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Asperger syndrome case study
Asperger syndrome case study
Asperger syndrome case study
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Personal Reflection – Frankie
Supporting students with Asperger’s Syndrome requires an Educational Assistant (E/A) to draw upon the knowledge of the teacher, parents, peers, and of course the students themselves. Seeking first to understand will provide the necessary insight to create materials, implement strategies, and consider the most effective accommodations for the student.
When called upon to work with a student with ASD, my first goal will be to learn about their personality, their interests, strengths, and behaviours. I might learn these traits by observing behavior in the classroom, with peers on the playground, during nutrition breaks, transitions, and when entering and exiting the school. I will observe any toys, objects,
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patterns of words, or repetitive actions that might give me insight to find books, puzzles, board games, computer games or sites related to the students potential fixations. Once I have this information my second goal will be to take this information and use it to develop a relationship with the student. By introducing the materials I have accumulated for the student I hope to begin the journey of working together by entering the students world with the goal of building an insightful connection. One of my first strategies would be to create a schedule for and with the student. Looking at the environment and creating a schedule that is visual, with academic periods listed, allowing for breaks, and explaining some of the common disruptions that may affect the schedule. Preparing the student prior to these disruptions may help with anxiety and anger that might accompany such disruptions. I would talk very explicitly using pictures or ‘Model Me’ video clips, transition times, fire drills, announcements (that might mean stopping in the middle of something), chapel’s, assemblies, hot lunch days, vacation days etc. My next strategy would be to consider the students academic needs.
I might ask the questions, “How can I best support this student pairing academic learning with social skills development?” Although students with ASD are typically reading above grade level, they have difficulties with comprehension. Students with Asperger’s are generally visual thinkers and have difficulty thinking with words. I would create word and picture cards and use them to play a memory game with one of his peers. Perhaps a peer who is a strong reader but weak on spelling could be paired with the ASD student. By pairing the two students, the ASD student will be learning the correct picture that matches the word and the other student who knows the picture will learn the correct spelling of the word for the picture. This activity has the potential to build on the strength of each student while providing opportunity for social interaction. I would seek to use this model of peer pairing in other …show more content…
subjects. As an E/A I would seek to assist the student in his interactions with peers on the playground or in the halls.
As he seeks to fixate on his particular interest I would seek to support him by modeling for his peers ways to monitor the amount of conversation about one topic. For example, I would tell his peers that he really enjoys (kites), if you ask a question about kites, or tell him something you like about kites he will feel included. If the ASD student continues to go on and on about kites I would again model for his peers by telling them to listen to two or three facts and then explain that they want to talk about something else now. I would then seek to support the ASD student by reading a social story (taught at an earlier time) to encourage, support and teach the student the importance of this social cue.
One final strategy I would use when supporting an ASD student includes the use of a choice board and a visual timer. I would break tasks into smaller segments and make use of the visual timer to indicate rest breaks. The rest breaks might include a walk down the hall for a drink of water, a walk around the playground, time on the computer, a trip to the library, or a visit to a teacher who the student
enjoys. Through my course readings I no longer feel intimidated to work with an ASD student. The behavioural challenges, the socialization needs and academic supports required inspire me to grow as an Educational Assistant. I understand there will be good days and challenging ones, days to celebrate and days of disappointment yet the goal remains to learn, grow, and facilitate an environment of learning that is measured by small increments of success.
Those with an autism spectrum disorder (ASD) see the world in a diverse way; teachers and adults need to recognize this. Robison gives examples of his childhood where he misinterpreted information from others including social cues, as well as instructions. He was in these situations punished either socially or academically.
In the 1940’s two doctors in different countries observed children displaying similar behaviors and deficits. One of the doctors was Viennese pediatrician Dr. Hans Asperger and the other was a child psychiatrist named Leo Kanner. Dr. Kanner was the first of the two doctors to report his observations. What he described were behaviors similar to those seen in children with what we call Autistic disorder. The behaviors affected the children’s communication, social interaction and interests. Dr. Asperger later published an article discussing what he dubbed “Autistische Psychpathen im Kindesalter” which translates to “Autistic Psychopathy”. Although some behaviors overlapped, there were differences leading to the belief that these doctors were documenting two different disorders. The two most prevalent were the differences in motor and language abilities (Miller, Ozonoff). Another was Asperger’s belief that his patients were of normal or above average intelligence. It was not until 1994 that Asperger Syndrome was entered into the Diagnostics and Statistics Manual of Mental Disorders Fourth Edition (DSM IV), finally becoming an official diagnosis. At the time, Asperger Syndrome (AS) was labeled as a subcategory of autism along with autistic disorder, childhood disintegrative disorder and pervasive development disorder. Since then, the community of people with Asperger Syndrome has grown to love and better understand the disorder that they live with every day. Some of them have even affectionately named themselves “Aspies”.
I had the opportunity to join over 200 other participants at the day-long Asperger's Conference. Participants came from as far away as Africa to assist with organizational tasks and to listen to Dr. Attwood's presentation, as well as his answers to questions from the audience. Dr. Attwood, who has worked with Asperger's patients and lectured around the world, commented, "I have always been impressed by their patience and ingenuity in achieving abilities others acquire without a second thought."
It can be noticed by the parents at early age (congenital) or during childhood (from 3 to 6 years). Recognizing ASD is by observing the patients' communication skills, interaction with people and things around him\her and sometimes by some health problems like sleeping problems and gastrointestinal distress. This changes are usually noticeable in the first two years in children because these are the most interactive and transitional years of the children's lives. (2,5) These symptoms are reduced down to three main symptoms which are social interaction, communication, and repetitive behavioral issues. Social impairment is what distinguish ASD from other developmental disorders. Most patient with ASD finds interaction with others difficult and challenging or lack the intuition about people. They also tend to avoid eye contact, fail to respond to their own names, and prefer to be alone. However they form attachments to their primary caregivers. (2,4,5)Second, communication problems which can occur in different verbal abilities from no speech to fluent, but impropriate and awkward. They are noticed when trying to ask for something or tell something, and it can appear as delay in talking or difficulty in following or starting a conversation. (5,6)Finally, is the behavioral issues which mainly are focusing on unnecessary things like the far train's voice, inability to live without daily routine, and stereotyped behavior like hand
In 1944, Asperger’s disorder was first discovered by Hans Asperger who was a child psychologist and pediatrician who described a group of boys between the ages of 6 and 11 as “little professors” because of their interests and use of language (van Duin, Zinkstok, McAlonan & van Amelsvoort, 2014). In the DSM-IV, Asperger’s disorder (AD) refers to individuals who have an average or high IQ, but have difficulty in social interactions, poor communication skills and restricted interests (Wing, Gould & Gillberg, 2010). Another component in the Asperger’s diagnosis in the DSM-IV was that the individual did not meet the full criteria for an Autism diagnosis (Ghaziuddin, 2010). On May 13, 2013 the DSM-V was published, which was followed by extensive controversy surrounding the removal of the Asperger’s diagnosis. Some individuals diagnosed with AD under the DSM-IV prefer that label to being diagnosed as autistic. Additionally, many individuals with AD and their families feared that services would no longer be available to their children. Proponents of removing AD from the DSM-V asserted that there was no reliable difference between AD and Autism Spectrum Disorders (ASD) and that combining these disorders would increase reliability and validity.
Children with ASD often need additional support in the areas of communication, social skills, repetitive or sensory –seeking behavior, challenging or maladaptive behaviors, and adaptive skills For these reasons different teaching methods are required because ASD children interact with their environment in a different way than typically developing children. Children who are not on the spectrum learn through modeling, interaction with peers, and play. However, for children with ASD all of these forms of learning are difficult for them and aren’t prewired instead they have to be taught to make this connections. Thus, is the goal of DTT to help children learn skills and adapt to their environment in a more normal way (I don’t like that wording). ( Hunter
The author emphasises a unique approach to each individual who falls on the spectrum because each problem can be approached numerous ways to find a proficient solution. The author advocates that each individual experiencing ASD find a program or learning approach that works favorably for them. Siegel denotes that no two educational programs or teaching methods are the same, nor is there any program that is more effective than the other. When choosing a program, one must consider personal ability, necessary accommodations, and whether or not the curriculum is developmentally appropriate.
While there are common characteristic with autism, individuals with Aspergers syndrome have fewer issues with talking and are regularly of normal, or above normal, intelligence. They do not typically have the accompanying inabilities associated with autism, however they may have particular learning difficulty. These may incorporate dyslexia and dyspraxia or different conditions, for example, consideration deficiency hyperactivity issue (ADHD) and epilepsy. But, with the right amount of mental support, consolation,and also encouragement ,individuals with Aspergers syndrome can lead full and independent lives.
Children who suffer from ASD usually have the appearance of normal development and then become withdrawn and regress from social interaction (Melinda Smith, 2013). The impaired social interaction of the disorder affects communication both verbally and non- verbally (Melinda Smith, 2013). Their communication with others and the world around them is also affected, as well as their thinking and behavior (Melinda Smith, 2013).
Many people across the world are unfamiliar with disorders associated with autism. Some people do not even know what autism actually is. Asperger’s Syndrome is one perplexing disorder, of countless, that needs to be acknowledged. Although it is one of the more well-known disorders, an understanding of Asperger’s is far from common knowledge. There is an abundance of misconceptions and people unaware of what Asperger Syndrome actually is. Being uncertain about the characteristics of a person with Asperger’s allows people to go through life not understanding the disorder itself and people who have it.
1. People with autism have trouble with organizational skills, regardless of their intelligence and/or age. Even a "straight A" student with autism who has a photographic memory can be incapable of remembering to bring a pencil to class or of remembering a deadline or an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a listof assignments to be completed at home. Always praise the student when he remembers something he has previously forgotten. Never denigrate or "harp" at him when he fails. A lecture on the subject will not only NOT help, it will often make the problem worse. He may begin to believe he can not remember to do or bring these things.
Informing teachers of the areas that students with autism spectrum disorder struggle in will better help them understand...
Since Autism doesn’t present the same in each person, everyones needs are unique. Where some will excel others may drag behind, it 's important to figure out what areas need to be focused on more so than others early on so you can target them with structured programs and activities. Most people with Autism have underlying medical conditions as well as behavioral conditions so being on the correct medication and monitoring that is very important. Often times it 's recommended for children with Autism to go to therapy sessions for speech, social interaction skills, and general development. It 's extremely important to focus on social skills since that 's one of the main components of Autism is a lack or strain on social skills. Enrolling your children in specialized structured activities to help them work on their social skills is important for their
Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55.
I was working at a camp and got into a conversation with a friend who has Asperger Syndrome about his experience with special education. He told me how long it took him to get into a program and how much those teachers had helped him to become the person that he was. The teachers were able to help him understand what he was learning as well as life lessons. He and other children with special needs at the camp I have worked at for the past few summers have instilled in me a stronger need to reach out to those in both special and general education classes. This was again enforced in the class “Intro to Special Education.” I was taught even more that school is not just about learning the information, but learning about yourself and how to grow in yourself. Each student is different and therefore each student must be seen as