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1 ASPERGER’S SYNDROME IN THE HOME, SCHOOL, AND COMMUNITY Through the Life Span Nancy Patrick, Ph.D. Dion Betts, Ed.D. With special presentations by: Stacey Betts Joshua Betts Steven Collier David Knauss

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Page 1: Autism Presentation

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ASPERGER’S SYNDROME IN THE HOME, SCHOOL, AND

COMMUNITYThrough the Life Span

Nancy Patrick, Ph.D.

Dion Betts, Ed.D.With special presentations by:

Stacey BettsJoshua Betts

Steven Collier David Knauss

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Learning Outcomes • Participants will be able to state several of

the unique challenges expressed for each age group covered in the presentation.

• Participants will be able to state several strategies to address the challenges presented for each age group covered in the presentation.

• Participants will be able to state general proactive strategies that increase the likelihood that preschoolers, children, teens and adults with AS will live with greater success and satisfaction.

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Agenda• Workshop Learning Outcomes • What is Asperger Syndrome?• Challenges, Accommodations, and Successes

– Preschool– School

• Joshua Betts, 9th Grade Student with AS– Home

• Stacey Betts, Parent of Child with AS– College

• Steven Collier, College Student with AS– Community, Adulthood, Work, and Marriage

• David Knauss, Adult with AS

• Self-advocacy• Resources for Parents, Professionals, and

Carers

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Autism Spectrum Disorders (ASD’s)

A distinct group of neurobiological conditions characterized by a

greater or lesser degree of impairment in

language and communication skills, social

interaction, as well as repetitive or restrictive patterns of thought and behavior. 

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Prevalence Data for Autism Spectrum

Disorders

Fourteen communities participating in an autism spectrum disorder surveillance

project revealed an average finding of 6.7 per 1,000 eight-year-olds with ADS’s. This translates to approximately one in 150 children.

The Centers for Disease Control and Prevention (CDC) February 8, 2007 Press Release

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Prevalence of ASD’sPrevalence of ASD’s

• The third most common developmental disability - more common than Down's Syndrome (1 out of every 800 births).

• ASD’s are four times more prevalent in boys than girls. (1 out of every 94 boys)

• ASD’s are present in all racial, ethnic and socioeconomic groups.

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What is Asperger Syndrome?

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Hans Asperger (1906-1980)

Hans Asperger identified a group of his patients who appeared to be weak or lacking in social relatedness, empathy, and ability to form friendships. His patients, who ranged in age from 5 to 35 years, also engaged in one-sided conversations; demonstrated intense, self-absorbed special interests and preoccupations; and displayed clumsy motor movements.

He observed that the intense preoccupations provided pleasure, yet interfered with many other functions in life. Asperger was convinced that people diagnosed with AS could use their special interests and talents successfully in adulthood (Asperger 1991, first published 1944).

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Asperger Syndrome (AS) is one of several conditions found in a group of neurodevelopmental disabilities known as autism spectrum disorders

(Klin, Volkmar and Sparrow 2000).

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Individuals who have AS display qualitative impairment in social interactions in addition to having a tendency to engage in restricted and stereotyped patterns of behavior, interests and activities.

(DSM-IV-TR 2000)

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Diagnosis

In order for these difficulties to warrant a diagnosis of AS they must significantly interfere with the ability of the individual to function in one or more of the major areas of life including social, learning, self-care, independence or work.

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• Interpreting and expressing nonverbal communication through eye contact, facial expression, body posture, and gestures.• Peer relationships.• Spontaneous seeking to share enjoyment, interests, or achievements with others• Social or emotional reciprocity.

Impaired Social Interaction

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Restricted and Stereotyped Patterns of

Behavior

• Enthusiastic preoccupation with one or Enthusiastic preoccupation with one or more stereotyped and restricted patterns more stereotyped and restricted patterns of interest that is abnormal either in of interest that is abnormal either in intensity or focus. intensity or focus.

• Persistent preoccupation with parts of Persistent preoccupation with parts of objects. objects.

• Inflexible adherence to specific, Inflexible adherence to specific, nonfunctional routines or rituals such as nonfunctional routines or rituals such as stereotyped and repetitive motor stereotyped and repetitive motor mannerisms.mannerisms.

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Motor and Sensory

Many people with AS also experience Many people with AS also experience physical problems that may include physical problems that may include motor awkwardness, clumsiness and motor awkwardness, clumsiness and strong reactivity to sensations such as strong reactivity to sensations such as touch, sound, taste, smell, touch, sound, taste, smell, temperature, pain and movement. temperature, pain and movement. These problems occur despite the gift These problems occur despite the gift of an average or above-average of an average or above-average intellect.intellect.

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PreschoolPreschool

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SchoolSchool

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Academic Issues

•Organization skills are weak

•Knowledge based subjects may be a strength

•Math may or may not be weak

•Clumsy

•Handwriting is often poor

•Writing creative sentences is difficult.

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Joshua Betts, 9th Grade Student

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Home

2020

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Stacey Betts, Esq.

Stay at Home Mom

2121

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College

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StevenSteven

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Employment

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‘People with Asperger Syndrome can make a positive contribution, particularly in the workplace if their disability is properly understood and they are helped in a positive way’

(Person with AS)

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‘He is in and out of work. Quite frequently he is capable of a wide range of jobs but usually comes unstuck due to communication problems’(Parent)

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‘Failure to transfer the skills acquired through education to the workplace is a clear waste of resources. Continuing unnecessary reliance on state benefits is also extremely expensive, as are the costs of treating psychiatric disorders relating to long term unemployment…’

(Mawson & Howlin 1997)

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Vocational strengths

•Attention to detail / accuracy•Motivation•Persistence•No time lost to ‘office chat’•Sticking to the rules•Consistent good performance on repetitive tasks

•Honesty•Punctuality and reliability

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Vocational difficulties

Interview skills

Peer relationships

Communication deficits

Prioritising, staying on task, and managing time effectively

Working to deadline, dealing with interruptions and changes

Tensions arising from quality Vs quantity

Sensory hypersensitivities

High levels of anxiety

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Overcoming recruitment barriers

• Clearly worded unambiguous job postings

• Use of work trials instead of a verbally based interview

• Basing interview questions on past experiences rather than hypothetical situations

• Extra time in selection tests to allow for additional ‘processing time’

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Providing effective support

• Awareness raising for workplace managers and colleagues

• Accurate job matching (skills & sensory issues)

• Gradual introduction to the work place

• Clear, effective and unambiguous workplace communication

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•Rule and boundary setting early on•Task break-down and clear written instruction•Clear honest and consistent feedback about performance•Ongoing problem solving (periodic support)•A workplace mentor that is accessible and AS aware

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Job matching

• Complexity:• Does the job require:• Complex sequencing?• Manual dexterity?• Complex decision making and prioritisation?

• The Workplace• Does the task:• Involve repetition?• High level social skills?

• Individual considerations• What is the sensory impact of the work

environment?• Does the person have communication

deficits?

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Practical strategies to overcome barriers

• Written guidelines in the skills acquisition phase

• Work timetable (what to do when and in what order of priority)

• Strategies for dealing with unbearable stress

• Use of visual cues• Workspace organisation• Sequencing aids if appropriate

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AS and Marriage

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AS Features Causing Difficulties

•Lack of Empathy?

• Inability to mind-read

•Effects of stress on the AS partner

•Communication difficulties– personal and work relationships

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Effects of AS

• Bullying

• Severe depression

• Nearly ended a marriage

• Extremely unhappy relationship with parents

• Failure to succeed at interviews – so career and job opportunities curtailed

• Difficulties in employment

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Verbal Communication

•ConversationAS partner:• has a lack of ability to initiate• has literal understanding• has no innate understanding of

structure of conversation• simply does not know what to say• Unaware of when to speak sometimes

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Communication

•Conversation structure difficulties• turn-taking slow or absent• need for processing time causes

delay in replying, particularly noticeable over abstract issues, e.g. emotions

• Difficulty in beginning and ending conversations

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Non-verbal Communication

•A real problem: lack of facial expression and other non verbal communication leads to much mutual misunderstanding

•Mood, or attitude of the person with AS is easily misread

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Coping Strategies

•Awareness of differences in communication

•Non-AS partner must not become emotional in conversations

•Discuss one issue at a time

•Try to avoid using metaphorical language

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•Wait for a reply – it will usually come

•Explain the need for a reply if it doesn’t

•The intent of the person with AS should be appreciated

•Use Instant Messaging and emails

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Social Issues

•Separate social lives need not be detrimental to a marriage

•Social occasions based on an activity – concert, theatre or quiz more successful

•Purely social occasions should be limited to small groups of quiet people in quiet surroundings

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What WorksWhat Works

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What’s In A Name?What’s In A Name?

• Asperger SyndromeAsperger Syndrome

• High Functioning AutismHigh Functioning Autism

• Nonverbal Language DisorderNonverbal Language Disorder

• Attention Deficit DisorderAttention Deficit Disorder

• Semantic Pragmatic DisorderSemantic Pragmatic Disorder

• HyperlexiaHyperlexia

• Auditory Processing DisorderAuditory Processing Disorder

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Definition of Asperger Definition of Asperger SyndromeSyndrome

• Language, self-care skills and Language, self-care skills and adaptive behavior and curiosity adaptive behavior and curiosity about environment show normal about environment show normal development up to 3 years of age.development up to 3 years of age.

• Qualitative abnormality in reciprocal Qualitative abnormality in reciprocal social interaction and circumscribed social interaction and circumscribed interests and repetitive, stereotyped interests and repetitive, stereotyped patterns of activities.patterns of activities.

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In SummaryIn Summary

• They do not know what to sayThey do not know what to say• Rule and routine bound Rule and routine bound • Want things their wayWant things their way• PerfectionistPerfectionist• Have narrow interestsHave narrow interests• Anxiety increases quicklyAnxiety increases quickly• They are smartThey are smart• UncoordinatedUncoordinated• Sensory IssuesSensory Issues

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EvaluationEvaluation

• Academic SkillsAcademic Skills

• Social and Play SkillsSocial and Play Skills

• Speech and Language SkillsSpeech and Language Skills

• Motor and Sensory SkillsMotor and Sensory Skills

• Medical EvaluationMedical Evaluation

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Classroom Classroom AccommodationsAccommodations

FromFrom

ASPERGER SYNDROME AND THE ASPERGER SYNDROME AND THE ELEMENTARY SCHOOL EXPERIENCEELEMENTARY SCHOOL EXPERIENCE

BY SUSAN THOMPSON MOOREBY SUSAN THOMPSON MOORE

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3-Ring Binder3-Ring Binder

1.1. Students with AS need more time than Students with AS need more time than other students to learn how to keep other students to learn how to keep track of work, due dates, notes, etc.track of work, due dates, notes, etc.

2.2. Put the following in the binder: Put the following in the binder: Assignment Notebook, Take-Home Assignment Notebook, Take-Home folder, Give to the Teacher folder, folder, Give to the Teacher folder, Homework folder, Extra’s pocket, Homework folder, Extra’s pocket, labels, reinforcements, paper.labels, reinforcements, paper.

3.3. Take to school and home every day!Take to school and home every day!

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The Assignment The Assignment NotebookNotebook

1.1. Keeps the student organizedKeeps the student organized

2.2. Informs parentsInforms parents

3.3. Teaches responsibilityTeaches responsibility

4.4. Establishes a routineEstablishes a routine

5.5. Provides for planning aheadProvides for planning ahead

6.6. Notifies of schedule changesNotifies of schedule changes

7.7. Everyone checks it!!!!!Everyone checks it!!!!!

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HomeworkHomework

• Busy workBusy work

• PurposePurpose

• AmountAmount

• Written directionsWritten directions

• Check for understandingCheck for understanding

• Divide into sectionsDivide into sections

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TestsTests

See directions prior to test dateSee directions prior to test date

Look at test before test dayLook at test before test day

PRACTICE!!!PRACTICE!!!

Matching, Multiple Choice, True-False,Matching, Multiple Choice, True-False,Fill-in-the-Blank, Essay, RecallFill-in-the-Blank, Essay, Recall

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TestsTestsPreparation, Preparation, Preparation, Preparation, PreparationPreparation

• Teacher-provided outlineTeacher-provided outline• List of topics and termsList of topics and terms• Copy of testCopy of test• Practice testPractice test• Nothing NEW!Nothing NEW!• Multiple choiceMultiple choice• No Fill-in or T/FNo Fill-in or T/F• Oral examsOral exams

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HandwritingHandwriting

1.1. PrintPrint

2.2. Reduce emphasis on neatnessReduce emphasis on neatness

3.3. Try Try Handwriting Without TearsHandwriting Without Tears program program

4.4. Ability to formulate ideas and transfer to Ability to formulate ideas and transfer to written form may be impairedwritten form may be impaired

5.5. The best way to assess your child’s actual The best way to assess your child’s actual knowledge of a subject or proficiency in knowledge of a subject or proficiency in self-expression may be to write for him/her self-expression may be to write for him/her or use assistive technologyor use assistive technology

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Writing is difficultWriting is difficult

• Fine motor problems and difficulty Fine motor problems and difficulty creating language make writing creative creating language make writing creative sentences difficultsentences difficult

• Use Assistive TechnologyUse Assistive Technology 1. Be his secretary1. Be his secretary 2. Use tape recorders or computers2. Use tape recorders or computers 3. Alphasmart3. Alphasmart 4. Co Writer4. Co Writer 5. Write: Out Loud5. Write: Out Loud 6. Voice activated problems6. Voice activated problems

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Cut & EnlargeCut & Enlarge

1.1. Enlarge worksheetsEnlarge worksheets

2.2. Cut into sectionsCut into sections

3.3. Attach to graph paperAttach to graph paper

4.4. Don’t do all at onceDon’t do all at once

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Home-School Home-School CommunicationCommunication

• Communication NotebookCommunication Notebook

• Picture ChartsPicture Charts

• Support ServicesSupport Services

• Change in Routine NotificationChange in Routine Notification

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Speech and Language Speech and Language EvaluationEvaluation

• PragmaticsPragmatics

• Language skills-syntax and Language skills-syntax and vocabularyvocabulary

• Speech-articulation, voice and Speech-articulation, voice and fluencyfluency

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Pragmatic DisorderPragmatic Disorder

• Lack of understanding about the Lack of understanding about the reciprocity of verbal and nonverbal reciprocity of verbal and nonverbal communicationcommunication

• Decreased understanding and use of Decreased understanding and use of gesturesgestures

• Decreased use of questionsDecreased use of questions

• Difficulty maintaining a conversationDifficulty maintaining a conversation

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TestsTests

• Test of Pragmatic LanguageTest of Pragmatic Language

• Test of Problem SolvingTest of Problem Solving

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Language DisorderLanguage Disorder• Sometimes language learning is Sometimes language learning is

precociousprecocious

• There must be words by 2 years and There must be words by 2 years and phrases by 3 yearsphrases by 3 years

• Style of learning language may be like an Style of learning language may be like an autistic child: echolalia, difficulty learning autistic child: echolalia, difficulty learning pronouns, difficulty understanding verbal pronouns, difficulty understanding verbal explanations explanations

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TestsTests

• Preschool Language Scale-4Preschool Language Scale-4

• Clinical Evaluation of LanguageClinical Evaluation of Language

• The Test of Language DevelopmentThe Test of Language Development

• Expressive One Word Vocabulary Expressive One Word Vocabulary TestTest

• Peabody Picture Vocabulary TestPeabody Picture Vocabulary Test

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Language Test Scores Language Test Scores Show an Unusual ProfileShow an Unusual Profile

• Highest scores are in expressive Highest scores are in expressive vocabulary, vocabulary,

• Next highest are in receptive vocabulary,Next highest are in receptive vocabulary,

• Next are in grammatical structures,Next are in grammatical structures,

• Often below average are tests of problem Often below average are tests of problem solving,solving,

• Lowest area is in pragmatic language Lowest area is in pragmatic language skills.skills.

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Difficulty with Higher Difficulty with Higher Level Language FunctionsLevel Language Functions

• Understanding idioms, figurative Understanding idioms, figurative languagelanguage

• Understanding sarcasmUnderstanding sarcasm

• Understanding what is being asked in Understanding what is being asked in When, Why, How, What if questions.When, Why, How, What if questions.

• Understanding verbal explanations.Understanding verbal explanations.

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Speech DisordersSpeech Disorders

• Often there is a prosody difference in Often there is a prosody difference in the melody and intonation and pitchthe melody and intonation and pitch

• Articulation disorders – same as in all Articulation disorders – same as in all childrenchildren

• Fluency – same as in all childrenFluency – same as in all children

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Do Speech TherapyDo Speech TherapyIf the child with Asperger If the child with Asperger Syndrome:Syndrome:

• Has low language scores.Has low language scores.

• Does not understand what is being Does not understand what is being asked by “where,” “who,” and asked by “where,” “who,” and “when.”“when.”

• Has difficulty carrying on a Has difficulty carrying on a reciprocal conversation.reciprocal conversation.

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Effective Strategies to Effective Strategies to Teach Higher Level Teach Higher Level Language SkillsLanguage Skills

• Traditional language therapy to teach Traditional language therapy to teach specific language skills including specific language skills including questions, pronouns, and direction questions, pronouns, and direction concepts.concepts.

• Use Fast ForWord to speed up auditory Use Fast ForWord to speed up auditory processing.processing.

• Use materials such as Linguisystems to Use materials such as Linguisystems to teach idioms, problem solving, etc.teach idioms, problem solving, etc.

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Effective Strategies to Effective Strategies to Teach Pragmatic LanguageTeach Pragmatic Language

• Social Language GroupsSocial Language Groups• Carol Gray’s Social Language Carol Gray’s Social Language

StoriesStories• Reciprocal Conversation with Reciprocal Conversation with

TherapistTherapist• Role PlayingRole Playing• VideotapingVideotaping• Coaching During Social TimesCoaching During Social Times

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Techniques That Work in Techniques That Work in Social Language GroupsSocial Language Groups• Scripting and RehearsalScripting and Rehearsal

• CoachingCoaching

• Teach FlexibilityTeach Flexibility

• Give Visual PromptsGive Visual Prompts

• Teach Question AskingTeach Question Asking

• Use Their InterestsUse Their Interests

• Keep Anxiety LowKeep Anxiety Low

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Scripting and RehearsalScripting and Rehearsal

Give the child the exact words to say:Give the child the exact words to say:

• Say, “Dad, I want to go to the store,”Say, “Dad, I want to go to the store,”

• Say, “Teacher, I need help.”Say, “Teacher, I need help.”

• Say, “Joe, it’s my turn.”Say, “Joe, it’s my turn.”

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CoachingCoaching

• Show and tell the child what to do.Show and tell the child what to do.

• Teach the protocol of the activity.Teach the protocol of the activity.

• Have the child practice.Have the child practice.

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CoachingCoachingGetting PointsGetting Points

Make it very clear what he is to work on in the Make it very clear what he is to work on in the group such as:group such as:

• SharingSharing

• Asking questionsAsking questions

• Following someone else’s ruleFollowing someone else’s rule

• Give complimentsGive compliments

• Be explicit about getting points means you Be explicit about getting points means you are doing it rightare doing it right

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Teach FlexibilityTeach Flexibility

““I HAVE TO BE RED!”I HAVE TO BE RED!”

• Let him be red and explain to the others Let him be red and explain to the others that maybe next time he can let someone that maybe next time he can let someone else be red, but it is too hard to change else be red, but it is too hard to change today.today.

• If two want RED, let them share turnsIf two want RED, let them share turns

• If the argument persists then you can If the argument persists then you can either give in or let him wait until it is his either give in or let him wait until it is his turn to be RED.turn to be RED.

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Teach FlexibilityTeach Flexibility

““I have to win!”I have to win!”

• Make losing, fun.Make losing, fun.

• Make winning not fun.Make winning not fun.

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Teach FlexibilityTeach Flexibility

““I HAVE TO HAVE IT MY WAY!”I HAVE TO HAVE IT MY WAY!”

• Announce that we can either argue Announce that we can either argue for a long time or play. Which would for a long time or play. Which would you rather do?you rather do?

• Are you having fun yet?Are you having fun yet?

• Whoever “compromises” gets a star.Whoever “compromises” gets a star.

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Teach FlexibilityTeach Flexibility

COMPROMISINGCOMPROMISING

• Teach the rule: If you compromise, Teach the rule: If you compromise, you are doing right.you are doing right.

• Compromise means letting the other Compromise means letting the other guy have his way.guy have his way.

• If you let the other guy have his way, If you let the other guy have his way, you get a point.you get a point.

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Teach FlexibilityTeach FlexibilityBEING BOSSYBEING BOSSY

• They turn the other children off by being They turn the other children off by being bossy, controlling and judgmental.bossy, controlling and judgmental.

• They lose a point (or a turn) for teasing They lose a point (or a turn) for teasing criticizing another child.criticizing another child.

• They get extra points for saying They get extra points for saying something nice.something nice.If the child starts out saying several nice If the child starts out saying several nice

things, he is not teased as much.things, he is not teased as much.

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Use Visual AidsUse Visual Aids

• Visual ChartsVisual Charts

• Written ListsWritten Lists

• Plan It TogetherPlan It Together

• This Takes Away The This Takes Away The UnexpectedUnexpected

• Be Sure To Include Be Sure To Include “Things might “Things might change.”change.”

• Get Them Hooked On Get Them Hooked On ListsLists

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HyperlexiaHyperlexia Children with obsessive Children with obsessive

interest in reading interest in reading and a diagnosis of and a diagnosis of autism or Asperger’s.autism or Asperger’s.

• Reading Reading comprehension level comprehension level is at the level of their is at the level of their language language comprehension.comprehension.

IT DOES NOT EXISTIT DOES NOT EXIST

UNLESS IT IS WRITTENUNLESS IT IS WRITTEN

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What To Do with AnxietyWhat To Do with Anxiety STOP the activity,STOP the activity,

• Ensure safety,Ensure safety,

• Decrease the causes Decrease the causes of the anxiety,of the anxiety,

• Reestablish calmness,Reestablish calmness,

• Then REHEARSE it Then REHEARSE it using coaching, using coaching, enticing, and enticing, and “sweeten it up.”“sweeten it up.”

• BROADEN HIS BROADEN HIS INTERESTS AND INTERESTS AND SKILLSSKILLS

• MedicationMedication

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Social Language GroupsSocial Language GroupsGoal: Engage in Reciprocal Goal: Engage in Reciprocal CommunicationCommunication

• Talk to eachTalk to each

• Play togetherPlay together

• Make friendsMake friends

• HAVE FUN!HAVE FUN!

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SETTING UP SETTING UP SOCIAL LANGUGE SOCIAL LANGUGE GROUPSGROUPS

• Select 3 or 4 children who are compatible in Select 3 or 4 children who are compatible in age and language level and interests.age and language level and interests.

• Find a time to meet regularly, usually once a Find a time to meet regularly, usually once a week.week.

• Rehearse game protocol in individual sessions.Rehearse game protocol in individual sessions.

• Have the child participate in the decisions.Have the child participate in the decisions.

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Beginning the GroupsBeginning the Groups

• Start by saying that we will make a list of Start by saying that we will make a list of activities for the day.activities for the day.

• First they sit at the table.First they sit at the table.• Then the list is written (or pictured) and Then the list is written (or pictured) and

activities are crossed off as they are activities are crossed off as they are finished.finished.

• At the end we often summarize the At the end we often summarize the activities emphasizing the good behaviors activities emphasizing the good behaviors they displayed.they displayed.

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Determine the Level of Determine the Level of Social CommunicationSocial Communication

What Do They Do When They Play?What Do They Do When They Play?

• Play by themselves or next to each Play by themselves or next to each otherother

• Has to winHas to win• Argue and are bossy and gives Argue and are bossy and gives

commandscommands• MonologuesMonologues• Difficulty understanding feedbackDifficulty understanding feedback

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Level OneLevel One

• They Start Out With Parallel PlayThey Start Out With Parallel Play

• Use Scripting and RehearsalUse Scripting and Rehearsal

Teach Rule: Take Turns.Teach Rule: Take Turns.

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Level TwoLevel Two

• They Start With Simple Turn Taking They Start With Simple Turn Taking GamesGames

• Use Activities With Simple WinningUse Activities With Simple Winning

Teach Rule: Sometimes You Win, Teach Rule: Sometimes You Win, Sometimes You Lose.Sometimes You Lose.

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Level ThreeLevel Three

• They Have To Control, Argue, Are BossyThey Have To Control, Argue, Are Bossy

• Use Activities That Need A Little Use Activities That Need A Little DiscussionDiscussion

Teach Rule: Say Things That Invite A Teach Rule: Say Things That Invite A Response – Talk To Make Friends.Response – Talk To Make Friends.

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Level FourLevel Four

• They MonologueThey Monologue

• Use Structured ConversationUse Structured Conversation

Teach Rule: Say Two Things and Then Teach Rule: Say Two Things and Then Ask A Question.Ask A Question.

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Level FiveLevel Five

• They Do Not Give Or Get FeedbackThey Do Not Give Or Get Feedback• Use ConversationUse Conversation

Teach Rule: Look At Your Listener. Teach Rule: Look At Your Listener. Learn What The Other Person Is Learn What The Other Person Is Feeling.Feeling.

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Tasks that will need Tasks that will need adaptationadaptation

• OrganizationOrganization• Staying on taskStaying on task• BreaksBreaks• Circle of friendsCircle of friends• RecessRecess• LunchLunch• Verbal explanationsVerbal explanations• Communication with parentsCommunication with parents

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BE A TEAM PLAYERBE A TEAM PLAYER

• The key to academic and social The key to academic and social success for students with Asperger success for students with Asperger Syndrome is TEAM WORK!Syndrome is TEAM WORK!

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Contact Information

Nancy J. Patrick, Ph.D. Dion Betts, Ed.D.Associate Professor of Assistant to the Special Education SuperintendentMessiah College South Western

S.D.One College Ave. 225 Bowman RoadGrantham, PA. 17027 Hanover, [email protected]

[email protected] 717-371-8225

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New BooksNew BooksAugust, 2008 November 2008August, 2008 November 2008