Tep 248Case Study: Asperger’s Syndrome (Brett)

Student number: 41469283

Asperger Syndrome

•A developmental disorder that is part of the autism spectrum. It is also known as a pervasive developmental disorder

•Present at birth, and is a lifelong condition.Autism SA (2007)

Batshaw, Pellegrino & Roizin (2007, p. 325)

Asperger Syndrome

• Characterised by mental difficulties in communication, social behaviour and repetitive or restricted interests and activities. • Can also have physical symptoms as it affect an individual’s nervous system and other body systems. These include problems with muscle tone, gross and fine motor skills, and the body’s ability to adapt to the environment.

Betts &Gerber-Eckard (2007, p.15)

Asperger Syndrome

• Unknown cause.

GENETIC BIO-CHEMICAL NEURO-LOGICAL VIRAL PREGNANCY/

BIRTH

DEVELOPING BRAIN

AUTISM SPECTRUMCumine, Dunlop & Stevensen (2010, p. 4)

•More common than Cerebral Palsy, Cystic Fibrosis, Down Syndrome, vision impairment and hearing loss.

•In Australia, 1 in 160 people have an Autism Spectrum Disorder

Autism SA (2007)

“Perhaps the simplest way to understand Asperger syndrome is to think of it as describing someone who perceives and thinks about the world differently to other people” (Attwood, 2006, p.12)

Diagnostic Criteria for Asperger syndrome

Hans Asperger• Viennese psychiatrist.• First described the syndrome in 1994.

Jones (2002, p.87)

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome most closely resembles the original description of Hans Asperger.

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome

1. Social impairment/ extreme egocentricity (at least 2)- has difficulties interacting with peers- has a lack of interest to peer contacts- has difficulties interpreting social cues- presents socially and emotionally inappropriate behaviour

Attwood (2006, p.37)

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome

2. Narrow interest (at least 1) - exclusion of other activities- repetitive adherence- more rote than meaning Attwood (2006, p.37)

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome

3. Compulsive need for introducing routines and interests (at least 1)- which affect the individual’s every aspect of everyday life- which affect others Attwood (2006, p.37)

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome

4. Speech and language peculiarities (at least 3)- delayed speech development- superficially perfect expressive language- formal pedantic language- odd prosody, peculiar voice characteristics- impairment of comprehension including misinterpretations of literal/implied meanings.

Attwood (2006, p.37)

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome

5. Non-verbal communication problems (at least 1)- limited use of gestures- clumsy/ gauche body language- limited facial expression- inappropriate facial expression- peculiar, stiff gaze Attwood (2006, p.37)

Gillberg’s (1991) Diagnostic Criteria for Asperger syndrome

6. Motor clumsiness- poor performance in neuro-developmental test.

Attwood (2006, p.37)

- Affects student’s visual-spatial capabilities- Students process environmental stimuli differently than for typical

individuals. E.g. noises, tastes and textures may feel more intense.

Betts & Gerber-Eckard (2007, p.16)

Impaired sensory system

- Unusual responses to sensory input- Sensory input, for example sound and tactile stimuli, may cause the individual to become overwhelmed, resulting in anxiety or panic. - Alternatively, people with Asperger’s may under-react to sensory input, tolerating unusually high levels of sensory stimulation, such as pain and temperature.

Autism SA (2007)

At present there is no cure for Asperger syndrome. However, with appropriate intervention and support from families and professionals, people with Asperger syndrome are more enabled to live independently.

Autism Spectrum Australia (Apect)http://www.autismspectrum.org .au

Useful Resources

Asperger Services Australiahttp:///www.asperger.asn.au

Autism Asperger Advocacy Australia (A4)http://a4.org.au/a4

AEIOU Foundationhttp://aeiou.org.au

Autism SAhttp://autismsa.org.au

Asperger Syndrome Support Network Victoria Inchttp://www.assnvic.org.au

Asperger Syndrome Support Group Sydney Inc http://www.autismsupport.org.au

Useful ResourcesPaula Kluth

http://www.paulakluth.com/

Department of Education and Children’s Serviceshttp://www.decs.sa.gov.au/svpst/pages/resources/24958/

Attwood, T. (2006) Asperger's Syndrome: A Guide for Parents and Professionals. Taylor & Francis Group

Baker, D. (2003) Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communications Problems. Autism Asperger Publishing

Bashe, P. and Kirby . (2004) The OASIS Guide to Asperger Syndrome: Advice, Support, Insight, and Inspiration. Crown

Betts, S. and Gerber-Eckard, L. (2007) Asperger syndrome in the inclusive classroom: advice and strategies for teachers. London: Jessica Kingsley

Useful ResourcesWright & Wong series – Laura Burns and Melinda Metz

Ben and his Helmet series – Nelle Frances

Case Study: Brett“Brett is 10 years old and has recently been diagnosed with Asperger’s Syndrome.”

“ In the last few years, his language and communication problems have become more apparent, and seem to be rather stilted. As a result, he has become subject to bullying at school and in the playground.”

Case Study: BrettWhat does the school need to address?• Restore the student’s language and communication deficiencies

Verbal Non-verbal

Speech Skills• Voice quality• Emotion• Speaking style• Rhythm• Intonation• Stress

• Body language• Gestures• Facial expression• Eye contact

• Assist student with recognising emotions of self and others (Cumine, Dunlop & Stevensen, 2010, p. 28)

• Educate all students about Autism and Asperger syndrome• Assign classroom buddy• Teach Asperger student to be more assertive• Support team• Role- playing techniques

(Plumley, 2009)

Case Study: Brett“His teachers report that he is very immature.”

Poor behaviours are not due to conduct problems.

Teachers must understand that students with Asperger syndrome behave inappropriately at times because they do not have any better coping mechanisms

Betts & Gerber-Eckard (p.17)

Case Study: Brett

“Changes of routine are stressful and can culminate in tantrums.”

• Teacher can prepare Brett for changes in routine or unexpected activities

• Teacher needs to accommodate to needs: Provide predictable schedule to class/ to Brett

• Encourage self-control. E.g. stopping and counting to ten, taking a deep breath and reminding himself to keep calm and specific relaxation technique.

Case Study: Brett“He refuses to take part in the compulsory classroom talking and listening activities such as drama, debating and speech making”

“A student with Asperger syndrome may not be sufficient to cope with the social interaction of several participants” (Attwood, 2006, p. 56)

“In order to learn effectively, students with Asperger syndrome need to have their needs met and feel comfortable in school”. (Betts & Gerber-Eckard, 2007, p.16)

• One-on-one arrangement with the teacher

Case Study: Brett“He is very interested in music but his loud outbursts of singing during class infuriate his teacher. Whenever he starts to sing the teacher makes him sit by himself at the back of the class.”

“I am actually a very intelligent

person and I don’t understand why the teacher is

always punishing me for singing

Case Study: Brett“He is very interested in music but his loud outbursts of singing during class infuriate his teacher. Whenever he starts to sing the teacher makes him sit by himself at the back of the class.”

• Create a plan using his interest for music as a reward for good behaviour.

• Provide Brett with his own space away from his peers, where he can relax and sing.

Additional Support• Learning Support Team must be acquainted with all of Brett’s in-school experiences

• Routine meetings with Brett’s parents.

ReferencesAttwood, T (2006) The complete guide to Asperger’s syndrome. London: Jessica Kingsley Publishers.

Autism SA (2007). I wish you knew… about Asperger syndrome [Brochure]. SA: Autism SA

Batshaw, M., Pellegrino, & Roizen N (Eds)(2002). Children with disabilities

Betts, S., & Gerber-Eckard, L. (2007) Asperger syndrome in the inclusive classroom: advice and strategies for teavhers. London: Jessica Kingsley

Burton, R. (1832). The anatomy of melancholy. Retrieved       from http://etext.library.adelaide.edu.au/b/burton/robert/       melancholy/

Cumine, V., Dunlop, J., & Stevensen, G (2010). Asperger Sundrome. A practical guide for teachers. Routledge.

Jones, G (2002) Educational provision for children with autism and Asperger syndrome: meeting their needs. London: David Fulton

Plumley, K (2009). Asperger Syndrome and School Bullying. Retrived from http://www.suite101.com/content/asperger-syndrome-and-school-bullying-a114785