Mindblindness, or the inability to make inferences about what another person is thinking, is a core disability for those with Aspergers. Because of this, they have difficulty empathizing with others, and will often say what they think without considering another's feelings. The youngster will often assume that everyone is thinking the same thing he is. For him, the world exists not in shades of gray, but only in black and white. This rigidity in thought (lack of cognitive flexibility) interferes with problem solving, mental planning, impulse control, flexibility in thoughts and actions, and the ability to stay focused on a task until completion. The rigidity also makes it difficult for an Asperger youngster to engage in imaginative play. His interest in play materials, themes, and choices will be narrow, and he will attempt to control the play situation.
2. Difficulty with Reciprocal Social Interactions—
Those with Aspergers display varying difficulties when interacting with others. Some kids and adolescents have no desire to interact, while others simply do not know how. More specifically, they do not comprehend the give-and-take nature of social interactions. They may want to lecture you about the Titanic or they may leave the room in the midst of playing with another youngster. They do not comprehend the verbal and nonverbal cues used to further our understanding in typical social interactions. These include eye contact, facial expressions, body language, conversational turn-taking, perspective taking, and matching conversational and nonverbal responses to the interaction.
3. Impairments in Language Skills—
Those with Aspergers have very specific problems with language, especially with pragmatic use of language, which is the social aspect. That is, they see language as a way to share facts and information (especially about special interests), not as a way to share thoughts, feelings, and emotions. The youngster will display difficulty in many areas of a conversation processing verbal information, initiation, maintenance, ending, topic appropriateness, sustaining attention, and turn taking. The youngster's prosody (pitch, stress, rhythm, or melody of speech) can also be impaired. Conversations may often appear scripted or ritualistic. That is, it may be dialogue from a TV show or a movie. They may also have difficulty problem solving, analyzing or synthesizing information, and understanding language beyond the literal level.
4. Motor Clumsiness—
Many children with Aspergers have difficulty with both gross and fine motor skills. The difficulty is often not just the task itself, but the motor planning involved in completing the task. Typical difficulties include handwriting, riding a bike, and ball skills.
5. Narrow Range of Interests and Insistence on Set Routines—
Due to the Asperger youngster's anxiety, his interactions will be ruled by rigidity, obsessions, and perseverations (repetitious behaviors or language) transitions and changes can cause. Generally, he will have few interests, but those interests will often dominate. The need for structure and routine will be most important. He may develop his own rules to live by that barely coincide with the rest of society.
6. Sensory Sensitivities—
Many Asperger kids have sensory issues. These can occur in one or all of the senses (sight, sound, smell, touch, or taste). The degree of difficulty varies from one individual to another. Most frequently, the youngster will perceive ordinary sensations as quite intense or may even be under-reactive to a sensation. Often, the challenge in this area will be to determine if the youngster's response to a sensation is actually a sensory reaction or if it is a learned behavior, driven mainly by rigidity and anxiety.
1. Does your youngster tend to focus on one subject, to the exclusion of all others?
Yes - she latches onto one topic of interest and learns everything there is to know about it. She won't even think about something else!
No - she has some favorite topics, but displays a wide range of interests.
2. Does your youngster have difficulty interacting socially, particularly when it comes to nonverbal communication?
Yes - she seems unable to pick up cues in people's body language and vocal inflection.
No - she seems to be able to read the mood of a room pretty well, and understands what is and isn't appropriate in a conversation.
3. Does your youngster vary her vocal inflections, volume, or pitch?
No - she speaks in a monotone, regardless of the subject or the environment.
Yes - she shouts, whispers, laughs, whimpers, and more.
4. Does your youngster adhere to rigid, repetitive routines when it comes to everyday tasks?
Yes - everything has to be just so, from where we sit for breakfast to her bedtime routines.
No - she's pretty free and easy with her daily routine.
5. How are your youngster's motor skills developing?
A. She's a little behind other kids her age.
B. She's right where she should be.
6. Does your youngster understand idiomatic expressions, such as slang terms and figures of speech?
No - she takes everything literally.
Yes - if she doesn't know them right away, she easily learns their meanings.
7. Does your youngster show an interest in playing with others?
Yes - she's always engaging with other kids.
No - sometimes it's as though she doesn't realize there are other kids present.
8. How does your youngster's IQ compare to those of her peers?
9. How old was your youngster when you first suspected she might have Aspergers?
A. Three years old or younger.
B. Older than three years.
10. Are there any cases of Aspergers in your family history?
Yes.
No.
Scoring—
If at least 6 of your answers coincide with the answers below, your youngster may have Aspergers:
1. Yes
2. Yes
3. No
4. Yes
5. A.
6. No
7. No
8. A.
9. A.
10. Yes
Aspergers (high functioning autism) is a complex developmental disability marked by impairments in socialization, communication, cognition, and sensation. Like classic autism, Aspergers is a neurological disorder that affects a child’s ability to communicate and relate to others. It is a lifelong disorder that carries with it considerable and long-term behavior problems. Although the characteristics of Aspergers will differ from person to person, common effects of the disorder include:
• A persistent preoccupation with objects or narrowly focused topics of interest
• An inflexible adherence to a nonfunctional routine or ritual
• Difficulties with fine-motor skills and sensory integration
• Repetition of movements or words and phrases
• Trouble understanding social cues and conversational language styles
Aspergers may be diagnosed when a child exhibits atypical repetitive patterns of behavior, interest, and activities, such as the examples listed above. All people possess some of these traits, but it is the excessive presence of these characteristics that makes life challenging for children with Aspergers. It is also important to note that these behaviors are neurologically based and do not represent the child’s willful disobedience or noncompliance.
Because Aspergers is a neurological disorder, children with the disorder often have difficulty controlling certain behaviors. It is important to understand the underlying psychological and medical bases of the disorder to develop an effective teaching strategy, as well as to help the child better manage these behaviors.
Aspergers is one of five Pervasive Developmental Disorders (PDD) that vary in the severity of symptoms, age of onset, and presence of other disorders like mental retardation. Because language impairments are not a hallmark of Aspergers, kids may not be diagnosed with the disorder until they are in school and other symptoms emerge. Other PDDs include autism, Rett’s Disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The cause of PDDs, including Aspergers, is unknown.
The term Autism Spectrum Disorders (ASD), which is frequently used in the field and in professional literature, is not a medical term. ASD is normally used to describe three of the PDDs―Aspergers, autism, and PDD-NOS―because these three disorders share common characteristics that are manifested on a continuum from mild to severe. Kids with Aspergers have, by definition, normal to above-normal intelligence, whereas kids with autism or PDD-NOS can have a range of intellectual functioning from below to above normal.
What Does Aspergers Look Like?
As mentioned above, the main characteristics of Aspergers involve impairments in socialization, communication, cognition, and sensation. These characteristics exist on a continuum, varying from severe disability to minor impairment. Each child with Aspergers is different and, as such, will present his or her own unique challenges.
Particularly challenging for teachers is the fact that symptoms can vary widely from day to day. It can often seem that the student you are teaching today is a completely different person from the student you taught yesterday. The chart below lists sample characteristics a child with Aspergers may exhibit that can impact the classroom experience. As emphasized previously, however, each child with Aspergers is unique and may display some, many, or none of these behaviors.
Common Characteristics of Children with Aspergers:
Social Challenges
Abnormal inflection and eye contact
Concrete, literal thinking
Difficulty differentiating relevant and irrelevant information
Difficulty engaging in reciprocal conversation
Difficulty generalizing and applying learned knowledge and skills across different situations, settings, and people
Difficulty interpreting others’ nonverbal communication cues
Difficulty understanding social nuances such as sarcasm or metaphor
Difficulty with fine-motor skills, such as handwriting
Echolalia – may repeat last words heard without regard for meaning
Focus on single topic of interest that may not be of interest to others
Inappropriate facial expressions or gestures
Lack of understanding of social cues and subtleties
Literal interpretation of others’ words
Obsessive and narrowly defined interests
Over- or under-sensitivity to different sensory stimuli, including pain
Poor judge of personal space – may stand too close to other students
Poor problem-solving and organizational skills
Tendency to speak bluntly without regard for impact of words on others
Universal application of social rules to all situations
What are the Classroom Challenges?
The characteristics of Aspergers just described translate into challenges to learning, behavior, and socialization for the youngster with the disorder and pose just as significant difficulties for the teacher in terms of teaching, controlling behaviors, and maintaining a classroom environment that is conducive to learning by all students, including the youngster with Aspergers. The chart below provides a quick reference guide for some of the common difficulties kids with Aspergers have in the classroom.
Common Classroom Difficulties of Kids with Aspergers:
• Academic difficulties
• Appear “normal” to other people
• Difficulties with abstract concepts
• Difficulty with learning in large groups
• Difficulty with reciprocal conversations
• Emotional vulnerability
• Inability to make friends
• Insistence on sameness/difficulty with changes in routine
• Interests limited to specific topics
• Low frustration tolerance
• Motor clumsiness
• Pedantic speech
• Poor concentration
• Poor coping strategies
• Poor organization skills
• Poor writing skills (fine-motor problems)
• Problem-solving abilities tend to be poor
• Restricted range of interests
• Sensory issues
• Socially naïve and literal thinkers
• Tend to be reclusive
• Vocabulary usually great; comprehension poor
Because these kids have so many strengths, it is often easy to overlook their weaknesses. Also, some of their behaviors may be misinterpreted as “spoiled” or “manipulative,” resulting in the mistaken impression that kids with Aspergers are being defiant and “troublemakers.” It is important for teachers to recognize that inappropriate behaviors are usually a function of poor coping skills, low frustration tolerance, and difficulty reading social cues.
Most teaching strategies that are effective for students with autism (structure, consistency, etc.) also work for students with Aspergers. However, because these kids are often aware that they are different and can be self-conscious about it, teachers may need to be subtler in their intervention methods.
As a teacher, you are responsible for helping to shape the lives of young people and preparing them to be successful adults. Your Aspergers (high-functioning autistic) students may come from different family backgrounds and leave your classroom for different futures, but they spend a significant portion of their young lives with you right now. Next to their parents and immediate family, you have the greatest opportunity and the power to positively influence their lives. To do this successfully, you need to understand and be able to meet their needs. You already know that, in addition to intelligence, passion, and enthusiasm, teaching requires patience, sensitivity, and creativity.
Having a youngster with Aspergers in your classroom will present unique challenges for you as a teacher, but it also gives you the opportunity to learn new ways to teach young people the academic and social skills that will last them a lifetime.
With the passage of the Individuals with Disabilities Education Act (IDEA) in 1975 and subsequent legislation, all kids with disabilities are entitled to a free and appropriate public education. Inclusive classrooms, where kids with all types of disabilities are included in the general education classroom for part or all of the day, are now the norm in public schools. Given the increasing numbers of kids diagnosed with Aspergers, chances are good you will have a youngster with the disorder in your school and at some point in your classroom.
Having a youngster with Aspergers in your class will have an impact on the educational and social environment of the classroom. Kids with Aspergers have academic strengths and weaknesses like all kids, but the effects of the disorder require different teaching strategies to discover and capitalize on their strengths and facilitate successful learning. Kids with Aspergers also face many obstacles to successful social interactions and relationship building, which are essential elements of the school experience for young people.
As a teacher, you can help ensure that kids with Aspergers are fully integrated into the classroom and are able to participate socially with their peers in the day-to-day activities of school life.
The first challenge for you in teaching a youngster with Aspergers is to recognize it as a serious mutual challenge for the student and you. It can be very deceptive, almost invisible to the untrained eye at first. Kids with Aspergers can look and act like their typical peers and often perform as well or better academically, thus masking the potential effects of Aspergers.
Kids with Autism Spectrum Disorder (ASD) are often perplexed when it comes to picking up social cues. Social stories for kids with ASD help to teach these skills in a simple and direct way that kids better understand. Teachers and moms and dads can write their own or find printable social stories online.
What Are Social Stories?
Social stories are used to teach kids with ASD more appropriate social skills. Kids with ASD don't just pick up social skills, so social stories can provide a great tool in teaching a skill in a direct way. Social stories for kids with ASD help to give kids a better understanding of other people's thoughts, feelings and views. They also help the student to better predict another person's behavior based on their actions. Social stories present various situations in a structured and direct way so that the youngster can understand a situation without having to "read between the lines". Social stories are written from the youngster's perspective. They are simply illustrated using uncluttered drawings or photographs to depict each step of the story.
Possible Subjects for Social Stories and Examples—
Social stories can be written about many different social and behavioral situations that kids encounter in the school or any other environment. Some possible ideas for social stories include "getting in line", "taking turns on the swings", "sitting in the lunch room", "circle time", "taking turns when playing games", "sharing my trucks", or any other situation that causes confusion for a youngster. Here are some great examples of social stories to get you started:
At School
This is a social story I use to help some kids who were having a hard time at group time. It was used with 4, 5, and 6 year olds and worked very well. I wrote it out on yellow paper with a black marker and drew stick figure pictures for a visual.
The story:
It is circle time.
When it is time for circle, I go sit in a blue chair.
I sit with my feet on the floor and my hands to myself.
It doesn't matter who I sit next to. I will shake their hand and say good morning.
I help Mrs. G. at circle by listening...
Waiting my turn...
And sitting like a big kid in my chair.
I don't get angry when I don't get a turn because I will get a turn another day.
When circle is over, I wait until Mrs. G. tells me where to go.
I did great at circle today!
Around Town
This is a story that I wrote for a workshop on Social Stories that I presented for colleagues in my school district. This story could be used with students of any age. The reading level is around first or second grade.
The story:
Some people like to pet dogs.
Petting is fun and relaxing for the person and the dogs really like it, too.
Dogs like it when I pet them on their backs, starting at their head and petting in long strokes down their back.
Some dogs also like it when I scratch them behind their ears or on their stomachs.
I can tell that a dog is enjoying my petting when he starts to wag his tail.
Sometimes dogs start to kick their legs if I find a ticklish spot.
Being Polite
The story:
Mommy talks to a lot of people.
Mommy likes talking to other people.
Sometimes when Mommy is talking to other people I want to talk too.
I can say “Excuse me!” to see if Mommy can talk to me.
Sometimes Mommy will answer me right away.
Other times Mommy is talking about something very important. When she is talking about something important she cannot answer me right away.
If I say “Excuse me” and Mommy doesn’t answer, I can wait until she is done talking.
This will make Mommy very happy.
_______ graders are polite and wait until people are finished talking.
I am going to try to be very polite.
Emotions
The story:
Sometimes I feel angry.
All people feel angry at one time or another.
When I get angry I will find my teacher, Mommy, Daddy or another adult.
When I find them I will try to use words to tell them that I am angry.
I can say "I'm angry!" or "That makes me mad!"
It is okay to use words when I feel angry.
They will talk to me about what happened and about how I feel.
This might help me to feel better.
Wherever I am I can try to find someone to talk to about how I feel.
Figures of Speech
This is a story that I wrote for a workshop on Social Stories that I presented for colleagues in my school district. In all honesty, I wanted to write this story just because I was thrilled that there was actually a Boardmaker symbol for "Kiss my butt". However, stories like this could certainly be useful for kids who might use language literally, and who might be confused by colloquialisms such as this.
This story would be most appropriate for older elementary students (or whenever their peers might begin uses such a phrase), who are actively involved in conversations with their peers, and have shown some confusion of sayings such as this. The reading level of this story is probably third grade or so, but could easily be adapted to higher or lower reading levels.
The story:
Often, people say things that mean something different that the words might normally mean.
Sometimes, people say, "Kiss my butt," but they certainly don't mean that they really want someone to kiss their butt.
People usually say this when they are frustrated with the person they are talking to or arguing with.
"Kiss my butt" is a rude way of saying, "Be quiet," or "Leave me alone."
After I have a B.M. I need to wipe myself. This is okay.
I will try to wipe myself until my bottom is clean.
Sometimes I might have to wipe myself 2 or 3 times. This is okay.
When I am done wiping I can flush the toilet.
Then I can wash my hands.
Major Events
The story (about death):
Everyone and everything that is alive dies at some time.
Death is part of life.
When someone dies, everything inside that person stops.
The heart stops.
The breathing stops.
They cannot feel any hurt.
They cannot feel hot or cold.
When someone dies, they do not have any life insider their body anymore.
Just the body is left...
like a peanut shell without the peanut.
When someone dies people feel sad.
Feeling sad is OK.
People feel sad because the person that died is gone.
When someone dies people cry.
Crying is OK.
Sometimes after you cry you don't feel as sad.
In a few days or weeks you may not feel as sad.
Time helps you feel better.
It's OK to feel better.
Sports and Games
The story:
Basketball is a game you play with a ball that bounces and net that is up high.
I will try to learn how to play basketball.
When I get to the YMCA I can throw basketballs toward the hoop just for fun while I wait for my coach.
There are other kids in my class learning to play basketball too.
My coach’s name is ______________.
Sometimes __________________ may be my coach too.
I will try to listen to my coach when he is talking.
When basketball begins Mommy may have to leave the gym.
This is okay.
Sometimes we stand on a line and practice dribbling the ball.
Dribbling the ball is when I bounce the ball on the ground with my hand.
When it is my turn I can dribble the ball.
I will try to wait my turn in line.
Sometimes we tag each other.
Tag means I touch another person on their shoulder or back to give them a turn.
If someone tags me then I know it is my turn.
When it is my turn I will try to do what the other kids are doing.
Sometimes we pass the ball to each other.
Pass means to bounce or throw the ball to another person.
I will try to pass the ball to other people.
I will also try to catch the ball when other people pass it to me.
I will try to do all of the things the other kids are doing.
Sometimes we have to sit in a circle and just watch our coach.
I will try to stay in my spot in the circle and watch the coach.
This will make my coach happy.
I will try to learn how to play basketball.
Writing a Social Story—
Write social stories in the first person, present tense. The youngster will read or hear the story as if he/she is the one talking. This is easiest for him/her to understand. Simply describe the situation, who is involved, what is happening, where the action is taking place, as well as why the situation has occurred. Give some perspective about the thoughts and feelings of the other people involved in the story. Plainly state what the desired response of the youngster should be in the story. You may use a sentence to summarize the situation at the end of the story to better enable the youngster to understand the desired actions.
Here is an example of a social story for a youngster who doesn't understand that kids don't like when someone stands too close to them when carrying on a conversation:
Sometimes I talk to the other kids in my class.
The other kids don't like when I stand very close to them.
When I stand too closely, it makes my friends feel crowded.
If I stand too close, other kids sometimes get mad at me.
I can back up and stand three feet away from my friends when we talk.
It makes my friends happy when I stand three feet away when we talk.
