Tools for Building SuccessAdolescence & Asperger's/high

Functioning Autism

Created by Barb Fogarty Autism Consultant MSD Lawrence Township

Characteristics

• Intelligence• Maturity• Rote memory• Problem-solving• Generalization• Special interests and obsessions• Sensory issues• Language and socialization issues• Behavior issues

Characteristics-continued• Theory of mind *difficulty explaining own behaviors *difficulty understanding emotions *difficulty predicting behavior of others *difficulty reading intentions of others *problems understanding the perspectives of others *lack of understanding that behavior impacts how

others think and feel about you *inability to deceive or to understand deception• Executive function *difficulty planning and organizing *difficulty shifting attention and multi tasking

Challenges in Adolescence

• Social expectations increase• Peer relationships are more complex• More diverse student population• Emphasis on conformity and social

competence• Physiological changes• Sexuality

Goals & Challenges for AS Students

• To understand self, particularly as it relates to sensory,and emotional needs

• To learn social skills & engage in social interactions

• To learn problem solving skills• To learn academic content

Sensory IssuesVisual *may look away from tasks to notice all actions *has difficulty finding objects in competing backgrounds *avoids eye contact *expresses discomfort at bright lightsAuditory *difficulty with volume, pitch *difficulty functioning in noise *responds negatively to loud or unexpected noise *appears not to hear what you sayTactile *sensitivity to touch *difficulty standing in line *has rigid rituals in personal hygiene

Sensory Issues-continued

Movement *Poor endurance/tires easily *Maybe fearful to move or move compulsively *Rocks or paces unconsciously during activitiesBody awareness *Seems to have weak muscles *Tires easily especially when holding a particular

position *Has a weak grasp *May need to jump, chew, or kick

Related to Sensory Issues

• Easily distracted• Difficulty tolerating changes in

plans and expectations• Difficulty focusing• Low frustration tolerance• Seems anxious

Tools for Sensory Under- or Overstimulation

1. Identify signs of overload in a student2. Identify situations that are most likely to be

problematic 3. Allow reasonable amounts of movement4. Provide frequent breaks5. Provide sensory diet6. Require physical activity7. Teach what his or her body needs to be in

control8. Reduce unnecessary distractions9. Use calming strategies/relaxation activities10. Provide structure and predictability11. Transition planning

Communication/Social

Skills Difficulties

• Struggle with pragmatics• Adolescents with ASD interpret words

concretely• Unable to make assumptions about

what others know• Difficulty initiating or maintaining a

conversation• Difficulty recognizing another person’s

perspective• Failure to understand unstated rules of

hidden curriculum

Tools for Communicaton and

Social Skills1. Cut the verbal—go visual!2. Try not to say too much too fast3. Warm and trusting relationships4. Plenty of processing time5. Be direct and clear6. Use lists, scripts, social stories7. Use of a “safe person”8. Teach the hidden curriculum9. Circle of friends10. Model social skills11. Teach how to interpret social skills

Safe Person

• Aid with environmental overload• Interprets social situations• Teach social skills• Listen/emphasize• Aid in emotional readiness

Hidden Curriculum

• AS students have two curriculums• Set of unwritten rules that no one has

been directly taught, but just knows• Violation of rules, makes a social

outcast• Avoid: “I shouldn’t have to tell you..”“Everyone knows that…”; “It’s

obvious..”

Circle of Friends

• Group of individuals with common interests or general liking for the youth who will interact with and help the student

• Often occur around special interests or clubs

Social Skills

Instruction *Direct instruction *Acting lessons *Social stories

Social Story

Sometimes at school I hear kids say words that I haven’t heard before. Kids may be saying these words to see my reaction or to get me into trouble. Sometimes kids are cruel.

When I hear new words, I have many choices. I can leave the situation, I can go ask the teacher for guidance, or I can answer with “I don’t know what that means’ and walk away.

If I choose to use these words, I need to understand that if the kids laugh, they may be laughing at me not with me.

If my teacher hears me say these words, she may become upset and I may get in trouble. When I’m in trouble, I usually get upset.

When I hear a word that I don’t understand, I need to find out what it means. Then I can make a good decision about using that word.

Social Skills-continued

Interpretation *Cartooning *Social autopsies *Situation-Options-

Consequences-Choices—Simulation (SOCCSS)

Academic Difficulties

• Reading comprehension

• Organizing thoughts for writing

• Fine motor difficulties

• Behavioral patterns

• Organizational skills

Tools for Teaching

1. Use a “work system” he can understand. Convey the purpose of the task

2. Give up on the expectation that they should “just know”

3. Provide visual supports4. Note taking 5. Recording assignments6. Project planners and calendar7. Priming8. Organizational Supports9. Home Base10. Assignment Modifications

Priming

An intervention that previews activities with which the student is likely to have difficulties

• Conducted prior to an activity using actual materials

• To create predictability (short)• Not instruction• 5-10 min daily• May need to prime am/pm

Sample Priming Activities

• Look at a worksheet• Look through a book• Overview a test• Show visual schedule• Talk about & show finished project• Show a work example

Organizational Supports/Graphic

Organizers• To-do list• Timeline• Color coded folders• Multi-compartment back pack• Visual supports –class routines,

map of school, books needed, home base card.

• Software programs

HOMEBASE

• Supportive, not punitive• Scheduled for stressful times• To start and end day• Allowed to use as needed• Can address sensory issues

Assignment Modifications

• Copy of overhead notes to highlight • Study guides• Model of assignment• Cooperative groups• Number and length of problems• Extra time • Break down assignments and long term projects• Modify written assignments—i.e. dictation, use of

assistive technology• Choices of topics for writing if possible

Possible Reasons Why Behavior Problems May

Occur• Lack of control over the environment• Sensory under- or over stimulation• Failure to understand or know what to do• Social ineptness• Need for attention from peers or adults• Anger or stress• Impulsivity, perseveration• Depression, frustration, or confusion• Request of obtain something• Wish to escape or avoid certain tasks/situations• Expression of internal stimulation (i.e. sinus pain, skin

irritation, hunger)• Obsessional thoughts• Fear of failure

Tools For Behavior All tools for sensory under- or over stimulation,

communication/social skills, and teaching would be

beneficial for behavior including:• Reduce unnecessary distractions• Use calming strategies/relaxation• Reduce unnecessary distractions• Provide movement breaks• Teach hidden curriculum• Teach how to interpret social skills• Model goal-directed activity• Provide visual supports• Safe person• Home base• Provide structure and predictability• Organizational support• Assignment modifications

References:Asperger Syndrome and Adolescence: Practical Solutions for School SuccessBy Brenda Smith Myles and Diane Adreon

Asperger Syndrome and Difficult MomentsBy Brenda Smith Myles and Jack Southwick

The Hidden CurriculumBy Brenda Smith Myles, Melissa L. Trautman, and Ronda L.Schelvan