Understanding the Student with Asperger Syndrome

Abstract

Children diagnosed with Asperger syndrome present a special challenge in the educational milieu. This article provides teachers with descriptions of seven defining characteristics of Asperger syndrome, in addition to suggestions and strategies for addressing these symptoms in the classroom. Behavioral and academic interventions based on the author 1 s teaching experiences with children with Asperger syndrome are offered.Children diagnosed with Asperger syndrome (AS; see Note) present a special challenge in the educational milieu. Typically viewed as eccentric and peculiar by classmates, their inept social skills often cause them to be made victims of scapegoating. Clumsiness and an obsessive interest in obscure subjects add to their "odd" presentation. Children with AS lack understanding of human relationships and the rules of social convention; they are naive and conspicuously lacking in common sense. Their inflexibility and inability to cope with change causes these individuals to be easily stressed and emotionally vulnerable. At the same time, children with AS (the majority of whom are boys) are often of average to above-average intelligence and have superior rote memories. Their single-minded pursuit of their interests can lead to great achievements later in life.Asperger syndrome is considered a disorder at the higher end of the autistic continuum. Comparing individuals within this continuum, Van Krevelen (cited in Wing, 1991) noted that the low-functioning child with autism "lives in a world of his own," whereas the higher functioning child with autism "lives in our world but in his own way" (p. 99).Naturally, not all children with AS are alike. Just as each child with AS has his or her own unique personality, "typical" AS symptoms are manifested in ways specific to each individual. As a result, there is no exact recipe for classroom approaches that can be provided for every youngster with AS, just as no one educational method fits the needs of all children not afflicted with AS.Following are descriptions of seven defining characteristics of Asperger syndrome, followed by suggestions and classroom strategies for addressing these symptoms. (Classroom interventions are illustrated with examples from my own teaching experiences at the University of Michigan Medical Center Child and Adolescent Psychiatric Hospital School.) These suggestions are offered only in the broadest sense and should be tailored to the unique needs of the individual student with AS. Insistence on SamenessChildren with AS are easily overwhelmed by minimal change, are highly sensitive to environmental stressors, and sometimes engage in rituals. They are anxious and tend to worry obsessively when they do not know what to expect; stress, fatigue, and sensory overload easily throw them off balance. Programming Suggestions• Provide a predictable and safe environment; • Minimize transitions; • Offer consistent daily routine: The child with AS must understand each day's routine and know what to expect in order to be able to concentrate on the tas...

Similarities and Differences in Wechsler Intelligence Scale for Children—Third Edition (WISC-III) Profiles: Support for Subtest Analysis in Clinical Referrals

“…Numerous resources provide educational strategies and interventions for students with autism to address the language, social, attention, and writing problems (Attwood, 1998(Attwood, , 2000Bauminger, 2002;Gray & Garand, 1993;Jordan, 2003;Kunce, 2003;Manjiviona, 2003;Mesibov, 1992;National Research Council, 2001;Shaked &Yirmiya, 2003;Williams, 1995).…”

Parent, Teacher, and Self-Report of Problem and Adaptive Behaviors in Children and Adolescents with Asperger Syndrome

“…A preference for consistent routines and schedules among children with Asperger Syndrome as well as areas of obsessive interest have been noted to contribute to difficulties in school settings (Berthier, Santamaria, Encabo, & Tolosa, 1992;Williams, 1995). For example, Berthier et al (1992) presented a case study in which a child with Asperger Syndrome was reported to interfere with classroom discipline and instructions by displaying aggression toward both his teacher and peers.…”

WISC-IV and WIAT-II Profiles in Children With High-Functioning Autism

“…Because children with high-functioning autism have difficulty with both handwriting and written expression, they need other adaptations in school when the goal is learning or measuring knowledge (versus writing). These adaptations include providing class notes and outlines so these students do not need to depend solely on their own note taking for learning, modifying tests and assignments (e.g., giving true-false, fill-in-the-blank, or multiple choice questions instead of essay tests to assess knowledge), and reducing the amount of and allowing more time for written work (Mayes & Calhoun, 2003a, b, 2006bMayes et al, 2005;Williams, 1995).…”

“…Educational adaptations also help compensate for the attention deficit in students with high-functioning autism, including a backpack check before and after school to insure that the child does not forget assignments and materials, two sets of text books (one for school and one for home) so that the child always has the books needed for homework, preferential seating near the teacher and between classmates who are attentive, tasks broken into small manageable segments, organizational and study skills instruction, and using the child's obsessions to reinforce completion of nonpreferred classroom assignments (Mayes & Calhoun, 2004a;Prior, 2003;Williams, 1995).…”