1. Asperger Syndrome Unraveled: Applied Strategies for
Successful Integration into Campus Life Presented by: Louise
Bedrossian, Ed.S, LPC and Rodney Pennamon, M.Ed. Georgia State
University Louise E. Bedrossian and Rodney E. Pennamon, 2007. All
rights reserved. May not be reproduced without permission.
2. What is Asperger Syndrome?
Named for a Viennese psychiatrist, Hans Asperger
Published a paper in 1944 describing a pattern of behaviors and
abilities primarily in boys.
Leo Kanner, an Austrian psychiatrist in his 1943 paper, also
focusing on children noted the three basic characteristics that
today are recognized as defining autism .
These include social difficulties, communication problems and
repetitive and restricted activities .
3. What is Asperger Syndrome?
In 1981 Lorna Wing, a British autism expert , published a paper
bringing to the forefront the work of Hans Asperger and Leo Kanner
.
In the work of Wing and Gould they refer to these
characteristics described by Kanner as the triad of
impairments.
1990s diagnostic criteria for AS were included in the DSM-IV
and the ICD10. The following impairments were listed: social
interaction, social communication, social imagination and absence
of general delay in language development
4. What is Asperger Syndrome?
The DSM-IV-TR lists the following characteristics as indicative
of impairment in social interaction for AS, specifying that at
least two must be present:
Marked impairment in the use of multiple nonverbal behaviors
such as eye-to-eye gaze, facial expression, body postures, and
gestures to regulate social interaction
Failure to develop peer relationships appropriate to
developmental level
A lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people (e.g., by a lack of showing,
bringing, or pointing out objects of interest to other people)
5. What is Asperger Syndrome?
Lack of social or emotional reciprocity
Other associated features may include motor clumsiness and
awkward movements, as well as inattention
BUT
What do these students really look like when they are standing
in front of us?
Can we recognize the student who is likely to have such a
disorder?
6. What is Asperger Syndrome?
HAVE YOU MET THIS STUDENT?
Often does not understand non-verbal/social cues
Avoids eye contact
Flat affect
Poor reciprocal conversational skill
Prosody is unusual
Sensory sensitivity/sensory integration problems
Unusual awkward gait
7. What is Asperger Syndrome?
People who are loners
Concrete thinking
Verbose on focused issues
Central coherence difficulties
8. Inside the Asperger Mind
People with AS perceive the world differently.
Temple Grandin : an anthropologist on Mars. thinking in
pictures; Words are like a second language to me. sensory based
language put into memory
Bob Morris :AS see things with six degrees of freedom; getting
into a machine and swimming in it.
Therese Joliffe : on a planet with alien creatures
9. What it Looks Like from the Outside
Theory of Mind: Inability to understand others plans, thoughts
and points of view
Communication: Problems with language pragmatics, voice
inflection & modulation (receptive & expressive)
Literal Thinking: Do not grasp abstract language or idiomatic
expressions.
Unexpected Change: difficulty making sense of changes &
adjusting. Order and predictability highly preferred.
10. What it Looks Like from the Outside
Sensory Sensitivity:
Often respond with more slowly and with greater sensitivity to
sensory stimuli;
Difficult for the individual with AS to absorb and process
these constant changes
Preoccupation with a Subject:
May focus on it to the exclusion of other activities;
Often unaware of others losing interest in their discussion of
this passion
11. Commonly Co-Morbid Disorders and Initial Diagnoses
Depression -Affects about one in fifteen people with AS
Anxiety -Affects 84.1 percent of children with PDD and
continues into adulthood
Obsessive-compulsive disorder- Third commonly occurring mental
health problem among those with Asperger syndrome;
8% of children with AS, and continues to adulthood
Eating disorders- Focus on rules and perfectionism with
misunderstanding of usage may contribute to incidence
12. Accommodations and Strategies
Common Functional Limitations
Sensory sensitivity
Difficulties in understanding social interactions
Problems with both expressive and receptive communication
Slower processing of auditory information
Difficulties with comprehending cognitive information,
including very literal interpretations, and difficulties with
understanding main or overriding concepts.
Tendency to become fixated on details
Inflexible thinking tendencies and patterns
Inefficient ability to regulate emotions
Trouble with organizational tasks
Poor motor coordination
13. Accommodations and Strategies
Testing Accommodations:
Extended testing time
Testing in a distraction-reduced environment
Use of a computer with word processing software, especially for
essay tests and those that require extensive writing.
Use of organizational software such as Inspiration for writing
and organizing ideas
Use of noise reducing devices such as white noise machines,
head phones and earplugs
14. Accommodations and Strategies
Classroom Accommodations:
Use of audio recorders
Use of a volunteer note-taker
Access to PowerPoint presentations or instructors notes
(preferably in advance, if available)
Priority registration
Behavioral contracts/guidance (not code of conduct issues)
Priority seating (if needed)
15. Accommodations and Strategies
Other Accommodations:
Single/private dormitory room
Assistance of dormitory personnel in case of an emergency
situation, should a student become immobilized or unusually
agitated and unable to respond, evacuate, etc.
16. Accommodations and Strategies
Common Strategies :
A list of activities and specific limited choices
Clear instructions (i.e. routines, calming down)
Behavioral rules
Written guidelines
Task checklists
Task instruction cards (i.e. what you will need, donts,
steps)
Reminders
Interpersonal communication advice (i.e. what to say, how to
ask for help)
Explanations and key elements of common social situations
A Resource notebook (i.e. financial, housing, leisure options,
who to call if)
Advance training and job preparation (i.e. internships,
part-time? employment)
Develop a Student Success Plan
(Sample template available in upcoming publication:
College Students with Asperger Syndrome: Practical Strategies
for Academic and Social Success , LRP Publications)
18. Successful Internships
Previous general work experience helps prepare
Explore the workplace environment beforehand for stimuli that
are noxious to the student
Clear job description, list of duties and expectations in
advance is critical
Determine needed modifications and accommodations
Institution-sponsored worksites offer opportunity for educating
employer about AS, and other interventions
Student must be otherwise qualified and meet all technical
standards
19. Coping with the Unexpected, Changes and the Adverse
More disturbing for a longer period to those with AS
Students need a plan for coping with unexpected changes such
as:
The test does not arrive at the alternate testing location
The expected professor is not teaching the course
The students car breaks down on the way to campus for
class
There is suddenly a new roommate
Road construction closes the usual route to school or work
There is a new disability service provider
20. Coping with the Unexpected, Changes and the Adverse
Students need a plan for coping with noxious stimuli or sensory
overload such as :
Visual : Florescent lighting, crowds, heavy traffic, flashing
lights/signs
Auditory: Fast-paced speech, certain music, construction noise
or emergency vehicle sirens
Smells/Tastes: food odors, chemicals in labs, fragrances,,
toothpaste, cleaning product or pesticide odors, smoke, city air
pollution
Tactile: Food textures, clothing, touching objects, solutions
or other substances, being touched
21. Coping with the Unexpected, Changes and the Adverse
Calming Routines
Rocking, Spinning, Pacing
Rubbing skin or clothing
Sitting in a warm bath, or hot tub, especially one with
circulating water
Eating/chewing a favorite food, or just eating in general
Watching something peaceful or monotonous (fireplace, fish
tank, etc.)
Listening to favorite music
Students should be helped to develop a Disability Management
Plan
(Detailed discussion in: College Students with Asperger
Syndrome: Practical Strategies for Academic and Social Success ,
LRP Publications)
22. Coping with the Unexpected, Changes and the Adverse
Finding Sanctuary in Times of Stress
Ending a conversation that is unpleasant or beginning to
escalate into aggression
Learning and practicing deep breathing techniques
Learning and practicing deep muscle relaxation
Using mental imagery that is calming
Repeating affirmations or a favorite line or phrase from music
or literature
Getting to a predetermined private place, such as the students
room or disability services office, where other calming and
satisfying behaviors can be performed
Creating a calming daily routine on which to focus during
unavoidable stressful situations that are routine
23. Communication and Social Interaction
Problems with communication and social interaction
Marked impairment in the use of multiple nonverbal
behaviors
Failure to develop appropriate peer relationships
A lack of spontaneous seeking to share
Lack of social or emotional reciprocity
Difficulty with Theory of Mind
YET
75 to over 90 percent of communication is non-verbal
Some say these skills can be taught
24. Communication and Social Interaction
Building Social Skills and Connections
Social Rules- concrete examples that demonstrate rules
Build a bank of rules and discuss transferability to other
situations
Social Stories -describe a social situation in a systematic
fashion
Descriptive - describe a situation or event
Directive - describes how the reader should act in a
situation
Learning to read and non-verbal language though training
programs such as those in books by Baron-Cohen (Mind Reading) &
Ekman (Emotions Revealed)
25. Communication and Social Interaction
Finding a Social Group
Radio
Film and video
Robots
Computer gaming
Fantasy
Pets and animals
Computer generated or other music
Trains or other mechanical interests
Other computer applications
Alternative for Social Interaction Practice:
SecondLife.com
26. Organizational Skills and Asperger Syndrome
Because of neurodevelopmental deficits, planning, organization,
initiation and execution of goals are lacking for the student with
Asperger syndrome.
The student with AS might be clueless on how to begin a task,
such as writing a paper, that requires multiple steps.
Another common problem is committing to do too much, which can
lead to unnecessary stress.
27. Organizational Skills and Asperger Syndrome
Overall role for the provider and goal for the student should
be development of self-management skills.
Developing methods for the student to self-reinforce positive
behavior, as well as to understand the purpose or reason for the
behavior or task, increases probability of success for the student
with AS.
28. Organizational Skills and Asperger Syndrome
Identifying the problem is the first step, followed by
implementing useful techniques that the student can utilize long
after they have left the college campus.
The disability service provider may wish to spend time
exploring the problems the student is having and develop effective
solutions.
29. Organizational Skills and Asperger Syndrome
Schedules
Calendars
Action steps
To Do/Task Lists
Visual Reminders
Setting manageable goals
Time table
Resources
30. Service Providers and Students with Asperger Syndrome
Student needs are complex and multifaceted
Preparing in advance will save time, effort and problems for
service provider
Student and support system personnel must take much
responsibility
Students use of a self-prepared Resource Book can be effective
strategy
Use of other campus resources is efficient and aids student
success, retention, and graduation rates
31. Asperger Syndrome Unraveled: Applied Strategies for
Successful Integration into Campus Life
References
Baron-Cohen, S., Mind Reading (2003), Jessica Kingsley Press,
London and New York.
Baron-Cohen, S., DVD-ROM, Mind Reading: An Interactive Guide to
Emotions, (2003) Jessica Kingsley, Ltd., London
Ekman, P., Emotions Revealed: Recognizing Faces and Feelings to
Improve Communication and Emotions Life, (2003) Time Books, New
York
Grandin, T., Thinking in Pictures, Doubleday, New York, 1995
and, Vintage Books, New York, 2006
32. Asperger Syndrome Unraveled: Applied Strategies for
Successful Integration into Campus Life
References (Cont.)
Gross, T., Temple Grandin: A Key to Animal Behavior, on Fresh
Air , National Public Radio , on the web at
http://wwwnpr.org/templates/story/story/php?storyId=4278538&sc=emaf
, January 11, 2005
Joliffe, T., Lansdown, R. and Robinson T. (1992) Autism: A
Personal Account. National autistic Society, London
Sacks, O., Neurologists notebook: An anthropologist on Mars,
New Yorker, and December 27, 1993
33. Asperger Syndrome Unraveled: Applied Strategies for
Successful Integration into Campus Life
General Resources
The Complete Guide to Aspergers Syndrome by Tony Attwood
(2006)
Succeeding in College with Asperger Syndrome by John Harpur,
Maria Lawlor, and Michael Fitzgerald (2004)
The Unwritten Rules of Social Relationships by Temple Grandin
and Sean Barron (2005)
Pretending to be Normal: Living with Aspergers Syndrome by
Liane Holliday Willey and Tony Attwood (1999)
34. Asperger Syndrome Unraveled: Applied Strategies for
Successful Integration into Campus Life
Websites
Autism Society of America- www.autism-society.org
Autism Speaks- www.autismspeaks.org
HEATH Resource Center- www.heath.gwu.edu
National Autism Association-
www.nationalautismassociation.org
National autism Society, (UK) Glossary of
Terms-www.nas.org.uk/nas/jsp/polopoly.isp?d=666
OASIS (Online Asperger Syndrome Information and Support)-
www.udel.edu/bkirby/asperger
University Students with Autism and Asperger Syndrome-
www.cns.dircon.co.uk/index.html