Aspergers Syndrome by Steve Vitto

Aspergers Syndrome by Steve Vitto

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  Presented by: SteveVitto, M.A., Behavioral Teacher Consultant Muskegon Area ISD Asperger Syndrome
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  What Is AspergerSyndrome? Child with diminished nonverbal communication and social interaction but normal language and cognitive development Neurodevelopmental disorder of the brain that affects a number of abilities Atypical sensitivity to sensory input Have problems with motor and coordination skills Have intense or unusual interests in certain subjects Not a behavior disorder Can not be empirically or medically determined Four times more common in boys than girls
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  How Is ItDiagnosed? Observations Parent interviews Language and cognitive testing Verbal and nonverbal communication Social relatedness Play Behavior No blood test or chromosomal test Medical identification using the DSM-IV criteria
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  Symptoms of AspergerSyndrome Perseveration on specific topics of interest Insistance on sameness/difficulty with changes in routine Inability to make and keep friends Difficulty with reciprocal conversations Pedantic speech Socially naïve and literal thinkers Difficulty with learning in large groups Difficulties with abstract concepts Problem-solving abilities tend to be poor Vocabulary usually great; comprehension poor Low frustration tolerance Poor coping strategies Narrow and or intense focus of interest
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  Video- Tony AttwoodSocial Difficulties
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  Symptoms of AspergerSyndrome (continued) Impulsivity Difficulty discerning between fiction and reality Poor writing skills (fine-motor problems) Poor concentration Emotional vulnerabilidty Academic difficulties Poor organization skills (executive functions) Appear “normal” to other people Motor cluminess Inability to interpret nonverbal language Difficulty initiating and or maintaining conversations Personal-space violations Difficulty with perspective-taking (theory of mind deficits) Sensory difficulties (hypo or hypersensitive)
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  Tony Attwood -VideoPragmatics Special Interests Cognition Central Coherence Stress and Management Homework Motor Clumsiness Sensory
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  Causes of AspergerSyndrome We don’t know yet We do know: Parents do not cause it Mother’s actions before or during pregnancy does not cause it Research is examining the biological and structural aspects of brain
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  Behaviors and StressBehaviors are misinterpreted Function of poor coping strategies Low frustration tolerance Difficulty reading social cues Involves feelings of stress Inability to predict outcomes See the world as unpredictable and threatening Recognize basic emotions (sad, mad, happy and afraid) Don’t access the thinking area of the brain under stress
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  Strategies Which MayIncrease Behavioral Difficulties Judgmental or emotional responses Expectations of rapid compliance Misperceptions of intentionality (he knows what he is doing) Misperceptions about variant ability to control (because he can do it sometimes he is capable) Punishment involving exclusion or separation Police Involvement and/or Juvenile Detention Frequent change of staff or assigning substitute staff
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  Teacher Behaviors That Can Escalate a Crisis Raising your voice or yelling Statement proclaiming your authority (e.g., “I’m the boss.”) Having the last word Using sarcasm Bringing up past events Commanding and demanding compliance Using unwarranted physical management (e.g., forced compliance) Not allowing choices Nagging Labeling or giving undue attention to the undesired behavior
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  Teacher Behaviors That Can Diffuse a Crisis Avoid ultimatums Honor personal space Avoid touching the student when they are upset Provide reasonable limits Be careful of prolonged staring Refrain from arguing Let the student know what he needs to do Talk with a calm even tone
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  Develop a FunctionalAssessment Environmental Variables Setting Events Preventative Strategies Needs being Met through the Behavior Disability Characteristics
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  Writing a FormalBehavior Plan Definition of Behavior Motivation of Behavior Preventative Strategies Reinforcement Strategies Replacement Skills to be Taught Consequences that Teach and Restore
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  Evaluating Consequences Individualizedand data based decisions Consequences should facilitate their learning of replacement skills Consequence provide an opportunity to make things right Consequences should relate to the behavior of concern Consequences should support community building efforts Consequences should involve peer understanding and support Ineffective consequences should be abandoned
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  What Teachers CanDo In A Classroom Teacher selected groups Recognize the students strengths Provide a predictable, safe environment Firm expectations Refrain from arguing Provide adequate response time Provision of a quiet place to go when stressed Reduce distractions and sensory overload Break large tasks or concepts into smaller steps
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  Structured day Positivebehavior management techniques Create visual organizers Keep instructions simple Type on the computer instead of using pencil and paper for handwriting Choose seating carefully Provide peer education about Asperger Syndrome What Teachers Can Do In A Classroom (continued)
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  Establish Preventative EnvironmentsEmphasis on prompting and modeling desired behavior Clear rules and expectations (written or symbolic) Peer group that understands and knows how to respond to and support the student with Aspergers Frequent positive feedback Focus on developing social skills Ample time to process and respond to directives Advanced and ample time to make transitions Calming area when overstimulated
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  Attributes of GoodProgram Personality of teacher Access to support and resources Teacher and school staff calm disposition predictable in their emotional reactions flexible see the world through the child’s eyes a sense of humor Classroom size is smaller Quiet well ordered classroom
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