Presented by Angela Chiasson

Introduction Diagnostic Criteria Interventions* Take home message

References/Q&A

Intelligent, fluent but original language user, clumsy, an assiduous pursuer of idiosyncratic interests and cut off from others by a subtle but pervasive oddity which obtrudes in every social situation Tantam, 1988

2.5/10,000 Aspergers 60/10,000 - Autism

Upward trend

Co-morbid disorders: Depression (41%)

Average age of diagnosis 11 years old Aspergers 5.5 years - Autism More prevalent in males

Ozonoff et al., 2002 Toth & King, 2008

A) Social Interaction (2)

Impairment in the use of multiple nonverbal behaviours Failure to develop peer relationships Lack of spontaneous seeking to share enjoyment Lack of social or emotional reciprocity

B) Behaviour Restricted patterns of interest Inflexibility to specific routines Repetitive motor mannerisms Preoccupation with parts of objects

C) Functioning The disturbance must cause clinically significant impairment in social, occupational, or other important areas of functioning

DSM-IV-TR, 2000

D) Language
There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years)

E) Cognitive Development
There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behaviour (other than in social interaction), and curiosity about the environment in childhood.

F) Other PDDs
Criteria are not met for another specific Pervasive Developmental Disorder or for Schizophrenia

DSM-IV-TR, 2000

 The importance of empirically-based evidence Toth & King, 2008 Ozonoff et al., 2002

Diagnosed with Aspergers at the beginning of Grade 2 Interests: exotic animals, trains, volcanoes, clouds, Nova Scotia Socially awkward, not interested in others Anxious & escalate within seconds Had to go to the bathroom every time there was a transition (esp. recess, lunch, hometime) Early in the school year, mom passed unexpectedly, home with baby brother, father and loving grandparents

Identifying problem behaviour

Indentifying the function of the behaviour and contributing factors

Identifying an alternative behaviour

Developing strategies for changing behaviour

Developing the behaviour intervention plan Evaluating the behaviour intervention plan

BC Ministry of Education, 2000

Ozonoff et al., 2002

Memory for facts

Reading

Visualspatial skills

Ozonoff et al., 2002

Reinforcement

Firm expectations

Individualize assignments around interest area

Ozonoff et al., 2002 Williams, 1995

Alternate behaviour

Sensory experiences

Divert attention

Negotiate

Ozonoff et al., 2002 Williams, 1995

Preparing for change

Use pictures

Schedules

Social stories

Ozonoff et al., 2002 Williams, 1995

http://www.mayer-johnson.com/category/boardmaker-family/

http://www.mayer-johnson.com/category/boardmaker-family/

Safe place

Self-monitoring

Calming techniques

Social stories

Cognitive picture rehearsal

Williams, 1995

 Priority seating/reduce sensory stimuli Extra time/use of a timer Firm expectations Lessen the load Nonverbal cues or signals Buddy system

Williams, 1995

OR

www.mathletics.ca

Individualized program

Simplification

Use strength of memory

Provide choices

Assistive technology

Firm expectations

Williams, 1995

1960s Dr. Lovaas Behaviour therapy Minimize unusual behaviours 30-40 hours weekly in-home treatment

Ozonoff et al., 2002

Medication

Dietary treatments

Individual Psychotherapy

Ozonoff et al., 2002

Looking at the individual Not all people are motivated the same Find what motivates the individual, modify according to their needs If one strategy does not work, try another one Strengths-based approach

 Addressing the Challenging Behaviour of Children with HighFunctioning Autism/Asperger Syndrome in the Classroom

Asperger Syndrome-Practical Strategies for the Classroom

http://www.thegraycenter.org/ www.autismawarenesscentre.com http://www.tonyattwood.com.au/

British Columbia Ministry of Education (2000). Teaching Students with Autism: A Resource Guide for Schools. Victoria,

BC.
Mash, E. J., & Barkley, R.A. (2003). Child psychopathology (2nd ed.). New York, NY: Guilford Press. Ozonoff, S., Dawson, G., & McPartland, J. (2002). A parents guide to Asperger Syndrome and High Functioning Autism: How to meet the challenges and help your child thrive. New York: Guilford Press Tantam, D. (1988). Aspergers syndrome. Journal of Child Psychology and Psychiatry, 29, 245-255. Toth, K., King, B. H. (2008). Aspergers Syndrome: Diagnosis and Treatment. American Journal of Psychiatry, 165: 958963. doi: 10.1176/appi.ajp.2008.08020271 Williams, K., (1995). Understanding the student with Aspergers Syndrome: Guidelines For Teachers. Focus on Autistic Behaviour, Vol.10, No. 2. University of Michigan American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., rev.). Washington, DC: Author.