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SPERGER

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Presentation By: Brian J. Murphy

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SPERGER

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EFINITION

 Asperger syndrome (AS) is a pervasive developmental disorder, also known as High Functioning Autism. It is classified as an Autism spectrum disorder (ASD) characterized by impairment in language and communication skills, along with repetitive or restrictive patterns of behavior and thought.

 “The simplest way to understand Asperger’s syndrome is to say that it describes someone who thinks and perceives the world differently from other people” (Atwood, 2006).

Atwood, 2006

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ISTORY

      AS is named for Austrian pediatrician Hans Asperger, In 1944, Asperger documented four cases of children he described as having “autistic psychopathy” The observed children had some autistic characteristics, but maintained higher levels of communication and social skills Through this research, Asperger was the first to present the idea that there was a spectrum of autistic disorders Asperger’s research did not garner attention until 1981, when his work was cited by researcher Lorna Wing AS was not formally defined until 1994, when the American Psychiatric Association finally included it as an Autism Spectrum Disorder in their Diagnostic and Statistical Manual IV (Wenzel & Rowley, 2010) Hallahan, Kauffman, Pullen, 2009

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REVALENCE

 According to the widely accepted definition of the disorder, current estimates conclude that AS occurs in approximately36 - 48 of every 10,000 births, or about1 in 200-250 (Atwood, 2006)  For comparison, the prevalence of all people with ASD’s in America is about 1 in 150 births (Wenzel & Rowley, 2010)

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HARACTERISTICS OF

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ISORDERS

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PECTRUM

 As it is an autism spectrum disorder, people with Asperger Syndrome tend to display some level of impairment in the following areas:    Social interaction Communication skills Repetitive and stereotyped patterns of behavior   Cognitive processing Sensory perception Hallahan, Kauffman, Pullen, 2009

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IFFERENCES

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ETWEEN YNDROME

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UTISM AND

    People diagnosed with Asperger Syndrome tend to have higher intelligence and communication skills than those with autism.

People with AS tend not to have language delays, and in some cases are extremely verbal People with AS also tend to be fairly adaptive; most have little trouble learning common tasks, procedures and expectations (i.e. using silverware, crossing the street, etc.) Many people with AS have above average cognitive abilities – many are considered to be “gifted” individuals Fisher, 2009

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IAGNOSIS

   Diagnosis of AS is difficult, as behavioral observations can be easily misinterpreted   Ex: Isolation may be interpreted as depression Ex: Argumentative behavior may be interpreted as defiance or “acting out” Misdiagnosis is common – especially when consulting doctors or specialists unfamiliar with ASD’s – so be sure to seek the help of a specialist Specific instruments, such as the Autism Diagnostic Observation Schedule, allow evaluators to look at a child’ communication, social and behavioral skills, and compare then to diagnostic criteria Fisher, 2009

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RTICLE

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EVIEWS

Investigating Asperger Syndrome

A SPERGER OF S YNDROME AND THE D IAGNOSING AND T REATING C ONDITIONS D IFFICULTIES R ELATED     This article is written to explain the problems with misdiagnosing students with AS, and the prevalence of co-occurring disorders Approximately 40% of individuals with AS have an additional condition, such as attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD) or mood disorders Communication difficulties common to children with AS make diagnosis difficult Both ADHD and AS have common symptoms, such as difficulty listening and following directions, fidgeting and task avoidance, which complicate accurate diagnosis Harchik, A., & Solotar, L. (2009). Asperger Syndrome and the Difficulties of Diagnosing and Treating Related Conditions. The Exceptional Parent, 39(8/9), 99-102. Retrieved from Education Full Text database.

A SPERGER OF S YNDROME AND THE D IAGNOSING AND T REATING C ONDITIONS D IFFICULTIES R ELATED       Students with co-occurring ADHD and AS can be managed through a comprehensive treatment plan, including behavioral therapy and (in some cases) medication Behavioral therapy is key to addressing the needs of students with AS AS and OCD also have similar symptoms, including repetitive behaviors or thoughts and compulsive behavior Students with co-occurring AS and OCD can be difficult, as students with AS find repetition calming, while those with OCD often find that it induces anxiety Adolescents with AS frequently have co-occurring mood disorders, such as depression or social anxiety Each student should be given individual attention and treatment for their specific needs Harchik, A., & Solotar, L. (2009). Asperger Syndrome and the Difficulties of Diagnosing and Treating Related Conditions. The Exceptional Parent, 39(8/9), 99-102. Retrieved from Education Full Text database.

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CHIEVEMENT

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CADEMIC

    This article was written to create a profile of academic, problem solving and critical thinking abilities of students with Asperger Syndrome 21 students with AS between the ages of 6 and 17 years old voluntarily (with parental consent) participated in this study The students were assessed using the Wechsler Individual Achievement Test (WIAT), which tests academic achievement, and one form (elementary or adolescent level) of the Test of Problem Solving (TOPS), which are tests of problem solving and language based critical thinking abilities Tests were administered individually by members of a trained AS Assessment Team Griswold, D., Barnhill, G., Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger Syndrome and Academic Achievement. Focus on Autism & Other Developmental Disabilities, 17(2), 94. Retrieved from Academic Search Premier database.

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Results Conclusions

   Participants scores on the WIAT and TOPS varied greatly Students scored lower than average on WIAT subtests covering Numerical Expression, Listening Comprehension and Written Expression Students scored above average on sections of the WIAT involving oral expression and reading skills    A diagnosis of AS does not specifically determine educational strengths and weaknesses Tests were useful to assess individual student strengths, but not to make generalizations about students with AS Test scores reinforced commonly accepted understanding of academic strengths and weakness of students with AS Griswold, D., Barnhill, G., Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger Syndrome and Academic Achievement. Focus on Autism & Other Developmental Disabilities, 17(2), 94. Retrieved from Academic Search Premier database.

U NDERSTANDING THE A SPERGER ’ S S S YNDROME TUDENT : G W ITH UIDELINES FOR T EACHERS     This article provides seven defining characteristics of students with AS, and suggestions and strategies for addressing each one Students with AS insist on “sameness”, and can be thrown of by even simple changes  Be consistent and predictable, and avoid surprises Students with AS tend to have significant social impairments     Teach students with AS to read social cues Partner them with a “buddy” Encourage socialization with other students Utilize cooperative learning strategies Students with AS usually have limited interests   Use the area of interest as a motivating tool (positive reinforcement) Do not allow the student to fixate Williams, K., (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers. Focus on Autistic Behavior, 10(2), 100-106. Retrieved from Academic Search Premier database.

U NDERSTANDING THE A SPERGER ’ S S S YNDROME TUDENT : G W ITH UIDELINES FOR T EACHERS     Students with AS have limited concentration    Structure lessons to maintain interest Used timed work sessions and lessen assigned work Seat students in the front of the class Students with AS have poor motor skills  Involve the student in physical education   Allow practice of fine motor skills Provide additional time for written assignments Students with AS may have poor academic performance  Modify work, but hold students to a standard Students with AS are emotionally vulnerable  Be as consistent and predictable as possible  Lessen stressors as much as possible Williams, K., (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers. Focus on Autistic Behavior, 10(2), 100-106. Retrieved from Academic Search Premier database.

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ECOMMENDATIONS

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ECOMMENDATIONS

Harchik & Solotar’s (2009) guidelines for those working with students with AS:     Establish clear and reasonable expectations, and provide frequent reminders of them Be consistent Be a good role-model Focus on one thing at a time Cater to the student’s special interests when possible (Griswold, et.al., 2002)  Each student with AS tends to have a specific academic interest that really engages them, this could be a subject, like science or music, or it could be a specific topic, like World War II, or volcanoes Modify assignments, but maintain standards (Williams, 1995)  Change assignments to cater to individual needs, but maintain expected levels of rigor     Seek help from the experts (Atwood, 2006)  AS has many symptoms that can manifest in various ways, seek help from experts who have experience with students with AS Teach specific organizational strategies (Dorminy, Luscre & Gast, 2009)  Students with AS need to know how to organize simple things, like a planner, notebook or binder Encourage collaborative learning (Williams, 1995)  Peer interaction builds social skills and benefits both parties Refer to the slides above about William’s 1995 article

Understanding the Student With Asperger’s Syndrome: Guidelines

for Teachers, for additional recommendations

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NCLUSION

Pro’s Con’s

     Encouraging students with AS to interact with their peers develops social skills Increased intellectual ability in students with AS is beneficial to classes, completion of assignments and group work Encouraging collaborative learning is beneficial to all parties involved, socially and academically Others students learn to interact and work with people with differences Academic involvement allows students with AS to pursue their interests in a normal classroom setting      Limited teacher planning time can be easily consumed by making modifications or seeking the assistance of others Needs for consistency and rigidity limit the flexibility of some lessons Most general education teachers are not trained to teach/adapt to the specific needs of students with AS Potential behavioral quirks/problems can be varied and manifest at any time Lack of social awareness, below average communication skills and heightened anxiety can make social interactions troublesome

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PPLICATIONS TO THE

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LASSROOM

     Maintaining clear and reasonable expectations (Harchik & Solotar, 2009) benefits all students, and hold everyone to the same standards  Post class expectations on the walls of the classroom so they can be easily referenced All students should know and be proficient in specific organizational strategies (Dorminy, Luscre & Gast, 2009)  Teach students how to record their homework in their planners, how to format their notes, and compartmentalize their binders, and be sure to periodically check that they keep it up Allowing for choice lets students pursue their interests (Griswold, et.al., 2002)  Allow students to select their own research or reading topics rather than assigning them Encouraging socialization (Williams, 1995) within the context of the classroom creates understanding and friendship  Allow students extra time to get to know each other when working in groups; especially helpful at the beginning of the year Providing rigid structure (Williams, 1995) is a great way to manage the classroom  Establish class rules, expectations and procedures early, and maintain them throughout the year

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PPLICATIONS TO THE

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LASSROOM

     Encouraging collaborative learning (Williams, 1995) is beneficial to all students, socially and intellectually  Group students in pairs based on social and intellectual ability, and allow them to work together to complete assignments All students need a good role-model (Harchik and Solotar, 2009)  As an educator, it’s your responsibility to be a person that each student can look up to Feel free to seek help from experts (Atwood, 2006)  Never be ashamed to ask for help, whether than means walking next door, or calling up an expert Giving timed work sessions (Williams, 1995) reinforces structure, and encourages hard work  Ask for a written response to a prompt to be finished in a given amount of time; anything outside of the limit must be made up on the students own time Take advantage of the advanced intellectual capacity characteristic of students with AS (Williams, 1995)  If no one else has the answer to a rote memorization question, direct it to the student with AS. In many cases they will know the answer, and a positive response from you can be a great boost tot heir self-esteem!

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EFERENCES

Attwood, T. (2006). Asperger's Syndrome. Tizard Learning Disability Review, 11(4), 3 11. Retrieved May 24, 2010, from Research Library. (Document ID: 1158600741).

Dorminy, K., Luscre, D., & Gast, D. (2009). Teaching Organizational Skills to Children with High Functioning Autism and Asperger's Syndrome. Education and Training in Developmental Disabilities, 44(4), 538-50. Retrieved from Education Full Text database.

Fisher, L. (2009) Does Your Child Have Asperger Syndrome?. The Exceptional Parent 39(8/9), 101. Retrieved from Education Full Text database.

Griswold, D., Barnhill, G., Myles, B., Hagiwara, T., & Simpson, R. (2002). Asperger Syndrome and Academic Achievement. Focus on Autism & Other Developmental Disabilities, 17(2), 94. Retrieved from Academic Search Premier database.

Harchik, A., & Solotar, L. (2009). Asperger Syndrome and the Difficulties of Diagnosing and Treating Related Conditions. The Exceptional Parent, 39(8/9), 99-102. Retrieved from Education Full Text database.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners: An Introduction to Special Education. Boston, MA: Allyn & Bacon. Simpson, R. (2005). Evidence-Based Practices and Students With Autism Spectrum Disorders. Focus on Autism & Other Developmental Disabilities, 20(3), 140-149. Retrieved from Academic Search Premier database.

Tsai, L. (2007). Asperger Syndrome and Medication Treatment. Focus on Autism & Other Developmental Disabilities, 22(3), 138-148. Retrieved from Academic Search Premier database.

Wenzel, C., & Rowley, L. (2010). Teaching Social Skills and Academic Strategies to College Students With Asperger's Syndrome. Teaching Exceptional Children, 42(5), 44-50. Retrieved from Education Full Text database.

Williams, K., (1995). Understanding the Student With Asperger’s Syndrome: Guidelines for Teachers. Focus on Autistic Behavior, 10(2), 100-106. Retrieved from Academic Search Premier database.