IMPROVING SOCIAL SKILLS OF ASPERGER’S SYNDROME TEENAGERS

IN THE INCLUSIVE CLASSROOM

F R E D G A M B L E J R .

E D G R 5 3 5 - T H E O R I E S O F T E A C H I N G A N D L E A R N I N G

WHAT IS ASPERGER’S SYNDROME?

The Mayo Clinic (2012) defines Asperger's syndrome as a developmental disorder that affects a person's ability to socialize and communicate effectively with others. Children with Asperger's syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics.

Doctors group Asperger's syndrome with other conditions that are called autistic spectrum disorders or pervasive developmental disorders. These disorders all involve problems with social skills and communication. Asperger's syndrome is generally thought to be at the milder end of this spectrum.

While there's no cure for Asperger's syndrome, treatment can help students diagnosed learn how to interact more successfully in social situations.

WHAT IS AN INCLUSIVE CLASSROOM?

SOCIAL ISSUES OF TEENS WITH ASPERGER’S SYNDROME

Social Isolation- “Aspies” often have odd mannerisms and many are too anxious to initiate social contact.

Inability to "Be a Teen“-An Aspie typically does not care about teen fads and clothing styles, may neglect their hygiene, and wear the same haircut for years.

Sexual Issues-Aspie teens are not privy to street knowledge of sex and dating behaviors that others in their peer group pick up naturally.

Criminal Activity-Pain, loneliness, and despair can lead to problems with drugs, sex, and alcohol. Others from peer group may use an Aspie to hold liquor and drugs for their group

School Failures-Aspies with their distractibility and difficulty organizing materials face academic failures in dealing with various teachers, different classroom environments, and different sets of expectations.

Depression and Acting Out-Because teenage years are more emotional, Aspie teens become emotionally overwhelmed, attacking peers/teachers, suicide is a concern as well as drug abuse.

WHAT ARE SOME WAYS TO IMPROVE SOCIAL ISSUES?

Encourage initiation of contact with others in peer groups

Elicit other peers to help in choosing clothing which is appropriate for age group

Be specific in talking about sex with an Aspie and acceptable social behaviors while around others

Emphasize that drugs and alcohol are illegal because of the risk of adverse effects of prescriptions which an Aspie may take

Suggest Summer Camps which are designed for Aspie teens

HOW CAN CLASSROOM ENVIRONMENTS BE ENHANCED FOR STUDENTS WITH ASPERGER’S SYNDROME?

Regular and organized daily routinesPictures and Charts to prepare for

changes Utilizing Social Stories for students

and unique situations in the classroom

Teach Non-Verbal Body Language and Non-Verbal Social Messages

Positive feedback for even the smallest attempts or progress

LANGUAGE COMPREHENSION/AUDITORY PROCESSING DIFFICULTIES

Children with Asperger's Syndrome generally interpret auditory information literally and concretely. They can have difficulty understanding figurative language, jokes/riddles, multiple meaning words, teasing and implied meanings.

It is also important to note that delays in processing information auditorily may be present in children with Asperger's Syndrome. Even though they may be able to comprehend the auditory information given, it may take them additional time to process this information prior to responding. They may also have difficulty following multi-step auditory directions (e.g., "Go back to your desk and take out your journals, and then write about your weekend.").

LANGUAGE COMPREHENSION/AUDITORY PROCESSING - INTERVENTION STRATEGIES

• Auditory information/prompting should be kept to a minimum, as it can be too overwhelming for some children. Visual cues should be used to assist the child to more readily comprehend directions, questions, rules, figurative language, etc.

• Give the child with Asperger's Syndrome enough time to respond, in order to allow for possible auditory processing difficulties, before repeating/rephrasing the question/directive. The child can be taught appropriate phrases to indicate he needs additional processing time, (e.g., "Give me a minute, I'm thinking").

• Written rules can help the child understand what is expected of him at all times. Reference to the rules can be used rather than verbally telling him what to do, or what not to do.

• Auditory directions can be written on a dry erase board for the child with Asperger's Syndrome, greatly increasing his ability to independently complete tasks/activities.

• The adults in the child's environment should be aware of the child's concrete/literal interpretation of figurative language, and should provide concrete explanations if necessary. Focus should also be given to increasing the child's comprehension of figurative language skills, such as idioms, multi-meaning words, jokes, teasing, etc., through the use of visual supports.

EMOTIONAL VULNERABILITY

Children with Asperger's Syndrome often have the intellectual ability to successfully participate in the regular education curriculum. However, they may lack the social/emotional abilities to cope with the demands of the regular education environment, such as regular class room, recess, and lunch. As a result, these children may exhibit a low self-esteem, may be self-critical and may be unable to tolerate making mistakes (perfectionist). Thus they can become easily overwhelmed, stressed and frustrated, resulting in behavioral outbursts due to poor coping strategies/self-regulation. These children can appear quite anxious for most of their waking day as they continually attempt to manage an ever-changing, sensory stimulating, social world. As stated by Tony Attwood, children with Asperger's Syndrome "are emotionally confused, not emotionally disturbed".

EMOTIONAL VULNERABILITY - INTERVENTION STRATEGIES:

• Utilize the child's strength areas and incorporate them into special projects/assignments to be presented to the class by the child. This activity may increase his self-esteem with peers (e.g., a child with a high interest in geography could give a presentation to the class relating to the current area of study).

• Teach the child relaxation techniques that he could learn to implement on his own to decrease anxiety levels (e.g., "Take a big breath, count to ten", etc.) These steps could initially be written down as visual "cue" cards for the child to carry with him, and refer to as needed.

Children with Asperger's Syndrome exhibit significant social communicative difficulties, as well as other defining characteristics, which may severely impact their ability to function successfully in all facets of life. When given appropriate support strategies, through direct teaching and various accommodations and/or modifications, the child with Asperger's Syndrome can learn to be successful in our unpredictable, sensory overloading, socially interactive world. Because most children who have been diagnosed with this impairment are high functioning, there are many opportunities for them to succeed in the inclusive classroom. It is critical that a team approach be utilized in addressing the unique and challenging needs of a child with Asperger's Syndrome, with parents being vital members of this team.

REFERENCES

Mayo Clinic (2011). Retrieved February 12, 2012 from

http://www.mayoclinic.com/health/aspergers-syndrome/DS00551

McCullagh, S. (Creator) (2008, August 15). “The Inclusive Classroom” (Short version) [Video]

Retrieved from http://www.youtube.com/watch?v=o5WCX-998vs

Michigan State University (2003). Retrieved February 14, 2012 from

www.msu.edu/user/swigerja/Asperger's%20Syndrome.doc

Special Education Services (2012). Retrieved February 14, 2012 from

http://www.specialed.us/autism/asper/asper12.html

Your Little Professor (2012). Retrieved February 12, 2012 from

http://www.yourlittleprofessor.com/teen.html