24/3/2015

AspergersSyndromeOverview

Asperger Syndrome
(s)
Author:ShoshanaMotechin

Dr.Mac'sNote:AsofMay2013,AspergersSyndrome/Disorderisnolongerincludedasa
diagnosisintheDiagnosticandStatisticalManualoftheAmericanPsychiatricAssociation.
StudentsexhibitingthesymptomslistedforAspergerswillnowbeidentifiedashavingASD
(AutisticSpectrumDisorder).Manyindividualswillrefertotheseyoungstersashaving
"highfunctioningautism".ThispageremainsontheBehaviorAdvisor.comsiteforhistorical
reference.Theintervetnionstrategiesstillapply.

WhatisAsperger(s)Syndrome?
AustrianHansAspergeridentifiedthisconditionin1944.Aspergersisa
neurological(brainbased)disorderonthe"autisticspectrum".Itaffectssocial
perception,interactionswithothers,languageuse,andnonverbal
communication.PeoplewithAspergerslooktypical,mayhaveaverageto
superiorintelligence,butlackthesocialawarenessandskillsneededtoconnect
wellwiththeirworld.ThereisagreatdebateastowhereAspergersfitsinthe
autisticspectrum.AccordingtoUtaFirthinherbookAutismandAspergers
Syndrome,Aspergersisdescribedasbeingontheautismspectrumdisorder.
ShedescribesAsperger(s)SyndromeashavingadashofAutism.Others
disagreeandbelievethatAsperger(s)SyndromeisaNonverbalLearning
Disability(NLD)orthatAsperger(s)Syndromesharescharacteristicsof
PervasiveDevelopmentalDisorderNototherwiseSpecified(PDDNOS),oras
HighFunctioningAutism(HFA).
AccordingtotheDiagnosticandStatisticalManualofMentalDisorders(DSM
IVtr)adiagnosisofAspergerssyndromerequiresthatfourofthefivelisted
criteriabepresent,includingatleasttwoindicatorsofaqualitativedisabilityin
socialinteractions,(e.g.,seriousimpairmentsinpeerrelationships,socialreciprocity,
nonverbalbehaviors,andempathy)andatleastoneinthecategoryofrestricted
interestandstereotypedbehaviorsorrituals(e.g.,rigidadherencetorulesorroutine,
preoccupationwithanarrowinterest,partsorobjects,repetitivemotormovements).
ManyindividualswhofallwithinthecategoryofhavingAspergersSyndrome
areoftenmisdiagnosedwithADD,ADHD,schizophrenia,learningdisabilities,bi
polar,receptivelanguage,oppositionaldefiantandemotionaldisorders.Many
childrenwithAspergersareseenasbeingbadkids.
*BeawarethatAspergersSyndromeisscheduledtoberemovedfromDSM5.These
http://www.behavioradvisor.com/AspergersSyndrome.html

1/18

24/3/2015

AspergersSyndromeOverview

youngsterswill,in2013berelabeledas"Autistic".Formoreinformationonthischange,
viewthevideopodcastonDSM5inthewww.BehaviorAdvisor.comstore

CharacteristicsofAspergersSyndrome:
Maymoveintothepersonalspaceofothers,notrecognizingbody
language,facialandverbalcuesthathe/shehastransgressed
Maynotmakedirecteyecontact
Lackofemotionalreciprocityorempathy
Rigidandinflexibleadherencetospecificroutinesorrituals
Stereotypedandrepetitivemotormovements
Persistentpreoccupationwithpartsofobjects
Friendsandnewacquaintancesmaybeacknowledgedwithtightand
enthusiastichugsinsteadofformalgreetingslikeHi,howareyou?
Maybegintotalkaboutthelatesttopicofconcernwhichisofinterestonly
tothemselves(e.g.,trainschedules),maybeageinappropriateorboringbut
thepersondoesnotpickuponlooksofdisinterestorsnickersfromthe
group.
Speechandlanguagepeculiaritiessuchas:stiltedandformallanguage,
voicetooloudormonotoneorhyperverbal.
Hypersensitivitytonoisesorsmells
Cognitiveabilitieswhichareaverageoraboveaverage(Theyareoftenknown
aslittleprofessors)

Difficultieswithsubjectsthatrequireinferentialreasoning,abstract
concepts,problemsolving,extensivecalculationsorsocialjudgements.
Finemotorproblemswhichleadtopoorpenmanshipandlowwriting
motivation
Grossmotorclumsinesswhichleadstopoorskillsincompetitivesportsand
physicalactivities
Depression,frequentschoolabsences,lowschoolmotivationduetobeing
sociallyvulnerableandeasytargetsforteasingandbullying

ClickhereforapowerpointpresentationregardingwhykidswithAsperger's
engageinrepetitivebehaviors(developedbyDr.Macandpresentedatworkshops)

HelpingStudentswithAspergers
http://www.behavioradvisor.com/AspergersSyndrome.html

2/18

24/3/2015

AspergersSyndromeOverview

Syndrome:

ObtainInDepthTraininglearnthedifferencesamongthechildrenwith
Aspergersinelementary,middleschoolandhighschool.
UnderstandHowSocialImpairmentsImpactLearningandPeer
Relationships(a)somestudentsrequireweeklysessionswithtrained
staffmemberswhocanhelpthemsolvethepuzzlestheyencounterin
everydayactivitiesandhelpalleviatedepressioncausedbyperceptionof
socialfailure.(b)Provideongoingsocialskillinstructiontohelpstudents
formrelationshipswithpeers.
RecognizeStudentsStrengthsManystudentswithAspergerswillgoon
tomakegreatcontributionstosociety.However,wemusttapintotheir
strengthsandoffersupportsothattheydonotdropoutofschoolbecause
academicandsocialdemandsaretoohigh.
ImplementCreativeProgrammingThroughthestudentsIEP,teachers
candevelopclassscheduleswhichwillbemotivatingandchallengingtothe
studentwhileaddressinghis/herneeds.
InterveneEarlyTheearlierinterventionbegins,theearlierstudentscan
learntheneededskillsforadulthoodandfriendship.

RoleofInclusionTeachers:
1.Carefullystructureseatingarrangementsandgroupwork
ChildrenwithAspergersshouldnotbeseatednearclassbulliesoraggressive
students.Rather,sitthemnexttostudentswhocanserveasapeerbuddy.
a)Seewherethechildworksmosteffectivelyneartheteacherornearaquiet
openspace.
b)Avoidselfselectionwhenstudentsarebeingassignedtoagroup.
c)Teachstudentshowtofunctionasateamandacceptallmembers.
2.ProvideaSafeHaven
StudentswithAspergerscanbecomeoverwhelmedbynoise,crowds,chaosor
tryingtoengageinsocialinteractions(e.g.,anassembly,recesstime),whichcan
leadtoanxietyandstress.
a)Offeranalternativetoattendingtheseevents.
b)Tryearplugsorheadphonestoassistinscreeningouttroublingnoise.
c)Makesurethechildhasatrustedcontactpersonwithwhomtheyfeel
comfortablewith(e.g.,special
educationteacher,schoolpsychologist,guidancecounselororprincipal,older
responsiblepupil).
d)Giveaccesstoaquiet,privateplace(e.g.,schoollibrary,tutoringroom,empty
http://www.behavioradvisor.com/AspergersSyndrome.html

3/18

24/3/2015

AspergersSyndromeOverview

classroomoroffice)wherethe

studentcanspendlunchtime,studyhalloranyotherfreetimealone,can
restandrefreshthemselves
toalleviatethestressthataccompaniestheconstantefforttofitin.
3.PrepareforChangesintheRoutine
SincemoststudentswithAspergersthriveonclearexpectationsandroutines
therearemanydifferentmethodsateachercanusetohelpcreatesmooth
transitions.
a)Writeclassschedulesandtimeframesontheblackboard,oruseapicture
scheduleforyounger
children.
b)Designateclassroomjobs,spaceandtimewithcertainactivities(e.g.,
computer).
c)Explainchangesintheroutinewellinadvance(e.g.,OnThursday,wewill
haveanassembly.Thatmeansyou
gostraightfromyoursecondperiodclasstotheauditorium.).

4.UseAvailableResources/MakeNeededAccommodations
StudentswithAspergersoftenrespondwelltovisuals,graphicmodelsand
technology.Theyoftenhaveimpairedgrossorfinemotorskills
a)Encouragetheuseofcomputersforwrittenassignmentsandexams.
b)Allowforextratimeorquietspaceifneeded.
c)Whensignificantamountsofnotesneedtobetaken,pairthestudentwith
Aspergerswitha
buddyinorderthatthestudentcanphotocopythenotesmissed.
d)AllowtimeontheInternet.Theeffortandanxietyassociatedwith
interpersonalconnections
isgreatlyreducedbecausethenstudentsonlyhavetodealwiththe
writtenword.However,
limittheamountoftimeonthecomputerinorderthatapotential
obsessiondoesnotdevelop
andthatthecomputerdoesnotbecomeasubstituteforhumancontact.
5.ConnectwithEachOther,Parents,Internet,andOtherSupportGroups
a)Toavoidthefeelingsofmanyteachersandfamilieswhofeelisolatedin
theirattemptsto
supportstudentswithAspergers,createregularcommunicationthrough
meetings,telephone
oremailamonginclusionandspecialeducationteachersandparents.
b)CreateaHomeSchoolCoordinationImprovethebehaviorofthisstudent
bycombiningschool
andhomeeffort.Workongoalsthatthechildshouldmeet.Thensend
homeanoteindicating
http://www.behavioradvisor.com/AspergersSyndrome.html

4/18

24/3/2015

AspergersSyndromeOverview

ifthechildhasmetthatgoal.Ifs/hehasdoneso,rewardhim/her(inschool
andathomeifthe
appropriatebehaviorisbeingexhibitedthereaswell).

6.PromotePositivePeerInteractions
a)Createwaystoconnectthestudentwithempathicpeersinorderto
promotesocialacceptance
andfriendships.
UseroleplayingandgamesTrytheprogramMagicCirclewherestudents
areseatedinacircle
andareencouragedtosharetheirfeelingsandlistentoothers.Thistype
ofactivityhelps
promoteactivelisteningskillsandrecognitionofeachindividual
b)Helpthestudentengageinsuccessfulconversationsandreflectionby
usingcomicstrips,since
thepictures,wordsandsymbolsidentifywhatthepeoplesayanddoand
emphasizewhat
peoplemaybethinking.Socialstorieswhichdescribetypicalsocial
situationsandexplain
themeaningofvariouscommentsandidentifyappropriateresponsesare
alsogood.
c)Directthechildtoparticipateinactivitiesorclubsinwhichtheirabilities
mightneutralizetheir
socialdeficiencies(e.g.,mathgroups).Makesuretheyarenotinvolvedin
groupsthatare
frequentedbybullies.
d)Identifythestudentsspecialgiftsandteachhim/hertosharethosegifts
throughtutoring,
classpresentations,orcommunityservice.
7.DontTakeitPersonally
a)Dontbeinsultedbythestudentwhointerrupts,speakstooloudlyormisses
yourjokes.
b)Separatethechildfromthesyndrome(beperturbedwiththebehavior,but
supportthechild)andtry
toimaginetheworldasviewedthroughhiseyes.
c)Modelwarmthandacceptance.Refrainfromimpatienceandirritationso
peerswilltoo.
8.HelpYourClassroomBecomeaCaringEnvironment
a)Createandmaintainyourclassroomasasafe,supportiveandaccepting
communityby
expectingandensuringthatallstudentsrespect,supportandtake
responsibilityforeachother.
http://www.behavioradvisor.com/AspergersSyndrome.html

5/18

24/3/2015

AspergersSyndromeOverview

b)Helpcreateastrongsenseofbelongingamongallthediversestudentsin
yourclassroom.

PersonalChallengesforStudents
withAutismSpectrumDisorder
ListedbelowarebehaviorsthatachildontheAutisticSpectrummight
encounteradailybasis.Autisticspectrumdisorderincludesstudentswith
conditionssuchasautism,Pervasivedevelopmentaldisorder,andAspergers
syndrome.

SocialInteractions:
wantingtobeleftaloneattimes
troublewithbackandforthsocialinteractions
littlesenseofotherpeoplesboundaries
inappropriateuseofeyecontact,avoidanceorextendedstaring
pooruseofnonverbalgestures
notacceptinghugging,cuddlingortouchingunlessselfinitiated

InterestandActivities:
repeatedlywatchingvideosorvideosegments
liningupandor/orderingobjects
strongattachmenttoinanimateobjects
pacingorrunningbackandforth,roundandround
verysensitivetosounds
resistingchange
difficultywaiting
historyofeatingproblems
defensivetotouchwhichisntselfinitiated
lackoffearorrealdanger

QualitativeImpairmentsinCommunication:
problemwithgettingtheorderofwordsinsentencescorrect
problemunderstandingjokes
problemsansweringquestions
problemswithreciprocalconversations
problemsusingspeed,toneandvolumeappropriately
http://www.behavioradvisor.com/AspergersSyndrome.html

6/18

24/3/2015

AspergersSyndromeOverview

difficultyunderstandingabstractconcepts

LearningCharacteristics:
welldevelopedlongtermmemory
goodvisualskills
hyperactivity
delayedresponsetime
needshelptoproblemsolve
shortattentionspantosomeactivitiesandnotothers
problemsorganizing

ObservableProblemsBehaviors:
aggressionbiting,hitting,kicking,pinching
tempertantrums
toiletingproblems
lowmotivation

MotorProblems:
clumsiness
balance
stiffness
tiredeasily
motorplanningcantmakebodydowhatitneedstodo

EnvironmentalChallengesthatLowerAbility
toFunctionCompetently
Personal
notbeingunderstood
notunderstanding
nothavingchoices
makingamistake
beingtouched

MajorChanges:
alterationsinschool,work,home,community
timechanges
http://www.behavioradvisor.com/AspergersSyndrome.html

7/18

24/3/2015

AspergersSyndromeOverview

stafforteacherabsent
cancellationofeventoractivity
havingtowaittoolong

EnvironmentalConfusion:
crowds
noise
nothavingenoughspace
losingthingsofvalue
surroundedbytoomuchmovement
surroundedbytoomuchvisualstimuli

Relationships:
beingcorrected
beingdenied
beinglate
beingignored
beingleftout
beingteased
beingscolded

SensoryChallenges
Sound/Auditory:
reactstounexpectedsound
fearssomenoises
makingselfinducednoises
confusedaboutdirectionofsound
distractedbycertainsounds

Sight/Vision:
hasbeendiagnosedashavingavisualproblem
issensitivetolight
hasdifficultytracking
upsetbythingslookingdifferent
closelyexaminesobjectsorhands

Smell/Olfactory:
sensitivetosmells
exploresenvironmentbysmelling
http://www.behavioradvisor.com/AspergersSyndrome.html

8/18

24/3/2015

AspergersSyndromeOverview

reactsstronglytosomesmells
ignoresstrongodors

Touch/Tactile:
defensiveaboutbeingtouched
prefersdeeptouchingratherthansoft
dislikesfeelofcertainclothing
overorunderdressesfortemperature
upsetbysticky,gooeyhands

Taste:
hasaneatingproblem
dislikescertaintexturesorfoods
tastesnonedibles

Movement/Vestibular:
seemsfearfulinspace
archesbackwhenheldormoved
likesrocking,swinging,spinning
avoidsbalancingactivities

Perceptual/PerceptualMotor:
hasdifficultywithtimeperception
problemswithuseofsometools
difficultywithbodyinspace
reliesonknowinglocationoffurniture

SocialSkillswhichmaybePersonal
Challenges
PersonalManagement/SelfControl:
waiting
finishingwork
takingcareofbelongings
turninginassignmentsontime
changingactivities
acceptingcorrection

ReciprocalInteractions:
imitating
http://www.behavioradvisor.com/AspergersSyndrome.html

9/18

24/3/2015

AspergersSyndromeOverview

sharing
takingturns
offeringhelp,comfort
invitingotherstojoin
askingforafavor
lettingsomeoneknowyouarehurtorsick

ReciprocatingSocialInteractionsAppropriately:
listening
commentingonatopic
answeringquestions
acceptinghelp
respondingtoteasing
makingachoice
givingeyecontactappropriately

MannerofInteraction:
beingpolite
beingkind
beingconsiderate
beinghonest
notwalkingawaywhensomeoneistalking

AbstractSocialConcepts:
beinggood
timing
fairness
friendship
caring
lying
humor

GroupBehaviors:
comewhencalledtoagroup
stayincertainplaces
participatewithgroup
followgrouprules
winningandlosing
pickup,cleanup,straightenup

Thereisamoreextensivelistandmanualwithotherinformation.Ifinterested
http://www.behavioradvisor.com/AspergersSyndrome.html

10/18

24/3/2015

AspergersSyndromeOverview

pleasecontact:
AnneMoll
KentuckyDepartmentofEducation
17thFloorCPT
500MeroStreet
Frankfort,KY40601
(502)5642672
Youcanvisittheirwebsiteat
http://www.udel.edu/bkirby/asperger/IEP_Behav_Forms.html

EffectiveBehaviorInterventionsof
ProblemBehaviors
Whatmakesusdowhatwedo?
BiologicalInfluences
Instructional/ReinforcementHistory
Setting/Events
StimulusEvents
Inordertocreateaneffectiveinterventionforproblembehaviors,teachers(and
parents)needtotakeintoconsiderationavarietyofaspects.

1.Hypothesizethefunctionofthebehavior
SocialAttention
Escape/avoidance
Wantstangibleitemoractivity
SensoryFeedback

2.GatherInformation
a.Antecedent:Doesthebehavioroccur
Whenyouareattendingtootherpeopleintheroom?
Followingarequesttoperformadifficulttask?
Whenarequestforanitemoractivityisdenied?
Repeatedly,inthesameway,forlongperiodsoftime,evenwhennoonis
around?
b.Consequence:Whenthebehavioroccurs,doothers.
Attendtothestudent?
http://www.behavioradvisor.com/AspergersSyndrome.html

11/18

24/3/2015

AspergersSyndromeOverview

Leavethestudentalone?
Negotiateorgivethedesireditem/activity
Allowthestudenttoengageininappropriatebehavior?

3.PlananIntervention
a.Basedoninformationgathered,areenvironmentalchangesneeded?
Movestudentclosertoteacher.
Limitmaterialsavailabletostudent.
Removedistracters.
b.Basedoninformationgathered,determinehowpeopleshouldreacttothe
challengingbehavioreachtimeitoccurs.
Plantoignore.
Plantoattend.
Plantoremoveprivileges.
Plantoredirect.

4.IdentifyaReplacementBehavior
a.Whatappropriatebehaviorisfunctionallyequivalenttothechallenging
behavior?
Manipulatingastressballortwistpentoreplaceinappropriatehand
movements
Teachingthestudenttoaskifhecanusethecomputerlatertoreplace
tantrumbehavior
Teachingstudenttoraisehishandtoreplaceattentionseekingbehaviors
Teachingthestudenttocommunicatehiswantsappropriatelytoreplace
escape/avoidancebehaviors
b.Completereplacementbehaviorplanningguidewithteam
Whichbehavioristheteamgoingtotargetforreplacement?
1.Whatfunctionallyequivalentbehavioristheteamgoingtotraininplaceof
theproblembehavior?
2.Inwhatsituationswilltrainingoccur?
3.Whowillberesponsibleforconductingthetrainingsessions?
4.Whatmotivationsystemwillbeimplementedduringtraining?
5.Describehowtheteamwillevaluateifandhowthestudentusesthenew
response.

PromotingPositiveClassroomBehavior
ofStudents
http://www.behavioradvisor.com/AspergersSyndrome.html

12/18

24/3/2015

AspergersSyndromeOverview

ThesuggestionswrittenbelowcanbeusedtohelpchildrenwithAspergersbut
canbeusedinanyclassroomtohelppromoteapositiveatmosphere.
a)RulesEstablish,teachandenforceclassroomrules.Rulesshouldbe
positivelystatedandidentifythespecificbehaviorsyouwishtoseedisplayed
b)PremackPrincipleMethodofmaintainingandincreasingcompliancewith
rulesthroughtheuseofpositivereinforcement.Adesiredactivityisavailableto
studentsonthecompletionofanundesiredactivity(e.g.,astudentwhostaysintheir
seatforaperiodoftimecanearnanopportunitytoworkonthecomputer).
c)ContingencyContractsStudentsandteachersformalizeagreements
concerningspecificbehaviorfortheexchangeofreinforcersbywritingan
agreement.Itoutlinesthebehaviorsandconsequencesofaspecificbehavior
managementsystem.(Seethelinkonthissitetitled"Contracts")
d)SelfRecordingThestudentmonitorshisorherownbehaviorsbyusinga
datacollectionsystem.Studentscanbetaughttoincreasetheirontaskbehavior
duringaclassbyplacinga+inaboxwhentheyarepayingattentionforseveral
minutesandaiftheyareofftask.(Seethelinksonthissitetitled"Behavioral
Recording"and"SelfMonitoring")

e)SelfEvaluationAselfmanagementsystemthathasbeenusedtopromote
appropriatebehaviorinmanygeneraleducationprograms.Studentsaretaught
toevaluatetheirinclassbehaviorusingaratingscale.Forexample,astudent
canratehisontaskanddisruptivebehaviorsusinga05pointratingscale
("unacceptable"to"excellent").Thestudentearnspoints(whichcanbeexchangedfor
reinforcers)basedonbothstudentbehaviorandtheaccuracyofhisratings.

WaystoDecreaseInappropriate
ClassroomBehaviors
Listedbelowarevariouswaystodecreaseinappropriatebehaviorsandincrease
appropriateonesforchildrenwithAspergers.
RedirectionIntroduceanovelstimulustorecapturethestudentsattentionby
deliveringverbalandnonverbalcuestothestudenttostopamisbehavior,
offeringassistancewithatask,engaginghim/herinconversation,reminding
him/hertofocusattentiononthetask,ormodelingcalmandcontrolledbehavior.
InterspersedRequestsUsedtomotivatestudentstoperformadifficultor
http://www.behavioradvisor.com/AspergersSyndrome.html

13/18

24/3/2015

AspergersSyndromeOverview

unpleasanttaskbyinitiallyaskingthemtoperformseveraleasiertasks,which
theycancompletesuccessfullyinashortamountoftime.Thishelpspromote
behavioralmomentum.
DifferentialReinforcementTechniquesusedtodecreaseinappropriate
behaviorsbyreinforcingtheoccurrenceofpositivebehaviors,whichcannot
coexistwiththeappropriatebehavior.(Seethelinkonthissitetitled"Differential
Reinforcement")

ExtinctionAstrategyinwhichthepositivereinforcersmaintainingabehavior
arewithheldorterminated,resultinginthereductioninthebehavior.(Seethelink
onthissitetitled"WhatisABA"thenreadabout'Ignoring')

ChecklistsandSchedulesProvidevisualstructureandmotivationneededto
completeassignmentsandremainontaskbycheckingoffassignmentsand
activitiesupontheircompletion.

AdaptationofOralPresentations/Lectures
forStudents
Somestudentsrequiremodificationstobemadeinorderforthemtounderstand
whatisbeingtaught.Therearevarioustypesofadaptations.Listedbelowarea
fewwhichcanbeusedtohelpanystudentachievetotheirhighestpotential:
Pausingtohelpstudentsretainlecturecontentpausefor2minutesevery57
consecutiveminutesoflecturing.Duringthepausestudentscandiscussand
reviewcontent,askquestionsorengageinvisualimagery.
VisualAidsVisualsupportssuchascharts,graphs,listsandpicturescanbe
usedtohighlightmainpoints,maintainattention,promoteeyecontactand
addresstheneedsofvisuallearners.
GuidedNotesOutlinedandguidednotesinwhichthestudentfillsintheblanks
provideafoundationfornotetaking,andpromotesontaskbehavior.Since
manychildrenwithAspergershavedifficultywithfinemotorskillssuchas
writing,thisisamethodthatcanbeimplementedtohelpthemthroughout
lectures.
ActiveStudentResponding(Toencourageactiveparticipation)
choralrespondinginwhichstudentsanswersimultaneouslyonacuefroma
teacherduringfastpacedlessons.
ResponseCardscardsaresimultaneouslyheldupbyallstudentstodisplay
http://www.behavioradvisor.com/AspergersSyndrome.html

14/18

24/3/2015

AspergersSyndromeOverview

theirresponsestoquestionsorproblemspresentedbytheteacher
CooperativeLearningGroups/PeerTutoringhelpswithsocialinteraction

OtherStrategies
Userepetitionbyaskingstudentstoanswerthesamequestionsseveraltimes
duringaclassperiod.
Reinforcecorrectresponsesandappropriatebehaviorwithdescriptive
statementsthatidentifywhatmadetheanswer"right".
Groupstudentwithpeerswhoparticipateandattend.
Selectstudentsrandomlytorespondandremindthemthattheymaybecalled
onnext.
Changeactivitiesfrequently.
Varythepresentationandresponsemodesofinstructionalactivities.
Decreasethecomplexityandsyntaxofstatements.

AffectiveEducationStrategiesto
Implement
inAnyClassroom
RapportMaintainingrapportwithstudentscanhelpestablishapositive
classroomenvironment.Teacherscanestablishrapportbytalkingtostudents
abouttopicsinwhichtheyareinterested,sharingtheirowninterests,providing
opportunitiesforstudentstoperformactivitiesinwhichtheyexcel,and
complimentingstudents.
HumorGoodnaturedjokinghelpsdevelopagoodrelationshipsandapositive
classroomatmosphere.Humorhelpsstudentsseeasituationfromanother
perspectiveanddecreasesthelikelihoodofconflicts.
DialoguingDialoginginvolvesmeetingwiththestudentstoassistthemin
identifyingtheproblem,discoveringtheirperspectiveonthatproblem,phraseit
intheirwords,anddiscussingsolutionsforresolvingtheproblem.Ithelps
studentsunderstandtheirbehaviorsandproblemsolvealternativesto
inappropriatebehaviors.

http://www.behavioradvisor.com/AspergersSyndrome.html

15/18

24/3/2015

AspergersSyndromeOverview

Websites
Therearevariouswebsitesthatteachersandparentscanuseasresourcesto
findmoreinformationonthetopicofAspergersSyndrome.Listedbelowarea
fewthatincludeinformationsuchasresearchinitiatives,upcomingevents,
educationalapproaches,trainingopportunities,supportgroupsand
books/videostoorder.
www.asperger.org
www.aspergersyndrome.org
www.teacch.com(anorganizationaffiliatedwiththeUniversityofN.Carolinacalled
TreatmentandEducationofAutisticandRelatedCommunicationHandicappedChildren)
www.autismsociety.org

ResourcesforMoreInformation

*Clickingontheimagesofthebooksthatyouseebelow,willtakeyouto
Amazon.comwhereyoucanpreviewthetextsanddecidewhethertopurchase
them.Thesebookscanbepurchasedatanyonlinebookstore,butbuying
themfromAmazon.com(afterclickingontheiconshere)supports
www.BehaviorAdvisor.comAsmallpercentageofthepurchasepriceis
returnedtothissite.

Atwood,T.AspergersSyndrome:Aguideforparentsandprofessionals.

Ehlers,S.,Gillberg.C.,&Wing,L.(1999).AscreeningquestionnaireforAspergers
Syndromeandotherhighfunctioningautismspectrumdisordersofschoolagechildren.
JournalofAutismandDevelopmentalDisorders,29,129141
ERICClearinghouseonDisabilitiesandGiftedEducation.Call18003280272

LukeJacksonFreaks,geeks,andAspergerSyndrome:AGuidetoAdolescence.

Klin,A.,Volkmar,F.&Sparrow,S.AspergerSyndrome.

http://www.behavioradvisor.com/AspergersSyndrome.html

16/18

24/3/2015

AspergersSyndromeOverview

RebeccaMoyesAddressingthechallengingbehaviorofchildrenwithhigh

functioningAutism/AspergerSyndromeintheclassroom:Aguideforteachersand
parents.

Osonoff,S.,Dawson,G.&McParland,J.Aparent'sguidetoAspergerSyndrome

andhighfunctioningautism.

Safran,S.P.(2001).AspergersSyndrome:TheemergingChallengetoSpecial
education.ExceptionalChildren,67,151160
RobertSandersOvercomingAsperger's
AshleyStanfordAspergersyndromeandlongtermrelationships.

LianeHollidayWilleyAspergersyndromeinthefamily:Redefiningnormal.

LianeHollidayWilleyAspergersyndromeinadolescence:Livingwiththeups,the
downs,andthethingsinbetween.

MattWinter.AspergerSyndrome:WhatTeachersNeedToKnow.

OtherHelpfulLinksOnThis
Site(www.BehaviorAdvisor.com)
SocialSkills
FunctionalBehaviorAssessment

Hmm...wasn'trepetitivepacinglistedasa
symptomofAspergers?

Fetch Dr. Mac's Home

http://www.behavioradvisor.com/AspergersSyndrome.html

17/18

24/3/2015

AspergersSyndromeOverview

Page
No, our mascot doesn't have Aspergers...it's more like pain-in-the-asspergers.

ShoshanaMotechinwrotethispagewhileagraduatestudentintheBehaviorDisorders
ProgramoftheDepartmentofSpecialEducationofHunterCollegeoftheCity
UniversityofNewYork.Sheisnotresponsibleforthebadjokeunderthedog.
ThanksShoshana!

www.BehaviorAdvisor.com/AspergersSyndromeOverview.html

http://www.behavioradvisor.com/AspergersSyndrome.html

18/18