Cognitive · Asperger's Syndrome

What is it?

Asperger’s Syndrome is a social and communication disorder usually present with average to above average IQ. Students may have difficulties with social understanding, communication and rigid thinking.

What causes it?

Some studies show structural differences in the brains of students with Asperger’s. A strong genetic component may also be a contributing factor.

Incidence

The occurrence has been estimated as high as 1 in 40 children. The ratio of boys to girls is 7:1

Medical Considerations

The diagnosis of Asperger’s includes a developmental screening and a comprehensive team evaluation by a neurologist, psychologist, speech/language pathologist, and other related professionals. The assessments look at neurology and genetics, cognitive ability and language, learning styles, and personal skills.

Characteristics

These individuals often have difficulty understanding and using nonverbal cues for social interactions. Other characteristics include:

• Preference for routine and dislike of change
• Sensory issues including hyper-sensitivity to sounds, smells, and colour
• Perseverative or restricted range of interest
• Difficulty determining proper personal space
• Avoidance of being touched
• Unusual tone and/or rate of speech eg. may have an unexplained accent
• Difficulty understanding figurative language and humour

Support

A treatment program may include:

• Parent education and training
• Behaviour modification
• Social skills training
• Counselling
• Medication—to treat comorbid conditions (hyperactivity, depression, compulsions)
• Occupational therapy—treat hypersensitivity and poor motor coordination
• Educational interventions—use visuals, pre-teach information, and/or use simple directions

Further Information

Tony Attwood

Australian Autism Asperger’s Network Inc.

Lesson Preparation & Materials

• Provide unit outlines and graphic organisers to assist in planning and linking concepts.
• Offer materials prior to lessons so that students can feel more settled by knowing what is expected.
• Provide written directions in clear and explicit language.
• Include a personal checklist to assist in planning and executing tasks.
• Incorporate glossaries and vocabulary lists to highlight the meaning of technical language.
• Use a variety of text types to allow students to present information in a preferred style.

Teaching Strategies

• Students may have an advanced vocabulary and extensive factual knowledge, however, they may need support in interpretation and manipulation of information.
• Be patient during class discussion. Students with Asperger’s may ‘go off on tangents’. Calmly redirect to the topic.
• Give warning about impending transitions between activities. Timers or checklists work well.
• Students may struggle with inference. Model strategies for working beyond the literal.
• Organisational skills are problematic. Provide step by step plans for accessing tasks.
• Give directions explicitly. Avoid idioms and figures of speech such as ‘hop to it’.
• Some students have rigid interests. Try to use this as a way of gaining attention and then move toward the point of your lesson.
• Develop a workable strategy to deal with incessant questioning or tendency to dominate discussion. Offering the student one ‘ask’ and one ‘tell’ can help them to prioritise.
• Offer a choice about group or individual work. Some may not manage the peer relationships and etiquette involved in group membership.
• Use specific marking points to conclude an activity eg ‘stop at question 7’ rather than concluding at the end of a lesson. Some students struggle to leave work incomplete.

Feedback & Assessment

• Access the student’s Health Care Plan to ensure an understanding of any medical needs.
• Students may need help to perform a ‘social autopsy’ to understand events and repair peer relationships.
• Keep records of successful peer exchanges and communication successes to inform parents of minor changes.
• Students may need separate supervision in assessments to limit distraction.
• Discuss strategies with other teachers so that consistency can be achieved across KLAs.

Classroom Management

• Be aware of potential triggers for anxiety. Try to respond to early warning signs quickly to avoid escalation.
• Avoid touching the student’s materials. Many are sensitive about their belongings.
• Allow students the opportunity to take a break away from peers if becoming stressed Encourage peers not to become involved in any displays of unsettled behaviour.
• Be tactful when correcting the student. Some struggle to accept failure and rigidly adhere to their original thought.
• Students may appear rude due to a lack of tact. Try to rephrase what they have said to model appropriate language but don’t take it personally.
• Don’t insist on eye contact. Reading facial expressions and listening can be difficult to do concurrently. Students may need to look away from you to focus on the words.
• Avoid sarcasm. Students may struggle to perceive something as humorous when facial expressions don’t suggest mirth.
• Some students have organisational problems which affect handwriting and planning. Consider the option of a computer if possible.
• Give notice of change in routines as far in advance as possible.
• Set concrete, realistic goals to increase motivation.
• Be conscious of peer relationships. Students with Asperger’s may be gullible and targets for bullies.

Peers & SLSOs

• Students may need additional support during unstructured times eg. recess and lunch.
• Encourage acceptance of peculiarities by modelling appropriate responses.
• Students may benefit from having a teacher mentor assigned to support them in times of stress.

Have I...

• Incorporated graphic outlines into written materials?

• Displayed unit outlines, objectives and schedules in the classroom?

• Provided simple and explicit instructions?

• Arranged for rest breaks to include opportunities for individualised teacher attention?

• Matched cognitive demands to ability?