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The ABCs of Asperger’s Syndrome Ilene Schwartz [email protected] University of Washington
Triad of Autism
qualitative impairments in social interaction
qualitative impairments in communication
restricted, repetitive, and stereotyped patterns of behavior, interest, and activities
Core Dimensions of Autism
Communication
Impairment
Autism
Social
Phobia
Asperger
OCD
Restricted Interests
Social Impairment
Impairment in Social Interaction DSM
IV qualitative impairment in social interaction, as manifested by at least two of the following: a. marked impairment in the use of multiple nonverbal behaviors
such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
b. failure to develop peer relationships appropriate to developmental level
c. a lack of spontaneous seeking to share enjoyment, interests, or achievements with others (e.g., by a lack of showing, bringing, or pointing out objects of interest)
d. lack of social or emotional reciprocity
Impairments in Communication DSM
IV Qualitative impairments in communication as manifested by at least one of the following: a. delay in, or total lack of, the development of spoken language
(not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
b. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
c. stereotyped and repetitive use of language or idiosyncratic language
d. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level
Tendency to Sameness DSM
IV a. encompassing preoccupation with one or more
stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
b. apparently inflexible adherence to specific, nonfunctional routines or rituals
c. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
d. persistent preoccupation with parts of objects
Asperger’s Syndrome DSM
IV Same criteria as Autism Disorder regarding impairment in social interaction and restricted repetitive and stereotyped patterns of behavior PLUS
The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.
Asperger’s Syndrome DSM
IV There is no clinically significant general delay in language (e.g., single word use by age 2 years, communicative phrases used by age 3 years).
There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.
Categories of the Autism Spectrum Disorders
Opinion is sharply divided regarding definitions and distinctions among Autism Disorder, PDD-NOS and Asperger Syndrome categories
No universally accepted criteria currently exist Asperger syndrome is either very much more common or rare compared to Autism Disorder
The designation Autism Spectrum Disorder is being more commonly used and accepted
Characteristics Of Many Children with Autism
Usually visual information is processed better than verbal information
Rote memory can be quite good, while abstract thought is more challenging
Sensory under- and over-sensitivities
Gross motor skills awkward and/or delayed
Fine motor skills sometimes impaired
Characteristics Continued
Difficulties in planning and organization
Usually a high need for control, routine, and/or predictability
Can be difficulties in fine motor and motor planning
Regulation of Arousal/Emotions can be difficult (e.g. sleep problems, anxiety)
Executive Function
Executive functions are cognitive processes that contribute to out ability to problem solve, organize, plan, self-manage.
ROPES (Schetter, P. 2008) Recalling and restating information
Organization and planning skills
Prioritizing and goal directed behavior
Evaluation situations, actions, and outcomes
Self-management
Recalling and restating information
Use graphic organizers
Use timers to set limits
Use checklists and task lists
Use schedules, calendars, homework boards
1. What’s the problem?
2. How do you feel?
3. Calm down and think of some solutions.
Rock and pudding
Take deep breaths
Count to 10
4. Possible solutions:
5. Try out your solution! If it doesn’t work, try another solution!
I am so excited because I have a new diary! I get to write in my
diary about my feelings. If I am feeling happy, I can write, “I feel
happy right now because…” and explain my feelings. If I feel sad,
I can write “I feel sad right now because…” and explain my
feelings. I can write about any feeling I want.
When I feel sad, mad, frustrated, or any other negative emotion,
I need to figure out a plan. I need to think to myself, “what can I
do to feel better?” I will write my plan down in my emotions
diary and then I can try to feel better. When I am all better, I
can write “I feel happy now because….”
Here is an example:
“I feel sad right now because I couldn’t find anyone to play with
at recess. I need a plan to feel better. My plan is that at next
recess, I will look for a different group. I can feel better by
thinking of all the things I like to do and that will make me
happy.”
Problem Solving
If there is a problem :
1. Keep calm . I can keep calm by taking 3 deep breaths and counting to 10. Tell yourself, “I can solve this problem if I am
calm.”
2. Think, “What’s the problem?”
3. Think, “How do I feel?” “How does the other person feel?”
Sorry Scared Jealous Embarrassed Sad
Disappointed Frustrated Annoyed Angry
4. Think about possible solutions and the consequence to each
solution.
Solution
(What should I do?)
Consequence
(What will happen when I do
that?)
Is it a safe
solution?
Good or
bad
solution
Yes
No
Good
Okay
Bad
Yes
No
Good
Okay
Bad
Yes
No
Good
Okay
Bad
5. Choose the best solution. If that solution doesn’t work, try a new solution.
4. Think about possible solutions and the consequence to each
solution.
Solution
(What should I do?)
Consequence
(What will happen when I do
that?)
Is it a safe
solution?
Good or
bad
solution
Yes
No
Good
Okay
Bad
Yes
No
Good
Okay
Bad
Yes
No
Good
Okay
Bad
5. Choose the best solution. If that solution doesn’t work, try a new solution.
Time earned:___________________
If I get 10 checks I get 5 minutes of free
time in room 19. I can use the free time
as soon as I am finished with whatever I
am doing, or I can add up each time I get
5 minutes and use them as a chunk of
time at the end of the day.
I get checks for staying on task, doing
my work and keeping a positive attitude.
When I get 10 stars, I get to take a 5
minute break in Rm. 19.
In Mrs. Green’s class, it is very important that I follow the 5 rules of school.
These rules are:
1. Listen
2. Keep your hands, feet and mouth to yourself
3. Follow directions
4. Raise a quiet hand
5. Be kind
If I follow these rules I get a sticker. When I get 10 stickers, I get to choose
my reward!
(here is where I put the 10 pieces of Velcro for the stickers)
#1 #2 #3 #4 #5
If I get 5 warnings I lose
Captain Underpants books.
If I only get 4 warnings, I
get 1 extra minute of break
If I only get 3 warnings, I
get 2 extra minutes of break
If I only get 2 warnings, I
get 3 extra minutes of break
If I only get 1 warning, I
get 4 extra minutes of break
If I get no warnings, I get
an extra 10 minutes of
break!!!!
Reward or reinforcement examples:
Do you need any help?
Point to:
Yes No
I need help, please!
The 5 rules of school are:
1. Follow directions (stay in your seat)
2. Keep hands, feet and mouth to yourself
3. Use kind words
4. Listen (let others speak)
5. Raise a quiet hand
When I’m mad, frustrated, or worried, I can:
Squeeze my fists and face really tight and count to 10.
Then I relax my body. I can do this 3 times or more if
I need too. Then I will feel better.
Think of things that make me really happy, like Star Wars!
Take a small break and then get back to work.
1 – I feel great and I am doing well
2 – I am starting to feel a little anxious – I can take a few deep breaths
3 – I am feeling more anxious – I can squeeze my stress ball or feel my fabrics
4 – I am really anxious or stressed – I can try feeling my fabrics or squeezing my stress ball – If this
doesn’t work, I can stand up and pace in the back of the classroom for 2 minutes
5 – I am really stressed and feel like I am going to explode – I need to ask my teacher if I can go take a
break in room 29.
The rules of the lunch room are:
1. When I am done eating, I need to clean up my food.
2. After I clean up, I need to raise my hand and wait to be dismissed.
Following these rules will give me a 3.
Do you want to play
with me?
The rule in my classroom is that I have to sit criss
cross on my bottom when we are at the rug
. I can be part of the group. When I am part
of the group I earn a sticker! . I know I can
do the right thing!
First thing in the morning, we
do work in Ms. McBeth’s class. Sometimes I don’t know how to
do the work. If I don’t know what
to do, I can write my name on the paper and ask for help. If
Ms. McBeth is busy, I can turn
the paper over and draw on the back until Ms. Ahlers or Ms.
McBeth can help me.
It’s time for
Fine Arts
It’s time for
PE
It’s time for
Movement
It’s time for
Library
It’s time for
Reading group
It’s time for
Independent Reading
It’s time for
Journals
It’s time for
Math
It’s time for
Friendship group
It’s time for
Announcements
Eyes on the action!
At recess I have a lot of choices. I can play:
Games on the grass State tag
Tetherball
Big toy
Little toy
Wall ball
Four square
Kickball
Basketball
Hopscotch
Ball games
My school day:
9:15 – 9:20 – Check in
9:20 – 9:25 – Announcement
9:25 – 10:25 – Reading Groups
10:25 - 11:00 – Writing/Shared Reading
11:00 – 11:15 - Recess
11:15 – 11:30 – Snack
11:30 – 11:40 – Calendar
11:40 – 12:20 - Math
12:20 – 12:40 – clean up/bathroom
12:40 – 1:20 – Lunch
1:20 – 1:30 – Quiet time
1:30 - 2:40 – pack up, center time, science, social studies, art
2:40 – 3:20 –Library, PE, Art or movement
Organizing and Planning Skills
Break big skills/tasks into small steps
Clean your room becomes Vacuum
Pick up clothes
Make bad
Plan sequences
Teach the plan
Organizational Tools
“To do” lists
Work plans
Graphic Organizers
Idea Brainstorming with teacher
Voice recorders
Things to do:
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
Prioritizing
Teach goal setting
Use visuals to teach these skills
Make the implicit explicit
Decision Matrix for Prioritization
Heavy Bonus or Penalty Outcomes
No or Light Bonus or Penalty Outcomes
Urgent Deadlines HIGH PRIORITY MODERATE PRIORITY
No Deadlines or Distant Deadlines
MODERATE PRIORITY
LOW PRIORITY
Evaluation and Critical Thinking Skills
Teach students to consider outcomes Positive or negative
Did they achieve their goal
Was it safe
Did it serve the function they wanted
Was it fun
Self management
Self monitor
Self administer consequences
Self advocate
Self manage stress
Self manage initiations
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