  6. Accommodations Continued Academic Planning • Priming – familiarize students with content before it is taught, reduces anxiety and improves success • Classroom Modifications – less reading assigned • Note Taking – less writing or assistance • Graphic Organizers • Homework – adjusting amount and implementing a concrete schedule and support system • Communication with Parents • Visual schedule to accommodate their tendency for routines • Making accommodations for the student to verbally express knowledge

  7. Accommodations Continued Sensory Accommodations • Stimulating seat cushions • Rubber kick band • Lower lights • Small designated areas

  8. Curricular Modifications Some modifications in the areas of Social/behavioral, academic and sensory may include: • Providing a scribe • No busy work • High expectations for parental involvement/communication • Providing student with a designated space that feels “safe” • A set schedule available to student visually • Provide lamps in place of florescent lighting • Provide tactile breaks (squishy balls, play doh, etc.) • Provide opportunities for students to learn social cues (cartooning, social stories) • Don’t lower standards/expectations for a student with Asperger’s Syndrome

  9. Resources • Tilton, A.J,. (2004). The Everything parent's guide to children with autism. Avon, MA: Adams Media. • Myles, B,S., & Simpson, R.L. (2001). Effective practices for students with asperger's syndrome. Focus on Exceptional Children, 34(3), Retrieved from http://csaweb110v.csa.com.proxy1.cl.msu.edu/ids70/results.php?SID=js48bhqfhu3lp5vns3n0pv8581&id=2 • Asperger’s Association of New England website: www.aane.org • www.aspergers.com

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