aspergers disorder by eric man, will tam, ashley neels & dave grender
TRANSCRIPT
What is Aspergers Disorder?
“Asperger Syndrome is a developmental disorder falling within the autistic spectrum affecting two-way social interaction, verbal and nonverbal communication and a reluctance to accept change, inflexibility of thought and to have all absorbing narrow areas of interest”
http://aspergersyndrome.org/Articles/Asperger-Syndrome.aspx
Signs and Symptoms
two-way social interaction
verbal and nonverbal communication
a reluctance to accept change
inflexibility of thought
Adept knowledge in narrowed fields
Aspergers affects…
Signs and Symptoms
4 key dimensions of Asperger’s Syndrome Social Isolation Impaired Social Interaction Impaired Non-Verbal Communication Speech and Language Peculiarities
(Szatmari, Bermneer and Nagy, 1998)
Signs and Symptoms
Social Isolation No close friends Avoids other people No interest in making friends A loner
Signs and Symptoms
Impaired Social Interaction Approaches others to fulfill personal needs Clumsy social approach One-sided responses to peers Difficulty sensing feelings of others Indifference to the feelings of others
Signs and Symptoms
Impaired Non-Verbal Communication Limited facial expressions Unable to read emotions through facial
expressions Inability to convey message with eyes Avoids looking at others Does not use hands to aid expression Large and clumsy gestures Infringes on other people's physical space
Signs and Symptoms
Speech and Language Peculiarities Abnormalities of inflection Over-talkative Non-communicative Lack of cohesion to conversation Idiosyncratic use of words (uses words in a
different way from the normal meaning of words)
Repetitive patterns of speech
A 10-year old with Aspergers
Let’s watch Dean talk about his disorder
Making Sense of Behaviour and Planning Ways to Help
7 Steps:1. What is the Problem?
2. Why is this student behaving this way?
3. What is the goal?
4. Plan Strategies
5. Checking
6. Plan into Action
7. Monitor Progress
1. What is the Problem? Explore with teachers, SEAs, parents
Ask: “What behaviours do you want different?” Be specific
2. Why does this student behave this way?
When analyzing the specified behaviour, consider: Situations and settings:
Location Characteristics of room Surrounding people or unpleasant? What are the timings in relation to other things? When does it not happen?
Mindblindness: Ability to consider another’s point of view, feelings, and needs? Ability to communicate needs
Getting the gist: Understanding of occurrences, events, etc and their associated patterns
Imagination: Influences of imagination on behaviour
Preoccupations and sensory experiences: Classroom environment Incoming sensory stimuli
Social interaction: ability to communicate Influences of interactions with people on student’s behaviour
Emotions: Temperament – tendencies re. anxiety and mood Reasons for being upset – memories, bad dreams, illness, tiredness, boredom
Sameness: Routines – need to change or have changed
Responses: response of others to student’s behaviour – immediately after and further in future
Benefits: positive outcome that happen for anyone
3. What is the goal?
When determining the goal of your behaviour change, consider: your specific aim Benefits of this behaviour change – you, child, both Give a thought to the future.. Check that it meets the SMART criteria:
Specific. Be clear and specific Measurable. Have an outcome or something that you can
see and count Achievable. Start with something that is possible to achieve. Realistic. Time limited. Be clear that this is something you would like
to achieve in a certain time period.
4. Plan strategies
Consult with: Parents Resource Teachers and SEAs Teachers Outside professionals
Brainstorm numerous ideas Be creative, think outside the box
Choose strategy or combo of strategies Realistic Possible to carry through
5. Checking
When you have a plan, check: benefits for everybody concerned Costs
emotions time resources
Potential conflicts Identify Plan ways of dealing with said
6. Put the plan into action! 7. Monitor progress
Remain positive
Perform first 5 steps again
When the plan is not working consider: when where why
plan additional strategies.