Volume 2, Issue 5
January, 2009
SCOPE FOR PSRP’S
McAllen AFT, 1500 Dove, McAllen, TX, 78504
Telephone—682-1143, Fax—631-0190, Cell—607-0193
Stories contributed by McAllen AFT PSRP’s
ASPERGER’S SYNDROME
Symptoms of Aspeger’s Syndrome
One of the main symptoms of AS is that the person is socially inept. However, many have above-average intelligence, and they may excel in fields like computer programming and science—Bill Gates is perhaps the most successful AS adult in the known world. There sometimes is little noticeable delay in cognitive development, in the development of age appropriate self-help skills, or in curiosity about the environment. There may be delays or problems with motor skills.
Signs and tests
- Although these children may express an interest in friendships, they have difficulty in making friends and may be rejected by peers; often these children are loving and affectionate with their immediate family
- Socially inappropriate behavior
- Lack of understanding and social clues
- Difficulty judging personal space
- Difficulty understanding others’ feelings
- Rigid social behavior due to an inability to spontaneously adapt to variations in social situations
- Inflexibility about specific routines and rituals
Abnormal communication patterns
- Awkward or inappropriate body language, including limited use of gestures and absent or inappropriate facial expressions
- Unusual, formal style of speaking
- Very literal thinking, and difficulty with implied communication
- Impairments in the modulation of volume, intonation. Inflection, rate, and rhythm of speech
- Speech may be vague and circumstantial, often with irrelevant comments
- Conversation style characterized by marked wordiness
- Difficulty with “give and take” of conversation
- Lack of sensitivity about interrupting others
Helping Students with Asperger’s Syndrome
1. Carefully structure seating arrangements and group work
Children with Asperger’s should not be seated near class bullies or aggressive students. Rather, sit them next to students who can serve as a “peer buddy.”
a) See where the child works most effectively; near the teacher or near a quiet open space.
b) Avoid self-selection when students are being assigned to a group.
c) Teach students how to function as a team and accept all members.
2. Provide a Safe Haven
Students with Asperger’s can become overwhelmed by noise, crowds, chaos or trying to engage in social interactions (e.g., an assembly, recess time), which can lead to anxiety and stress.
a) Offer an alternative to attending these events.
b) Try earplugs or headphones to assist in screening out troubling noise.
c) Make sure the child has a trusted contact person with whom they feel comfortable with (e.g., special education teacher, school psychologist, guidance counselor or principal, older responsible pupil).
d) Give access to a quiet, private place (e.g., school library, tutoring room, empty classroom or office) where the student can spend lunchtime, study hall or any other free time alone, can rest and refresh themselves to alleviate the stress that accompanies the constant effort to fit in.
3. Prepare for Changes in the Routine since most students with Asperger’s thrive on clear expectations and routines there are many different methods a teacher can use to help create smooth transitions.
a) Write class schedules and time frames on the blackboard, or use a picture schedule for younger children.
b) Designate classroom jobs, space and time with certain activities (e.g., computer).
c) Explain changes in the routine well in advance (e.g., “On Thursday, we will have an assembly. That means you go straight from your second period class to the auditorium.”).
4. Use Available Resources/ Make Needed Accommodations Students with Asperger’s often respond well to visuals, graphic models and technology. They often have impaired gross or fine motor skills
a) Encourage the use of computers for written assignments and exams.
b) Allow for extra time or quiet space if needed.
c) When significant amounts of notes need to be taken, pair the student with Asperger’s with a buddy in order that the student can photocopy the notes missed.
d) Allow time on the Internet. The effort and anxiety associated with interpersonal connections is greatly reduced because then students only have to deal with the written word. However, limit the amount of time on the computer in order that a potential obsession does not develop and that the computer does not become a substitute for human contact.
5. Connect with Each Other, Parents, Internet, and Other Support Groups
a) To avoid the feelings of many teachers and families who feel isolated in their attempts to support students with Asperger’s, create regular communication through meetings, telephone or e-mail among inclusion and special education teachers and parents
b) Create a Home School Coordination-Improve the behavior of this student by combining school and home effort. Work on goals that the child should meet. Then send home a note indicating if the child has met that goal. If he/she has done so, reward him/her (in school and at home if the appropriate behavior is being exhibited there as well).
6. Promote Positive Peer Interactions
a) Create ways to connect the student with empathic peers in order to promote social acceptance and friendships. Use role playing and games - Try the program “Magic Circle” where students are seated in a circle and are encouraged to share their feelings and listen to others. This type of activity helps promote active listening skills and recognition of each individual
b) Help the student engage in successful conversations and reflection by using comic strips, since the pictures, words and symbols identify what the people say and do and emphasize what people may be thinking. Social stories which describe typical social situations and explain the meaning of various comments and identify appropriate responses are also good.
c) Direct the child to participate in activities or clubs in which their abilities might neutralize their social deficiencies (e.g., math groups). Make sure they are not involved in groups that are frequented by bullies.
d) Identify the student’s special gifts and teach him/her to share those gifts through tutoring, class presentations, or community service.
7. Don’t Take it Personally
a) Don’t be insulted by the student who interrupts, speaks too loudly or misses your jokes.
b) Separate the child from the syndrome (be perturbed with the behavior, but support the child) and try to imagine the world as viewed through his eyes.
c) Model warmth and acceptance. Refrain from impatience and irritation so peers will too.
8. Help Your Classroom Become a Caring Environment
a) Create and maintain your classroom as a safe, supportive and accepting community by expecting and ensuring that all students respect, support and take responsibility for each other.
b) Help create a strong sense of belonging among all the diverse students in your classroom.
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SUPER BOWL PARTY
Mexican Layered Dip
Mash a drained 19-oz of black beans with 1 tbsp. lime juice, 1½ tsp. chili
Powder and ½ tsp. minced garlic.
Spread into bottom of a medium glass bowl: layer with store bought guacamole, salsa and reduced-fat sour cream on top. Sprinkle with shredded Cheddar. Chopped tomatoes and scallions. Serve with tortilla chips.
