1. Asperger’s Syndrome Characteristics and Educational Implications February 16, 2010 2. Asperger’s Syndrome • Originally identified by Hans Asperger, a Viennese pediatrician • Officially recognized in the Diagnostic and Statistic Manual of Mental Disorders in 1994 • Pervasive Developmental Disorder • Neurologically based • Spectrum disorder, symptoms range from mild to severe 3. Diagnostic Criteria • Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) • Qualitative impairment in social interaction* • Restricted repetitive and stereotyped patterns of behavior, interest and activities* • Significant impairment in social, occupational or other important areas of functioning • No significant delay in language • No significant delay in cognitive development or in the development of self-help skills and adaptive skills • Criteria is not met for another Pervasive Developmental Disorder (Autistic Disorder, PDD-NOS, Rett’s Disorder, Childhood Disintegrative Disorder) 4. Diagnostic Criteria Social impairments are manifested by at least two of the following: • Marked impairment in the use of multiple nonverbal behavior such as eye to eye gaze, facial expression, body postures and gestures to regulate social interaction • Failure to develop appropriate peer relationships • A lack of spontaneous seeking to share enjoyment, interests or achievement with other people • Lack of social or emotional reciprocity 5. Diagnostic Criteria Restrictive repetitive and stereotyped patterns of behavior, interests and activities as manifested by at least one of the following: • Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in intensity or focus • Inflexible adherence to specific routines or rituals • Stereotyped and repetitive motor mannerisms • Persistent preoccupation with parts of objects 6. Specific Difficulties Which May Affect Participation in Educational Environments • Preoccupied with their own agenda • Wants to fit in, but doesn’t know how and will get extremely frustrated by their social awkwardness • Unable to “read” others’ needs and perspectives • Lacks common sense • Inflexible and difficulty coping with change • Difficulty in accepting criticism or correction 7. Specific Difficulties Which May Affect Participation in Educational Environments • Easily stressed and emotional vulnerable • Unusual speech volume, inflection or rate • Difficulty understanding idioms • Will revert to favorite topic of interest in conversations • Difficulty understanding humor • Failure to distinguish between private and public behaviors and conversation 8. Specific Difficulties Which May Affect Participation in Educational Environments • Naive trust in others • Difficulty in understanding others’ personal space • Fine motor difficulties 9. Support and Accommodations • Assist student in learning self-advocacy skills (notifying instructors, requesting accommodations) • Access to tutors, not only for academic support but also for organizational difficulties • Additional time to process information or organize responses • Extended time for tests • Assistance in locating a distraction free environment for studying and taking tests 10. Support and Accommodations • Seating accommodations (arrange for student to arrive early if necessary) • Accommodations for group work, projects and presentations • Encourage use of systematic organizational systems for both academic and other aspects of college life (calendars, checklists etc) • Support and assistance in selecting courses which capitalize on the student’s strengths and interests or courses that draw on factual memory and/or visual perceptual skills • Courses that require abstract verbal processing, flexible problem solving, extensive writing or social reasoning may require more support and accommodation 11. Support and Accommodations • Assistance in identifying possible social connections • Advance planning and “training” in campus life activities (using the cafeteria, using a campus ID, using a campus map, finding restrooms, using the library) 12. Asperger’s Syndrome Resources • Students with Asperger Syndrome: A Guide for College Personnel (Wolf, Brown and Bork) • Autism Asperger Publishing Company • Future Horizons Publishing Company • Indiana Autism Resource Center • TEACCH 13. Contact Information Diana Gossett Knox County Schools Special Education Supervisor gossettd1@k12tn.net Michelle Pittman Knox County Schools Special Education Specialist Transition Coordinator pittmanm3@k12tn.net Brook Dickerson Executive Director Autism Society of America – East Tennessee Chapter brookasaetc@gmail.com Diane Derthick Parent dianederthick@charter.net