20 ways to help your student with asperger syndrome

20 WAYS TO HELP YOUR STUDENT WITH

ASPERGER SYNDROME

Melissa Trautman, M.S. Ed.Southeast ASD Regional Coordinator

mtrautman@esu6.org402-761-3341

www.esu6.org/services/asd_home.htmhttp://seasdnetwork.wordpress.com

#1 LEARN ABOUT

ASPERGER SYNDROME

ASPERGER’S DISORDER: DIAGNOSTIC CRITERIA

Impairments in social interactions Restricted interests/patterns of

behaviorPersistent, preoccupation with special

topics/interestsInterferes with learning & social

interests No significant delay in early language

and cognition Exclusion of autism first

STRENGTHS IQ Grammar and vocabulary Rote memory Absorbs facts easily Interests in social world Special talents

ADDITIONAL AREAS OF DIFFICULTY Social Understanding/Social Info.

Processing Peer Interactions Interactions with Teachers/Adults

Language Use & Comprehension Sensory/Motor Academic Problem Solving Flexibility Emotional Regulation

Diane Adreon and Dena Gitilitz, 2002

PROBLEMS ASSOCIATED WITH ACADEMIC SUCCESS:

Students may experience difficulty in: Attending to relevant stimuli Following auditory instructions Understanding what to do & how to

do it Generalizing knowledge Applying knowledge Planning Organization

#2KNOW YOUR STUDENT

What are your student’s strengths?

What are your student’s areas of growth?

What does your student like to do/areas of interest?

#3BUILD A RELATIONSHIP WITH

YOUR STUDENT

Spend time doing activities the child likes

Show interest in their life and activities

Find reinforcement that the student likes

#4SET A CALM, POSITIVE TONE Use a calm voice when speaking

Give facts in an unemotional tone of voice

Express information in a logical sequence

Control your emotions!

#5 BE GENEROUS WITH PRAISE

Be specific with your praise

Compliment attempts and successes

Praise helps foster understanding about events (i.e. studying for a test, grades)

#6PROVIDE REASSURANCE

Reduce uncertainty to help with anxiety

Check in on a regular basis and provide reassurance

Break down tasks into smaller steps

#7PRIMING

Priming is a strategy where adults help students know of what is coming up ahead of time.

Priming can be used for AcademicsDaily scheduleSubstitutesBehavioral expectationsSocial situations

#8LISTEN TO THE WORDS

Listen to the student – interpret what they are saying

“I can’t do it” may mean…. I can’t find my book I don’t understand the directions I have to go to the bathroom now and I

can’t do my assignment until I go. I can’t concentrate because I am upset that

I lost my favorite toy.

#9WATCH FOR LITERALNESS

Have difficulty understanding metaphors, idioms, sarcasm

“Say what you mean and mean what you say!”

Use specific directions

The Big Bang Theory - Sarcasm Sign.rv

#10 SOCIAL AUTOPSIES

Developed by Richard Lavoie

Supportive and constructive problem solving strategy

Analyze the problem with an adult

Helps see the cause and effect relationship of his or her behavior and others

#11TEACH THE HIDDEN CURRICULUM

“The hidden curriculum refers to the set of rules or guidelines that are often not directly taught but are assumed to be known (Garrnett, 1984; Hemmings, 2000; Jackson, 1968; Kanpol, 1989)…. The hidden curriculum contains items that impact social interactions, school performance, and sometimes safety.”

Myles, 2004

HIDDEN CURRICULUM CONT.

If you find yourself saying things like: I shouldn’t have to tell you, but… It should be obvious that…Everyone knows that…Common sense tells us…

You probably are dealing with a hidden curriculum item.

Myles, 2004

HIDDEN CURRICULUM CALENDARJanuary 3, 2007

Adults do not like it when kids point out the things they are doing wrong (even if they are). It is not your responsibility to teach grownups how to do things. It’s better just to keep quiet. The exception is an emergency.

#12USE VISUALS

Daily Schedules Calendars Class routines Checklists Change cards Cue Cards

A choice or B choice?Is it worth getting mad about?Remember: I can choose to remain calm. I can choose ways to calm myself down.

When given a direction you need to…

•Say “OK”•Start right away•Do it in the right amount of time•Do it correctly

When you come to class:

Sit Down Get out your pencil Open your binder to the class that you are in Read any instructions on the board

-------------------------------------------------------------------------------------- Math Class

Sit down Get out your pencil Open your binder Get out your math notebook Do the problem of the week or the ADD problems that are highlighted

in your spiral. -------------------------------------------------------------------------------------- CA/Reading

Sit down Get out your pencil Open your binder to reading or CA. Get out your computer. Open your reading or CA fi le Look at the board Do the OTB Bellwork

J oey’s Morning Routine Take out your binder.

Take out yesterday’s assignment sheet and any notes f rom

the home folder.

Put yesterday’s assignment sheet in the black tray on the counter.

Put your lunch on the tv stand.

Pick up point sheet.

Bring your backpack to your locker.

#13BE FLEXIBLE

Students with Asperger Syndrome typically CAN NOT be flexible

Teach flexibility – use change cards

The Big Bang Theory - Episode 1 (Pilot). Sheldon's sitting spot..rv

#14OPERATE ON ASPERGER TIME

“Twice as much time, half as much done”

class workgetting materials

transitionsorganization

#15MANAGE THE ENVIRONMENT

Be aware of any sensory issues (lights, noises, etc.)

Problem-solve with your student when incidents occur

Read your student’s frustration level

#16STRATEGIES FOR RUMBLING BEHAVIORS

Antiseptic bouncing

Defusing through humor

Support Routines

Providing praise and empathy

Redirecting to a high interest area

Walk and don’t talk

Compromise

#17RAGE STAGE STRATEGIES

Protect the student

Protect the environment

Protect others

DO NOT Discipline or try to teach the individual during this stage

Remove the audience

Be non-confrontational

Control your own emotions - disengage

#18RECOVERY STAGE STRATEGIESDetermine what the individual needs of

the child are and consider the following options:Redirect to a successful activityProvide spaceEnsure that interventions are presented at

the child’s functioning levelCheck to see if the child is ready to learnDo not make excessive demands Support with structureConsider the child to be fragilePlan instructional interventions to prevent

rage cycle

#19HOME BASE

Time spent at home base may be used to complete work brought from the stressful environment. Home base is not intended as an escape from work or responsibilities. Rather it is a place that reduces the environmental demands placed on the individual and/or decreases his internal stress so he is able to complete his work.

Home base may be included in the daily schedule as a proactive strategy. An individual may go to home base at the beginning of the day, at the end of the day, or as planned or needed throughout the day or activity.

HOME BASE CONT. It is important that everyone involved

views home base as a support and not as a punishment. Ideally, home base is used proactively. However, it can serve as a safe place to recover from a meltdown. Regardless, home base is not the same as a time-out and so the same space should not be used for both purposes. For example, if a child is sent to his room for time-out, a different location should be identified for home base.

#20HELP ORGANIZE

To-do list

Timeline

Project Planner

Color coded folders Matched with color-coded books Pens/pencils in each

Multi-compartment back-pack

Two back-packs if on block schedule

QUESTIONS?