What to Do When You Have Been Diagnosed: Tips for Adults with Aspergers and High-Functioning Autism

==> Living With Aspergers: Help for Couples

Avoiding Negative Reinforcement in the Classroom: Tips for Teachers with Aspergers Students

Negative reinforcement requires the student to work for the removal of an in-place, unpleasant consequence. The student's goal is to get rid of something that is unpleasant rather than to earn something that is desirable. In a negative reinforcement model, instead of working to earn a positive consequence, the student works to distance himself from an aversive consequence.

Negative reinforcement is often used in the classroom to manage problem behaviors in Aspergers (high-functioning autistic) children. Educators inadvertently pay attention to a student who may not be complying and withdraw their attention contingent on the student's compliance. Surprisingly, this strengthens rather than weakens the noncompliant behavior. The next time a similar situation occurs, the student again will not comply until confronted with the aversive consequence (i.e. the teacher's attention). Negative reinforcement is often seductive and coercive for educators. It works in the short run, but in the long run, is likely to strengthen rather than weaken the undesirable behavior.

Behaviors that in-and-of themselves may not be negative become negative reinforcers when paired with certain events. For example, a teacher approaching a student who is not working quickly becomes a negative reinforcer, even though the action itself, the teacher walking up to the student, does not have a negative connotation. Researchers found that negative reinforcement was rated by educators as the most frequently used classroom intervention. Kids with Aspergers often experience negative reinforcement because of their temperament, which makes it difficult for them to complete tasks – their consequent learning history reinforces them for beginning, but rarely for finishing.

A number of simple, effective ways exist to deal with this problem. If you, the teacher, are using negative reinforcement, pay attention to the student until the assignment is completed. Although this too is negative reinforcement, it teaches the student that the only way to get rid of the aversive consequence (i.e., your attention) is not just to start – but to complete the task at hand. As an example, you may move the student's desk next to your desk until that particular piece of work is completed.

A second alternative involves the use of differential attention or ignoring. The term differential attention applies when “ignoring” is used as the negative consequence for exhibiting the undesirable behavior and “attention” is used as a positive consequence for exhibiting the competing desirable behavior. This is an active process in which the teacher ignores the student engaged in an ‘off-task’ activity, but pays attention immediately when the student begins working. Many educators avoid interaction with the student when she is ‘on-task’ for fear of interrupting the student's train of thought. It is important, however, to reinforce the student when working so that a pattern of working to earn positive reinforcement rather than working to avoid negative reinforcement is developed.

Secondary school educators at times complain that if they ignore the Aspergers student during an hour-long class, they never have the opportunity to pay positive attention as the student may never exhibit positive behavior. Waiting, however, even if one has to wait until the next day, is more effective in the long run than paying attention to ‘off-task’ behavior.

Educators need to make a distinction between ‘off-task’ behavior that ‘disrupts’ and ‘off-task’ behavior that ‘does not disrupt’. Differential attention works effectively for the latter. However, when a student is ‘off-task’ and disturbing his neighbor, you may find that being a negative reinforcer holds an advantage in stemming the tide of an ‘off-task’ behavior that involves other children as well. Differential attention alone has been demonstrated to be ineffective in maintaining high rates of ‘on-task’ behavior and work productivity for children with Aspergers. In part, it is suggested that many factors other than teacher attention maintain and influence student behavior.

Differential attention is a powerful intervention when used appropriately. Once the strategy of ignoring inappropriate behavior is employed, it must be continued despite escalation. If not, the teacher runs the risk of intermittently reinforcing the negative behavior, thereby strengthening its occurrence. For example, if you decide to use differential attention for a student's out-of-seat behavior, but become sufficiently frustrated after the student is out of his seat for 10 minutes and respond by directing attention to the student, the behavior will be reinforced rather than extinguished. The 10 minutes of ignoring will quickly be lost in the one incident of negative attention. If the teacher shouts, "You need to down!" …the student has received the desired attention by persisting in a negative behavior.

Researchers evaluated rules, praise, and ignoring for inappropriate behavior in two Aspergers kids in a typical second-grade classroom and in one Aspergers student in a kindergarten class. The results indicated that in the absence of praise, rules and ignoring were ineffective. Inappropriate behavior decreased only after praise was added. Others have demonstrated the importance of praise in a general education classroom. Specifically, whenever teacher approval was withdrawn, disruptive behaviors increased.

Kids with Aspergers perform as well as typical kids with a continuous schedule of reinforcement, but perform significantly worse with a partial schedule of reinforcement (e.g. reinforcement is provided only sometimes), which is typically found in most classrooms. Praise is important for the development of other attributes in kids (e.g., self-esteem, school attitude, motivation toward academics, etc). In addition, the opposite is also true: A large amount of punishment can negatively affect emotional development and self-esteem.

P.S. Parents are encouraged to copy, paste and print the information above and share it with their Aspergers child's teacher(s).

==> Teaching Students with Aspergers and HFA

COMMENTS:

•    Anonymous said... Our special Ed teacher really helped son interact in group discussions. The kids were use to ignoring my son but taught them to see his thoughts as valid while teaching him how properly give and take. Now he can join without being shutout.
•    Anonymous said... I would have loved to show this to my son's 3rd grade teacher! That lady was a piece of work!
•    Anonymous said... I have a child with that is an aspie. He is now 18 and an amazing young man. I never used negative reinforcement. They are so emotional and so fragile. I totally disagree with negative reinforcement. It is unnecessary. They want acceptment. They don't think like "normal" people. When they act out they need a hug and to be explained to that what they did was wrong. They need people and parents that understand where they are and to be ready for uncommon circumstances. They are special and need to be treated as such.

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Aggressiveness in Aspergers Children and Teens

"My son will be 11 in September. There are so many issues, but the biggest concern now is the aggression associated with his meltdowns. The aggression is getting worse, both physical and verbal. He uses foul language, hits, kicks, spits and threatens to kill me. I am desperate for a solution of some kind. I don't know what I should do when these meltdowns occur. They start the minute I pick him up from school. He does not have this problem at school. Since school started back last week he has had a major meltdown every day. I know that school (he's at a new school this year) is a major stressor. He's completely uncooperative with homework and as I said above, the aggression associated w/ these tantrums is escalating. I am desperate for help."

Click here for my response...

The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism

Aspergers is a condition on the “autism spectrum” that generally encompasses high functioning children with autistic tendencies.

A child with Aspergers (high-functioning autism) can have difficulty in school because – since he fits in so well – many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive. When teaching Aspergers students, a teacher should be aware of their special needs and accommodate both her classroom and teaching strategy to support the students’ special needs.

Are you setting-up your Aspergers student for success? 

Use the following checklist to see where your areas of strengths and weaknesses are:

1. Are your activities engaging and motivating for the Aspergers student?
2. Are your objectives, routines and rules clearly understood by him or her?
3. Are your rules and routines posted clearly and stated positively?
4. Do you always demonstrate respect for the student and value his contributions?
5. Do you ensure you have her attention before starting?
6. Do you give instructions and directions at the child’s level of need?
7. Do you have a variety of rewards and consequences that are well known by the Aspergers student?
8. Do you have smooth transitions from one subject to another and when students return from recess or lunch?
9. Do you pause when he/she interrupts?
10. Do you promote self-esteem and confidence?
11. Do you remember to have fun with her/him and provide humor when the opportunity presents itself?
12. Have you considered the child’s learning style?
13. Is your Aspergers student able to cope with assigned tasks?

If you can answer ‘yes’ to these questions, your teaching plan will be very successful with the Aspergers student. If you answered ‘no’ to the items on this list, look toward improving that specific area.

Teaching strategies specific to the Aspergers condition are essential for any teacher with an Aspergers student. The “Aspie” has difficulty navigating social situations, and as a result, is often teased and used as a scapegoat in the classroom. In addition, he or she often has "odd" behaviors (e.g., clumsiness, being obsessive about a specific subject, insisting on routine, experiencing meltdowns, etc.). In spite of these challenges, there are many things that teachers can do with instructional practices, classroom accommodations, and behavioral interventions to promote success for the student with Aspergers.

Aspergers students exhibit significant social communicative difficulties, as well as other defining characteristics, which may severely impact their ability to function successfully in the school setting. But, when given appropriate support strategies, through direct teaching and various accommodations and/or modifications, the “Aspie” can learn to be successful in her unpredictable, sensory-overloading, socially-interactive world. It is critical that a team approach be utilized in addressing the unique and challenging needs of a child with Aspergers -- with teachers being vital members of this team!

Having a student with Aspergers in your class gives you the chance to show your students that people who have challenges can also have strengths ...that in looking past someone's quirks, you can find someone worth knowing ...that life is richer if you don't solely interact with children who are like clones of yourself.

Teaching the Aspergers student to expect change, to be an active problem-solver, to gain skills in flexible thinking, and to manage anxiety builds a foundation for her/his future success in an unpredictable and uncertain world.

In The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism, teachers will: (a) gain a better understanding of the disorder, (b) gain insight into how the child acts in an academic setting, (c) learn effective educational interventions for the child, (d) learn the warning signs that the “Aspie” is being overcome with frustration and about to experience a "meltdown", and (e) learn to treat the child in a more holistic manner.

Tips for Reducing Stress Related to Parenting Kids with HFA and AS

"My (high functioning autistic) child is one of the most wonderful blessings of my life – yet at times, stress may cause me to wonder if he is at the root of my most intense times of irritability and anxiety. I don't like thinking like this. Any tips on how I can reduce my stress while at the same time, care for my son's special needs.?"

Click here for the answer...

==> Preventing Meltdowns and Tantrums in Kids on the Autism Spectrum