SOCIAL SKILLS SUPPORT FOR ADOLESCENTS WITH ASPERGER’S
SYNDROME
A Project
Presented to the faculty of the Graduate and Professional Studies in Education
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
SPECIALIST IN EDUCATION
in
School Psychology
by
Gabriela Mariz
Quoc Le
SPRING
2013
SOCIAL SKILLS SUPPORT FOR ADOLESCENTS WITH ASPERGER’S
SYNDROME
A Project
by
Gabriela Mariz
Quoc Le
Approved by:
______________________________________, Committee Chair
Catherine Christo, Ph.D.
_______________________
Date
ii
Students:
Gabriela Mariz
Quoc Le
I certify that these students have met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library and
credit is to be awarded for the project.
____________________________________, Department Chair ______________
Susan Heredia, Ph.D.
Date
Graduate and Professional Studies in Education
iii
Abstract
of
SOCIAL SKILLS SUPPORT FOR ADOLESCENTS WITH ASPERGER’S
SYNDROME
by
Gabriela Mariz
Quoc Le
Adolescents with Asperger’s Syndrome (AS) face unique challenges in the
educational setting. Specifically, adolescents with AS have difficulties with social skills
and social communications. These students typically perform within the average to
above average range in the classroom, however they may struggle to initiate and maintain
appropriate relationships with peers. School administrators, teachers, and other school
personnel may not fully understand AS and how to best support adolescents with AS.
The purpose of this project is to provide educators with information and resources to help
support the social needs of adolescents with AS. Participants with be presented with
background information of AS and strategies to support students with AS.
________________________________, Committee Chair
Catherine Christo, Ph.D.
_____________________________
Date
iv
ACKNOWLEDGEMENTS
We would like to thank our supervisor, Catherine Christo, for her support and
guidance throughout the development of this project. We would also like to thank the
professors of the School Psychology Program: Stephen E. Brock, Leslie A. Cooley, and
Melissa A. Holland, for their level of commitment and passion to teaching and instilling
confidence in their students. Next, we would like to thank the members of our cohort for
their friendships and continued support.
Lastly, we would like to thank our families and friends for all the support and
encouragement throughout this journey.
v
TABLE OF CONTENTS
Page
Acknowledgements ……………………………………………………………………… v
Chapter
1. INTRODUCTION …………………………………………………………………… 1
Background of the Problem ……………………………………………………... 1
Purpose of the Project …………………………………………………………… 2
Definition of Terms ……………………………………………………………… 3
Limitations ………………………………………………………………………. 4
Statement of Collaboration ……………………………………………………… 4
2. LITERATURE REVIEW ……………………………………………………………. 5
Social Skills Deficits and Adulthood ……………………………………………. 9
Social Skills Strategies for Students with ASD and Asperger’s ……………….. 10
Conclusion ……………………………………………………………………... 18
3. METHODOLOGY …………………………………………………………………. 20
Research ………………………………………………………………………... 20
Development of the Presentation ………………………………………………. 20
4. FINDINGS ………………………………………………………………………….. 22
Discussion ……………………………………………………………………… 22
Recommendations ……………………………………………………………… 23
Appendix A. Presentation Slides ………………………………………………………. 24
vi
Appendix B. Presenter’s Manual ………………………………………………………. 71
Appendix C. Presentation Handouts …………………………………………………… 75
References ……………………………………………………………………………… 85
vii
1
Chapter 1
INTRODUCTION
Background of the Problem
Hans Asperger, a Viennese physician, was the first to discuss and describe
individuals who exhibited social deficits but whom also presented with average cognitive
ability and language development (Myles and Simpson, 2002). Originally naming the
disorder, Autistic Psychopathy (AP), Asperger described individuals with AP as having
average or high intelligence but also possessing learning difficulties and attention
problems. The social deficits Asperger observed were described as odd social
interactions, behaviors, and communication. He also described individuals with AP as
displaying problematic behavior in social situations and having impairments in emotions
and instincts. Lorna Wing brought the disorder to the attention of the scientific
community in her 1981 English-language journal article. Wing described AP as an
Autistic Spectrum Disorder, calling it Asperger’s syndrome (AS), and expanded the
description of its characteristics and development (Hippler and Klicpera, 2003). In 1994,
the American Psychiatric Association added AS as a pervasive developmental disorder in
the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV)
(Myles and Simpson, 2002).
More recently, the diagnostic criteria for Asperger’s Disorder as described by the
DSM –IV-IR suggests individuals with AS have no clinically significant delays in
cognitive development, language, adaptive behavior, or curiosity about the environment.
They do however, display qualitative impairments in social interactions and perform
2
restricted repetitive and stereotypical behaviors, interests and activities. These deficits
cause clinically significant impairment in important areas of functioning like social and
occupational situations (American Psychiatric Association, 2004). In 2012, the Center
for Disease Control and Prevention (CDC) estimated that 1 in 88 children have been
identified as having Autistic Spectrum Disorder (ASD) in the United States (Center for
Disease Control and Prevention, 2012). With the growing number of children identified
with ASD, research and curriculum support has also grown. However, few have focused
their research specifically on the adolescent with the disorder (Webb, Miller, Pierce,
Strawser, & Jones 2004). Few have also focused on interventions for the social deficits
affecting those who are functioning on the higher end of the spectrum, such as those with
AS or High Functioning Autism (HFA) (Rao, Beidel, and Murray, 2007).
Purpose of the Project
All students face various challenges throughout their academic careers. However,
students with Asperger’s Syndrome (AS) face their own unique challenges; specifically,
students with AS have difficulty with social skills and social communication (APA,
2004). Those with AS have deficits in social skills that typically include problems
initiating social interactions, inappropriate emotional responses, and lack of empathy to
others’ distress (Weiss and Harris, 2001). Those with AS also have difficulty with
pragmatics and semantics, and tend to interpret utterances literally. This makes
understanding idioms, irony, metaphors, and humor very difficult (Happe 1993, 1995;
Kerbel & Grunwell, 1998; Ozonoff & Miller, 1996; Rapid & Dunn, 2003). Nonverbal
social cues are also difficult for those with AS to perform and understand. Myles and
3
Southwick (1999), indicate students with AS often display inappropriate eye contact,
proximity, posture, and even gestures.
Students with AS typically perform within the average to above average range in
the classroom, however they may struggle outside the classroom. These students may
find it difficult to initiate and maintain peer relationships (Church, Alisanki, &
Amanullah, 2000). Thus it is important for teachers, administrators, aides, and all other
school staff members to have a better understanding of AS and the challenges these
students face. Also it is imperative to identify age appropriate curriculum and strategies
to support these students, as well as to assist in their development.
Definition of Terms
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision
(DSM-IV-TR): The standard diagnostic tool used by mental health professionals
worldwide to promote reliable research, accurate diagnosis, and thus appropriate
treatment and patient care.
Qualitative impairment in social interactions: Marked impairment in the use of nonverbal
behaviors such as eye contact, facial expression and body posture; failure to develop peer
relationships and a lack of social and emotional reciprocity.
Social skills: Set of skills that allow individuals to communicate, relate, and socialize
with others.
Restrictive, repetitive and stereotyped patterns of behavior, interests, and activities:
Preoccupation of interests that is abnormal in intensity or focus; repetitive use of objects
4
or phrases; excessive attachment to routines, objects and interests; repetitive motor
mannerisms; and inflexible adherence to routines or rituals.
Limitations
This project has been designed to give teachers and administrators a better
understanding of Asperger’s Syndrome and the challenges that students with AS face.
This project is an informational guide and a tool that provides school staff with strategies
to help support students with AS socially and to help develop social skills. It may not be
time effective to provide social skills training for these students in place of academic
instruction; therefore strategies that can be implemented alongside academic curriculum
and throughout students’ daily schedules may be more plausible.
Statement of Collaboration
The authors of this project collaborated on all aspects. Each author contributed
equally in researching the literature and the compilation of this project.
5
Chapter 2
LITERATURE REVIEW
There is a significant amount of research focused on social skill development for
children diagnosed with Autism Spectrum Disorder (ASD). However, research is limited
when looking specifically at adolescents diagnosed with Asperger’s syndrome (AS)
and/or High Functioning Autism (HFA) (Webb, Miller, Pierce, Strawser, & Jones 2004).
The lack of substantial research is surprising when considering the evidence that suggests
AS/HFA may be the fastest growing disorder under the autism spectrum (Sansosti &
Powell-Smith, 2006). Like other disorders under the autism spectrum, those diagnosed
with AS/HFA also present with social skill deficits. However, those with AS/HFA do not
have clinically significant impairment in language or cognitive development (American
Psychiatric Association, 2004). This implies that the social support established for those
with ASD may not be appropriate for the specific needs of those diagnosed with
AS/HFA. Because of their specific needs and the growing number of those identified
with AS/HFA, it is imperative that more research be conducted to assist the AS/HFA
adolescent student in social skill development.
Cognitive Functioning and Academic Performance
The American Psychiatric Association (2004), identifies children with AS/HFA as
having average overall intelligence and language skills. Studies looking more specifically
at the cognitive functioning of students with AS/HFA found these students have relative
strengths in non-verbal reasoning, concept formation, and spatial visualization and
integration (Barnhill, Hagiwara, Myles, & Simpson 2000; Ehlers, Nyden, Gillberg,
6
Sandberg, Dahlgren, Hjelmquist, & Oden 1997). Studies have also suggested, however,
that students with AS/HFA have specific relative weaknesses in their cognitive ability.
More specifically, studies have found that students with this diagnosis have weaknesses
in their ability to comprehend abstract material and make inferences (Church, Alisanki, &
Amanullah, 2000). These skills are critical to adequately maintaining mature social
relationships. Central auditory processing impairments were also found (JanssonVerkasalo, Čeponiene, Kielinen, Suominen, Jäntti, Linna, Moilanen, & Näätäanen 2003;
Lepisto, Silokallio, Nieminen-von Wendt, Alku, Näätäanen, & Kujala 2006), with
processing auditory information becoming increasingly difficult for these individuals
when paired with background noise (Alcantara, Weisblatt, Moore, & Bolton, 2004).
Students with AS/HFA have also been found to have impairments in executive
functioning and visual motor coordination (Barnhill, et al. 2000; Landa & Goldburg,
2005).
Due to their generally average level of functioning in intellectual and language
abilities, students with AS/HFA are commonly included in general education classrooms
(Myles & Simpson, 2001). Academically speaking, students with AS/HFA have been
found to have strengths in comprehension of factual material, oral expression, and
reading recognition (Church, et al., 2000). However, intellectual strengths, advanced
vocabularies, and “parrot-like-responses” may inaccurately provide teachers the
perception that these students understand more than they actually do (Ghaziuddin &
Gerstein, 1996).
7
Cognitive deficits typical in those with AS/HFA can negatively affect academic
performance (Myles and Southwick, 1999), though the research varies greatly in this
population. Griswold, Barnhill, Myles, Hagiwara, and Simpson (2002), for example,
found mean academic achievement scores ranged from significantly below to
significantly above average for AS/HFA students. Although oral expression and reading
recognition were found to be relative strengths, comprehending verbally presented
information, language based-critical thinking, and written language were found to be
deficits. Students with AS/HFA also had low mathematics scores, having most difficulty
solving equations and answering mathematical calculation problems.
Social Skills and Communication
Although many individuals with AS/HFA don’t have delays in language ability,
difficulty with social skills and social communication are commonly found (APA 2004).
Those with AS/HFA have deficits in social skills that typically include problems
initiating social interactions, inappropriate emotional responses, and lack of empathy to
others’ distress (Weiss and Harris, 2001). Additionally, these individuals may present
with social challenges such as difficulty inferring the intentions or perspective of others,
understanding of how their actions affect others, and turn-taking (Ozoneffe, Rogers, &
Pennigton, 1999). Because individuals with AS/HFA tend to engage or perseverate on
behaviors and topics of interest, conversations with others tend to be one -sided and
focused on their topic of interest (South, Ozonoff, & McMahon, 2005).
Those with AS/HFA also have difficulty with pragmatics, semantics, and tend to
interpret utterances literally. This makes understanding idioms, irony, metaphors, and
8
humor very difficult (Happe 1993,1995; Kerbel & Grunwell 1998; Ozonoff & Miller
1996; Rapin and Dunn 2003). Those with AS/HFA can also have difficulty speaking at
an appropriate rate, rhythm, and volume level (Woodbury-Smith & Volkmar, 2009).
Nonverbal social cues are also difficult for those with ASD to perform and understand.
Myles and Southwick (1999), indicate students with ASD often display inappropriate eye
contact, proximity, posture, and even gestures.
Due to their generally average functionality and cognitive ability, students with
AS/HFA are often very aware of their social skill deficits. Participating in general
education classrooms exposes students with AS/HFA to higher levels of social demands
and pressures than compared to lower functioning students on the spectrum (Rao, Beidel,
& Murray, 2007). In the elementary school years, deficits in social skills can result in
difficulties initiating and maintaining peer relationships. In adolescence, these deficits not
only result in difficulty initiating and maintaining relationships but have resulted in
ridicule and rejection (Church et al., 2000). When looking at how adolescents perceive
themselves, it was discovered that students with AS/HFA rate themselves more than one
standard deviation below the mean in social skills and social competency when compared
to typically developing children. The parents of these participants rated their children
nearly two standard deviations below the mean (Knot, Dunlop, &Mackay, 2006). In
addition, social deficits cause hardship for individuals with AS/HFA outside of the school
setting, complicating further their relational lives.
9
Social Skills Deficits and Adulthood
Romantic Relationships
These deficits in social skills and communication also complicate adolescents and
young adults’ romantic lives. Because of their lack of social knowledge and skill,
adolescents and adults with AS/HFA are often unaware that their social cues and actions
may actually be causing distress or discomfort toward their person of interest. Their lack
of awareness can also lead to their inability to understand rejection and, as a result, may
lead to longer periods of persistence. Inappropriate or dangerous behaviors, such as
obsession, stalking, aggressiveness, inappropriate touch, and threats to the person of
interest or themselves, can be an ultimate result of their failure to understand rejection.
Unfortunately, individuals with AS/HFA may not understand that their behaviors are
considered extreme or unwanted. Understandably, these extreme behaviors can lead to
legal repercussions (Stokes & Kaur 2005; Stokes, Newton, & Kaur 2007).
Employment
Due to current economic hardship, gaining employment in today’s society can be
incredibly challenging. This is especially true for students with AS/FHA. Although they
do not present with deficits in overall cognitive and language ability, deficits in social
interactions and communication have been found to greatly impede their job accessibility
and performance. Effectively communicating and interacting with supervisors and
coworkers has been found to be the primary obstacle in successful job performance.
Social deficits have been found to lead to both unsuccessful job interviews and to job
termination (Hurblbutt & Chalmers, 2004; McCraken, McGough, & Shah, 2002).
10
Transitions
Due to the social and even fiscal impact of these deficits, it is imperative to
provide social education and intervention to youth with AS/HFA. Hendricks and
Wehman (2009), suggest adolescents on the autism spectrum need to prepare themselves
for life after school. They suggest building skills and conducting transition plans such as
setting goals, selecting courses of study, and indentifying services and support. Studies
also suggest that goals must be individualized, functional, and based on skills needed in
the student’s current and future environment (Iovannone, Dunlap, Huber, & Kincaid,
2003). Wehman (2006), suggests including adolescents in their transition planning to be a
fundamental part of the process. It allows them to learn about themselves and plan for
their future. Wehnman also suggests, in addition to transition planning, effective social
skill training is beneficial for AS/HFA adolescents in that it provides valuable life skills
that can transition into higher education, careers, and even adult relationships and
romances.
Social Skills Strategies for Students with ASD and Asperger's
Adolescents face many social challenges and situations upon entering secondary
settings, middle school and high school. Those with AS/HFA are particularly challenged.
However, when looking at interventions for these students, there is a general lack of
agreement.
Richard Simpson (2005) states there are no single, best suited, and universally
effective method for helping these youth socially. However, applied behavior analysis
appears to be one such method that is effective for students with ASD (p. 146).
11
Applied Behavior Analysis
Applied Behavior Analysis (ABA) has been effective in decreasing problem
behaviors and increasing appropriate behaviors. ABA is the process of studying and
modifying behavior (Morris, 2012). According to Morris (2012), ABA is the design,
implementation, and evaluation of environmental modifications to produce socially
significant improvement in human behavior. Applied Behavior Analysis includes the use
of direct observation, measurement, and functional analysis of the relations between
environment and behavior.
The first step in ABA is analyzing the behavior using the ABC model;
Antecedent, Behavior, and Consequence. ABA implements a number of techniques,
including, (a) task analysis; (b) chaining; (c) prompting; (d) fading; (e) shaping; and (f)
differential reinforcement (Morris, 2012). Task analysis is the process wherein in which
a task is analyzed into its component parts so that those parts can be taught. Chaining
consists of breaking down the target skill into the smallest units to ease learning.
Prompting is providing assistance to encourage the desired response from the student;
prompts can be verbal or visual cues, physical guidance, or demonstration. Fading is
gradually fading prompts until prompts are no longer required. Shaping involves
gradually modifying existing behavior into the desired behavior. Differential
reinforcement is providing reinforcement to behavior that will likely increase that
behavior. Generalization, or having the student display target behaviors in natural
settings, is the goal of ABA (Morris, 2012).
12
Hagopian, Crockett, Van Stone, DeLeon and Bowman (2000) looked at the effect
of noncontingent reinforcement on problem behavior and stimulus engagement. Stimulus
engagement was found to remain high throughout the study, while problem behavior
decreased. Participants responded well to available stimuli provided by researchers,
which was determined by the level of engagement towards the stimuli. Hagopian et al.,
suggests that providing meaningful reinforcements can decrease problem behaviors.
Reinforcements that are meaningful, and remain meaningful, can increase effectiveness.
In this study, aggression was a target problem behavior; when participants responded
appropriately they were reinforced with preferential incentives such as toys, a cassette
player, and food.
Parents also play a role in the efficacy of social skills acquisition. Hupp and
Reitman (2000) suggest parents are integral members in providing treatment for their
children. Parents are able to reinforce behaviors across settings, which may increase the
likelihood that social skills are generalized outside of the treatment setting.
Hidden Curriculum
The "hidden curriculum" is a social skills training method for students with
Asperger's Syndrome. This curriculum includes the skills that are not taught directly,
such as making eye contact when in conversation or not interrupting peers’ conversation
(Myles & Simpson, 2001). According to Myles and Simpson, the hidden curriculum
needs to be approached systematically through a process of instruction and interpretation.
Instruction includes providing direct assistance in skill acquisition. Instruction
components include (a) scope and sequence, (b) direct instruction, (c) social stories, (d)
13
acting lessons, and (e) self-esteem building. Interpretation includes understanding
situations through strategies such as visual images.
Scope and Sequence is identifying skill areas that may be deficient, as well as
ensuring that prerequisite skills have been developed, such as understanding that voice
tone communicates different messages. Direct Instruction provides an effective
instructional sequence that facilitates skill acquisition. Direct Instruction includes (a)
rationale, understanding why information being taught is relevant; (b) presentation,
telling and showing the student what needs to be learned; (c) modeling, showing the
student what they are supposed to do; (d) verification, monitoring the student’s emotional
state in order to ensure comprehension; (e) evaluation, assess student's understanding and
use of skill; and (f) generalization, providing opportunities for students to use newly
acquired skills in a variety of settings. Social Stories describe social situations specific to
students and circumstances; social stories will be discussed further later in this review.
Acting Lessons consists of students learning to express emotions verbally and
nonverbally in specific situations, as well as learn to interpret others’ emotions and
feelings. A benefit of Acting Lessons provides students with the opportunity to engage in
simulations and receive feedback from an instructor and peers. Self-Esteem Building is
vital, as it helps students develop a positive self-image. Some strategies to build selfesteem include: letting the individual be a helper or tutor, praising and giving
compliments to the individual when they are doing well, as well as encouraging the
individual to compliment themselves (Myles & Simpson, 2001).
14
Interpretation helps turn learned actions into meaningful interactions.
Interpretation strategies include: cartooning; social autopsies; and the Situation, Options,
Consequences, Choices, Strategies, Simulation (SOCCSS) strategy (Myles & Simpson,
2001). Cartooning consists of illustrating social situations to enhance understanding;
visual symbols have been found to increase processing abilities. Social Autopsies helps
students interpret social situations, identify and understand social mistakes and develop a
plan to ensure the error does not occur again. The SOCCSS strategy was developed to
help students put social and behavioral issues into a sequential form (Roosa, 1995).
According to Roosa, SOCCSS strategy is broken down into (a) situation, (b) options, (c)
consequences, (d) choices, (e) strategies, and (f) simulation. Situation is described as the
teacher working with an individual to define that problem and state a goal to repair the
problem when a social problem arises. Options are brainstorming options for behavior.
Consequences looks at what the consequences would be for each option generated by the
individual and teacher. Choices asks the student to prioritize the options and
consequences and select a solution. Strategies is developing a plan of action around the
selected choice. Lastly, Simulation gives the student an opportunity to turn the abstract
strategy into something more concrete through role-playing, imagery, or talking to peers
about the plan.
Students with HFA/HS are at a disadvantage socially because they may not
understand the hidden curriculum. They may unintentionally break the rules and get in
trouble. Instruction and interpretation of the hidden curriculum should be an integral
portion of the education of students with HFA/AS (Myles and Simpson, 2001).
15
Social Stories
Social stories were developed in the 1990s in responses to evidence that students
with ASD struggled to interpret social cues, had trouble recognizing someone else's
perspective, and had deficits in their ability to identify appropriate responses to social
stimuli (Boutot, 2009). A social story is a strategy used to assist students with
understanding and reacting to social situations through a pictured or written story about
that situation. Over the years, social stories have been successful in teaching a variety of
skills and improvement of behaviors associated with ASD. The goal of a social story is
to help students identify and respond in a specific, socially appropriate manner (Callahan,
2011).
To increase the effectiveness of a social story, the problem behavior or social
situation must be identified and then a story is developed targeting that behavior. The
Social Story Program uses specific guidelines to increase success for the student
(Callahan, 2011). It is imperative that the student has a full comprehension of the terms
and examples used in the social story. When developing a social story, the Social Story
Program recommends using specific types of sentences. The first type of sentence is
descriptive. The descriptive sentence helps the student identify contextual variables of the
social story. The second type of sentence is directive. The directive sentence identifies
the behavior as being in response to a specific cue. The third type of sentence is
perspective. The perspective sentence identifies reactions and emotions that come from
the situation described within the story. The fourth type of sentence is affirmative. The
affirmative sentence signifies the cultural influences of the social situation. Sansosti,
16
Powell-Smith, and Kincaid (2004) have added two more types of sentences that help in
the aid of writing and comprehension of the social story. Their sentences include control
sentences that help the student comprehend analogies, allowing them to generalize the
social story to real life, and cooperative sentences that help them to identify and label the
aid given in the situation.
Boutot (2009) suggests the use of the "I Will" card strategy that incorporates
elements of social stories. I Will cards are a strategy to teach social skills to students,
capitalizing on their strengths, such as memory. I Will cards display both the situation
and the student's self-talk statement pertaining to that situation. This strategy helps
students monitor their own behavior through the use of self-talk and understanding the
situations on the I Will cards. Boutot, states that "self-talk provides empowerment over
one's behavior and teaches lifelong skills in the context of everyday social situations" (p.
280).
Social Skills Training Programs
The effectiveness of structured group social skills training (SST) programs for
youth with High Functioning Autism has been researched, but is limited. White, Koenig
and Scahill (2010) state that few structured intervention approaches that target social skill
development in young adolescents with ASD have been developed. Little research has
been conducted regarding the efficacy of group-based SST, however it is appealing
because it provides an opportunity for students to practice skills with peers in a
semistructured format with adult assistance (White et al., 2010). The study conducted by
White et al. incorporated the Social Development Program, which included a high degree
17
of structure and predictability, explicit teaching, use of verbal and visual teaching aides,
frequent repetition of the skills taught, and parental involvement. Each session was
broken down into a brief introductory time, homework review, skills teaching, skills
practice, group snack, and free time for socializing with peers. Some topics that were
taught were: giving a compliment, beginning conversations and making appropriate
responses, working with others, and giving feedback. Results were positive, as some
participants demonstrated improvement in social skills. However, gains were not
uniform across settings, and gains were not consistently maintained following treatment
(White et al.).
Despite the widespread clinical use of social skills training programs for children
with Asperger's Syndrome/High Functioning Autism, empirical support is in its infancy.
Autism researchers are implementing varied SST programs from diverse theoretical
foundations, with differing levels of intensity and variable duration of treatment (Rao,
Beidel, and Murray, 2007). Rao et al. recommend that researchers must provide further
documentation of the specific social skills deficits in youth with Asperger's Syndrome
and High Functioning Autism. These social skills deficits may be different from those
identified for children with other disorders inside and outside of the autism spectrum.
The efficacy of SST interventions for youth with Asperger's Syndrome and High
Functioning Autism must be established. SST programs need to be designed to facilitate
the generalization of skills outside of the treatment setting, as the ultimate goal is for the
students to interact appropriately in their natural social contexts (Rao et al.). Lastly, it is
recommended that SST programs be manualized so that they can be implemented easily
18
in natural settings such as schools and community centers. According to Krasny,
Williams, Provencal, and Ozonoff (2003) there are few programs that meet the criteria of
SST programs conducted by qualified professionals who have received rigorous training
in both program delivery and behavioral therapy. In sum, adolescents with AS/HFA,
should be provided with a curriculum that will allow skills to translate into naturally
occurring settings outside of the classroom.
Conclusion
Students on the autism spectrum, including students with Asperger’s
syndrome/high-functioning autism face many challenges. Although not presenting
significant deficits in cognitive and language ability, those diagnosed with AS/HFA have
deficits in social skills and communication. Due to their intellectual ability, many
students with AS/HFA are mainstreamed into general education classrooms. However,
their social deficits often cause difficulties in peer interactions. Difficulties interacting
with peers do not limit themselves to the educational setting. Social deficits are found to
greatly impact adults with AS/FHA, especially when considering employment and
romantic relationships. Because the social skill deficits are found to have a profound
effect on the lives of those with AS/HFA, it is crucial that adolescent students are
provided the necessary social skill support. Although, there are evidence-based practices
that have been found to be effective in the improvement of social skills such as Applied
Behavior Analysis, there continues to be a lack of manualized strategies, programs, or
curriculums for the educational setting. It is important that the interventions be both
effective and generalize outside of the classroom. Although the relevancy of social skills
19
curriculums for adolescents with AS/HFA has increased, research available on social
skills support for students with AS/HFA is still in its infancy. Therefore, more research is
needed in order to establish effective strategies that would assist AS/HFA adolescent
students with social skills deficits.
Due to the lack of information addressing effective social skill strategies of
adolescent students with AS/HFA, this project is intended to educate general education
teachers, by creating a workshop, with information to increase the understanding of
AS/HFA and provide strategies to best support students with AS/HFA socially.
20
Chapter 3
METHODOLOGY
Research
In completing this project, the authors conducted a review of literature. Data was
collected through journal articles, electronic resources, and scholarly publications.
Authors searched for journal articles through the Academic Search Premier (EBSCO)
database, as well as through Google Scholar. The key word Asperger’s Syndrome was
used in combination with terms such as: adolescent, support, social skills, and general
education. Within these journal articles, the authors obtained additional articles and other
resources from reference lists. Publications and books used in professional practice were
also included in the research.
The authors gathered information from all acquired literature and categorized data
into groups that pertained to the same topic. Each author focused on specific topics when
reviewing and developing the literature review.
Development of the Presentation
A presentation was developed in order to provide educators with a more complete
understanding of Asperger’s Syndrome. The information shared with participants
include characteristics, academic strengths and weaknesses, social skills strengths and
weakness, and effective strategies to best meet the needs of students with AS, among
other topics. The main findings from the literature review were shared in the
presentation, and handouts were developed to provide supplemental information.
21
The in-service training is presented through a Powerpoint presentation and is
designed to be administered in three hours. The intended audience for the presentation is
administrators, general education and special education teachers, school counselors, and
school psychologists. The Powerpoint presentation can be located in the appendix of this
project.
22
Chapter 4
RESULTS
The workshop presentation was developed using information obtained from the
literature review. The workshop is intended to be administered in approximately three
hours. The workshop’s intent is to develop a better understanding of Asperger’s
Syndrome (AS) and High-Functioning Autism (HFA), as well as how to support
individuals with AS/HFA in the both the special education and general education setting.
The PowerPoint slides with notes and activities, and instructions for presenters are
included in the appendices. The workshop is to be presented to administrators, teachers,
school psychologists, and instructional assistants.
Discussion
Individuals with AS/HFA often times receive a majority of instruction in the
general education setting with minimal supports. However, they are likely to face
adversity in the everyday social aspects of being a student. Therefore, as educators, it is
important that we have an understanding of characteristics of AS/HFA, strengths and
weaknesses, and support strategies.
Support for individuals with AS/HFA outside the special education setting may be
limited due to the individual’s class schedule. However, supporting the social
development of individuals with AS/HFA is important so that they are set up for success
in the present and future. General education teachers, administrators, and instructional
assistants can be helpful in helping individuals with AS/HFA identify social mistakes and
appropriate solutions. There is still much research that needs to take place in order to
23
identify and develop strategies to meet the social needs of individuals with AS/HFA.
These individuals demonstrate many strengths, and with appropriate supports can excel at
any endeavor they choose.
Recommendations
It is recommended that presenters familiarize themselves with the contents of the
workshop. Also with the upcoming release of the fifth edition of the Diagnostic and
Statistical Manual of Mental Disorders (DSM-V) and possible changes in Asperger’s
Syndrome, presenters may need to make requisite changes to portions of the PowerPoint
presentation.
24
Appendix A
Presentation Slides
25
Slide 1
Assisting Your Students with
Asperger’s/High Functioning
Autism
STRATEGIES TO BEST SUPPORT THE SOCIAL
SKILLS OF ADOLESCENT STUDENTS WITH
ASPERGER’S/HIGH FUNCTIONING AUTISM
Note to presenters: Utilize this time to introduce yourselves to the audience and have the
audience introduces themselves to you. Presenters may also introduce the topic of the
presentation.
26
Slide 2
Presentation Goals
 To increase the understanding of Asperger’s/High
Functioning Autism
 Identify strategies and curriculum that may assist
you in supporting your student’s social needs.
Ask: At this moment, what do you already know about AS/HFA? What experience have
you had working with this population of students? What was successful? What was
challenging?
Note to presenters: Give the audience 5 minutes to discuss present knowledge of
AS/HFA in small groups. Share responses with the whole group.
27
Slide 3
Prevalence
 In 2012, the Center for Disease Control and
Prevention (CDC) estimated that 1 in 88 children
have been identified as having Autistic Spectrum
Disorder (ASD) in the United States.
 Research suggests AS/HFA may be the fastest
growing disorder under the autism spectrum.
Sample Language: Because there is a growing amount of individuals diagnosed with an
autistic spectrum disorder, especially those with Asperger’s or High Functioning Autism,
it is important for teachers to be educated on this disorder and to have tools and
resources to best support these students.
28
Slide 4
Definition of Key Terms
 Diagnostic and Statistical Manuel of Mental
Disorders, Fourth Edition, Text Revision (DSM-IVTR) – The standardized diagnostic tool used by
mental health professionals worldwide.
 Qualitative impairment in social interactions –
Marked impairment in the use of nonverbal
behaviors such as eye contact, facial expression and
body posture. Failure to develop peer relationships
and a lack of social and emotional reciprocity.
Sample Language: Refer to the Defining Key Terms handout now and throughout the
presentation.
Note to presenters: Providing definition of terms will provide the audience needed
information without taking up large amounts of time or departing from topics later
discussed in the presentation.
29
Slide 5
Definition of Key Terms
 Restrictive, repetitive, and stereotyped behavior,
interests, and activities – Preoccupation of interests
that is abnormal in intensity or focus; repetitive use
of objects or phrases; excessive attachment to
routines, objects and interests; repetitive motor
mannerism; and inflexible adherence to routines or
rituals.
 Social Skills - Set of skills that allow individuals to
communicate, relate, and socialize with others.
 Adaptive Behavior – age-appropriate behaviors that
are necessary for independent living and functioning
safely and appropriately in daily life.
Ask: How would restrictive or repetitive behaviors interfere with learning or academic
performance? How would deficits in social skills or adaptive behaviors interfere with
learning or academic performance?
Note to Presenters: Pause for questions and clarification if needed. Provide 5 minutes for
discussion.
30
Slide 6
Diagnostic Criteria for 299.80 Asperger’s
Disorder
 Qualitative impairment in social interactions.
 Restrictive repetitive and stereotypical patters of
behavior, interests and activities.
 The disturbance causes clinically significant impairment
in social, occupational, or other important areas of
functioning.
 There is no clinically significant general delay in
language.
 There is no clinically significant delay in cognitive
development or in the development age-appropriate selfhelp skills, adaptive behavior, and curiosity about the
environment in childhood.
Sample Language: What exactly does it mean to have Asperser’s Disorder? According to
the DSM-IV-TR, there are certain criteria that must be present in order to make a
diagnosis. Refer back to your key terms for clarification while we go through the criteria.
Ask: What would be an example of the different criteria?
Note to Presenter: Allow for 5 minutes for the audience to share their examples. Provide
examples for each criterion.
31
Slide 7
How is AS/HFA different from Autistic
Disorder?
Diagnostic Criteria for
Asperger’s Disorder





Qualitative impairment in social
interactions.
Restrictive repetitive and stereotypical
patters of behavior, interests and
activities.
The disturbance causes clinically
significant impairment in social,
occupational, or other areas.
There is no clinically significant
general delay in language.
There is no clinically significant
delay in cognitive development or
in the development ageappropriate self-help skills,
adaptive behavior, and curiosity
about the environment.
Diagnostic Criteria for
Autistic Disorder
Qualitative impairment in social
interactions.
 Restricted repetitive and stereotyped
patterns of behavior, interests, and
activities.
 Qualitative impairments in
communication.
 Delays or abnormal functioning
in at least one of the following
areas, with onset prior to age 3
years: (1) social interaction, (2)
language as used in social
communication, or (3) symbolic
or imaginative play.

Sample Language: Let’s look at how AS differs from ASD. These students are often
performing typically when compared to other students when we think about cognitive and
language ability. However, they do struggle significantly with peer interactions and often
have or perform repetitive behaviors or narrow interests. All of which cause significant
difficulty in their lives.
Note to Presenter: Highlight and emphasize how AS/HFA is different from other forms of
spectrum disorders.
32
Slide 8
Cognitive Functioning
 No clinically significant delay in cognitive
development (average overall intelligence).
 Students with AS/HFA have been found to have
strengths in:


Non-Verbal Reasoning- analyze information , solve problems,
and find relationships within visual information.
Spatial Visualization and Integration - ability to mentally
manipulate or mentally rotate visual information.
Sample Language: Look at your Key Terms handout once again. The main discriminating
characteristic is that students with AS/HFA have intellectual abilities that are similar to
their peers.
Ask: Let’s think about and write down examples of subjects/task/assignments that
involve these cognitive functions on the Cognition and Academics handout.
Note to Presenters: Give the audience 5 minutes to discuss in small groups. Share
responses with the whole group. Examples may include mathematics and science, etc.
.
33
Slide 9
Cognitive Functioning
 Although students with AS/HFA have average
intelligence and specific strengths, research suggests
that cognitive deficits may also be present.
 Deficits may include:



Comprehending abstract material and inferences.
Apply already obtained skills to solve new problems.
Processing auditory information (especially when there is
background noise).
Ask: Let’s think about and write down subjects/task/assignments that involve these
cognitive functions. How would these deficits make learning difficult?
Note to Presenters: Give the audience 5 minutes to discuss in small groups. Share
responses with the whole group. Examples may include, comprehending poetry/literature,
processing/comprehending information that is presented through lecture without visuals,
and difficulty maintaining focus when there is background noise.
34
Slide 10
Cognitive Functioning
 Other deficits include:
 Executive Functioning-planning, impulse control,
organization, flexibility of thought and actions.
 Visual-Motor Coordination-hand-eye coordination.
 Self-Reflection and Self-Monitoring.
Ask: Let’s think about and write down subjects/task/assignments that involve these
cognitive functions. How would these deficits make learning difficult?
Note to Presenters: Give the audience 5 minutes to discuss in small groups. Share
responses with the whole group. Examples may include, difficulty starting or finishing
large papers/projects, writing or taking notes from the board.
35
Slide 11
Academic Performance
Strengths
Weaknesses
 Oral Expression
 Language Based-
 Reading Recognition
Critical Thinking
 Written Language
 Abstract Thinking
 Advanced Vocabularies
 Comprehension of
factual material
Sample Language: Research suggests students with AS/HFA have relative strengths and
weaknesses in the following academic areas. Although having intellectual strengths, and
advanced vocabularies; these students often respond with parrot-like-responses. This may
leave educators with the impression that these students understand more than they
actually do.
Ask: Please add this information to the Cognition and Academics handout as well.
36
Slide 12
Communication
 No clinically significant general delay in language.
 Although there is not a delay in language ability,
difficulty with social communication are commonly
found. Deficits in communication may include:



Difficulty with pragmatics, semantics, and interpret utterances
literally.
Difficulty understanding idioms, irony, metaphors, and
humor.
Difficulty speaking at an appropriate rate, rhythm, and volume
level
Sample Language: Here is another criterion for AS according to DSM-IV-TR.
Ask: How would these delays in social communication affect academic performance?
Note to presenters: Give the audience 5 minutes to discuss in small groups. Share
responses with the whole group.
37
Slide 13
Communication
 Social communication relates to social skill deficits
which may include:






Difficulty initiating social interactions
Conversational turn-taking
Difficulty inferring the intention or perspective of others
Inappropriate emotional responses
Difficulty understanding how their actions affect others
Lack of empathy toward other’s distress
 Nonverbal social communication is also an area of
deficiency. Difficulties include:

Inappropriate eye contact, proximity, posture, and
gestures
Sample Language: As you can imagine, delays in social communication have an effect on
social skills as well.
Ask: What kind of affect would a deficit in social communication have on a student’s
ability to relate to peers? How would this influence their attitude toward school? How
would this influence their academic performance?
Note to presenters: Give the audience 5 minutes to discuss in small groups. Share
responses with the whole group.
38
Slide 14
Communication and Behavior
 Restrictive, repetitive and stereotypical patters of
behavior, interests and activities.
 Individual with AS/HFA tend to engage or
perseverate on behaviors and/or topics of interest.
This tends to cause conversations to be one-sided
and focused only on their topic of interest.
 This may also prevent involvement in social
interactions due to their desire to participate in
restrictive or repetitive behaviors.
Sample Language: Here is another criterion for AS according to DSM-IV-TR.
Ask: What subjects/topics/activities would be difficult for students with AS/HFA based on
what was discussed in the last three slides?
Note to Presenter: Give the audience 5 minutes to discuss in small groups. Share
responses with the whole group. Examples may include: understanding poetry or
literature, working with partners or within a group, behavioral difficulties due to
inappropriate responses or restrictive behaviors.
39
Slide 15
The Implications of Social Skill Deficits
 Because students with AS/HFA do not have deficits
in cognitive and language ability, they are often
placed in general education classrooms. This means
they are exposed to higher levels of social demands
and pressures than lower functioning students on
the spectrum.
 In the elementary school years, social skill deficits
can result in difficulties initiating and maintaining
peer relationships.
 In adolescence, deficits not only cause difficulty
initiating/maintaining relationships, deficits can also
lead to ridicule and rejection.
Sample Language: Now that you have a better understanding of AS/HFA, let’s consider
the implications of their difficulties.
40
Slide 16
Social Skill Deficits in Adulthood
Romantic Relationships
 Deficits in social skills and communication cause
difficulty understanding social or non verbal cues
such as rejection. This may lead to a longer period of
persistence when they are not able to understand or
“read” disinterest from the person of interest.
 Deficits can also cause these individuals to be
unaware of how their unwanted and sometimes
extreme behaviors may cause distress or discomfort.
This has been found to sometimes lead to behaviors
such as inappropriate touch, aggression, stalking, or
threats.
Sample Language: Social communication/skill deficits not only affect AS/HFA student’s
academic performance; deficits that are not addressed will most likely expand into
adulthood and affect different aspects of their lives.
41
Slide 17
Social Skill Deficits in Adulthood
Employment
 Although individuals with AS/HFA may have the
cognitive ability to gain and maintain employment,
deficits in social interactions and communication
have been found to greatly impede job accessibility
and performance.
 Effective communication and interaction with
supervisors and coworkers has been found to be a
primary obstacle in job performance.
 Social deficits have also been found to lead to both
unsuccessful job interviews and job termination.
Sample Language: Because students with AS/HFA are performing typically in cognition
and language they may not be receiving the social skills training that is commonly taught
to students on the lower end of the spectrum. When these deficits are not addressed, it
causes difficulty and distress into adulthood. Thus, it is very important for teachers to
have skills to address some of the deficits they see in the classroom. It is hoped that the
skills learned may generalize outside of the classroom.
42
Slide 18
Social Skill Strategies
 The Hidden Curriculum
 Applied Behavior Analysis
 Social Stories
Sample Language: We will be discussing some strategies that can strengthen social skill
deficits for individuals with AS/HFA
43
Slide 19
The Hidden Curriculum
SOCIAL SKILLS
Sample language: One aspect that is often overlooked for individuals with Asperger’s
Syndrome is the Hidden Curriculum. Ask: At this moment, what do you all know
regarding the hidden curriculum?
Note to presenters: Give the audience 5 minutes to discuss present knowledge of the
hidden curriculum in small groups.
44
Slide 20
Hidden Curriculum
 The hidden curriculum consists of social skills that
we assume all individuals have, but are not taught
directly
 Examples:



Appropriate greetings
Eye contact during conversation
Not interrupting peers’ conversations
Sample Language: It is assumed that all individuals know social norms, appropriate
social skills, etc. However, for individuals with Asperger’s Syndrome/High-Functioning
Autism, this knowledge may not be as second nature as one would expect. Also,
individuals with AS/HFA may not understand how to generalize these social skills across
different settings and situations.
Ask: What are some things you’ve all seen from your experiences with students with
AS/HFA?
Note to presenters: Allow for 5 minutes for the audience to share their examples
45
Slide 21
Hidden Curriculum
 What can we do to help these individuals better
understand and generalize social skills?
 Myles and Simpson (2001) suggests approaching the
hidden curriculum through a process of instruction
and interpretation.


Instruction includes providing assistance in skill acuqisition
Interpretation includes understanding situations through
strategies such as visual images
Note to presenters: Pause for questions before moving on to the next slide.
46
Slide 22
 Instruction include components such as: scope and
sequence, direct instruction, and acting lessons
 Scope and sequence: identifying skill areas that may
be deficient
Note to presenters: Give an example of a skill area that may be deficient
Sample Language: Some skills areas that students with AS may have deficiencies in are
initiating a conversation, giving appropriate compliments, and accurate responses to
nonverbal cues.
Note to presenters: Ask the audience for other examples. Pause for questions before
moving on to the next slide.
47
Slide 23
 Direct Instruction provides an instructional
sequence that facilitates skill acquisition
 Includes:






Rationale: understanding why information being taught is
relevant
Presentation: telling and showing the student what needs to be
learned
Modeling: showing the student what they are supposed to do
Verification: monitoring for comprehension
Evaluation: assess student’s understanding and use of skill
Generalization: providing opportunities for students to use
newly acquired skills in a variety of settings
Note to presenters: Pause for questions, clarifications
48
Slide 24
 Acting Lessons consists of students learning to
express emotions verbally and nonverbally in specific
situations, as well as learn to interpret others’
emotions and feelings
 A benefit of Acting Lessons is it provides students
with the opportunity to engage in simulations and
receive feedback from instructor and peers.
Ask: When would be a good time during the school day to provide students with
opportunities to act?
Note to presenters: It is important to identify opportunities to provide social supports that
do not interfere with academics.
49
Slide 25
 Interpretation helps turn learned actions into
meaningful interactions.
 Some interpretation strategies are Cartooning and
Social Autopsies
Sample Language: Interpretation allows students to act out and hopefully generalize
learned skills across natural settings.
50
Slide 26
 Cartooning: consists of illustrating social situations
to enhance understanding: visual symbols have been
found to increase processing abilities
 Social Autopsies: helps students interpret social
situations, identify and understand social mistakes,
and develop a plan to ensure the error does not occur
again
Note to presenters: Pause for questions and clarifications if needed.
51
Slide 27
Activity
 Example: A 14-year old boy named John is new to
his high school. He has had a difficult time
establishing friendships with his peers. His peers
interpret his behavior as hyperactive and “scatter
brained.”
 Scope and Sequence: the identified social skill deficit
is tone of voice; John’s tone of voice in different
situations has caused misunderstandings
 How would you go about conducting a social autopsy
with the student?
Sample Language: We are going to perform an example of a social autopsy.
Ask: With the information provided, how would you go about performing a social autopsy
with John?
Allow 10 minutes for participants to work in small groups. Share with the whole group
Listen for: identify specific situations, tones of voice in different situations,
consequences, appropriate tone of voice in specific situations
52
Slide 28
Questions?
Ask: Are there any questions regarding what we’ve covered pertaining to the hidden
curriculum?
53
Slide 29
Applied Behavior Analysis (ABA)
Ask: Does anyone have experience with ABA?
Sample Language: It isn’t practical to implement ABA during the school day, however we
can incorporate aspects of ABA in order to support our students with AS/HFA socially.
54
Slide 30
ABA
 ABA implements a number of techniques, including:
task analysis, chaining, prompting, fading, shaping
and differential reinforcement.
 Task analysis is the process wherein a task is
analyzed into components so that those components
can be taught
 Chaining consists of breaking down the target skill
into the smallest units to ease learning
Sample Language: ABA has been shown to be effective in decreasing problem behaviors
and increasing appropriate behaviors.
55
Slide 31
 Prompting is providing assistance to encourage the
desired response from the student
 Fading is gradually fading prompts until prompts are
no longer required
 Shaping involves gradually modifying behavior into
the desired behavior
 Differential reinforcement is providing
reinforcement to behavior that will likely increase
that behavior.
56
Slide 32
Activity
 Example: Diana is a 14-year old, 9th grade student.
She has great interest in marine animals, however
her peers do not share the same interest. Diana has
had a difficult time maintaining friendships due to
deficits in her conversational skills.
 Identify the target skill, prompts, how to fade
prompts and types of reinforcements that may
increase target behavior.
Note to presenters: Begin the task as a whole group
Sample Language: What is the target skill? (carrying on conversations with peers)
Allow 5-10 minutes for participants to discuss in small groups. Share with the whole
group.
Note to presenters: Listen for “conversation,” “back and forth dialogue,” “listening to
others.”
57
Slide 33
Social Stories
 A social story is a strategy used to assist students
with understanding and reacting to social situations
through a pictured of written story.
 The goal of a social story is to help students identify
and respond in a specific, socially appropriate
manner.
 To increase the effectiveness of a social story, the
problem behavior or social situation must be
identified and then a story developed targeting that
behavior.
Note to presenters: Pause for questions.
58
Slide 34
Social Stories
 The Social Story Program uses specific guidelines to
increase success for the student.
 When developing a social story, it is recommended
that specific types of sentences are used.




Descriptive sentence: helps student identify contextual
variables
Directive sentence: identifies the behavior as being in response
to a specific cue
Perspective sentence: identifies reactions and emotions that
come from the situation described in the story
Affirmative sentence signifies the cultural influences of the
social situation
59
Slide 35
 Sample social story for sharing:
 When a classmate needs a pencil, I will try to help
(descriptive sentence). I will share one of my pencils
so that they can complete their class work (directive
sentence). My classmate will be thankful that I
helped and he may realize that I am nice (perspective
sentence). Sharing is important, because if we can
help one another, we should (affirmative sentence).
Sample Language: There are a number of social situations that students encounter daily.
Here is a generic example of a social story pertaining to sharing.
60
Slide 36
Activity
 Example: Brian likes to play basketball during lunch.
However, Brian has a difficult time playing with
other students because he gets upset when other
students have the basketball.
 Create a social story to help Brian better
understanding playing basketball with others
appropriately.
Note to presenters: Allow 10-15 minutes for participants to work in small groups. Share
each story with the whole group.
61
Slide 37
Questions?
Sample Language: Teachers and school staff can play vital roles in supporting students
with AS. Teachers can provide learning opportunities during regular instruction time.
Ask: What strategies do you feel are practical for you? Also, when can strategies be
used?
Note to Presenters: Allow time for discussion.
62
Slide 38
Handouts
 Self Evaluation for Group Assignments
Sample Language: At this time we would like to present a few ways in which you as
educators can assist your students in self monitoring appropriate social behaviors. The
first handout is a self evaluation form for students to fill out after participating in group
activities and assignments. This allows students to monitor their social behavior and to
think about how they can become better group members in the future.
Note to presenters: Allow time for the audience to look over the handout.
63
Slide 39
Handouts
 Teacher Checklist
Sample Language: Now let’s take a look at the Teacher Checklist. This handout may be a
helpful tool when monitoring the frequency of appropriate classroom behavior.
Note to presenters: Allow time for the audience to look over the handout.
64
Slide 40
Handouts
 Student Checklist
Sample Language: Now let’s take a look at the Student Checklist. This handout
encourages students to self monitor the frequency of their own classroom behavior. It
also encourages students to ask for help if they need it.
Note to presenters: Allow time for the audience to look over the handout.
65
Slide 41
Handouts
 Resources for Educators
Sample Language: The last handout is a list of resources designed for educators in
assisting students with AS/HFA.
Note to presenters: Allow time for the audience to look over the handout.
66
Slide 42
Thank You
 Any Questions?
Sample Language: This concludes our presentation. We hope you found this helpful and
informative. Are there any further questions?
Note to presenters: Allow time for questions from the audience.
67
Slide 43
References


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

Alca´ntara, J. I., Weisblatt, E. J. L., Moore, B. C. J., & Bolton, P. F. (2004). Speech-innoiseperception in high-functioning students with autism or Asperger’s syndrome
Journal of Child Psychology and Psychiatry, 45(6), 1107–1114.
American Psychiatric Association (2004). Diagnostic and statistical manual of mental
disorders, text revision (DSM-IV-TR). Washington, DC: Author.
Callahan, K. M. (2011). Applied behavior analysis in populations with autism: A Look at
social interactions. Honors Theses, 71.
Center for Disease Control and Prevention. (2012). Autism Spectrum Disorders: Data
and Statistics. Retrieved from http://www.cdc.gov/ncbddd/autism/data.html.
Barnhill, G., Hagiwara, R., Myles, B. S., & Simpson, R. L. (2000). Asperger syndrome: A
study of the cognitive profiles of 37 children and adolescents. Focus on Autism
and Other Developmental Disabilities, 15, 146–153.
Ehlers, S., Nyden, A., Gillberg, C., Sandberg, A. D., Dahlgren, S., Hjelmquist, E., & Oden,
A. (1997). Asperger syndrome, autism and attention deficit disorders: A
comparative study of cognitive profiles of 120 children. Journal of Child
Psychology and Psychiatry and Allied Disciplines, 38, 207–217.
Ghaziuddin M., Gerstein, L., (1996). Pedantic speaking style differentiates Asperger
syndrome from high-functioning autism. Journal of Autism and Developmental
Disorder, 26(6), 585-595).
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References
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McCraken, J., McGough, J., & Shah, B. (2002). Risperdone in children with autism and
serious behavioral problems. New England Journal Medicine, 347, 314–321.
Morris, B. K. (2012). Introduction to applied behavior analysis. Retrieved from
http://www.autism-help.org/intervention-applied-behavioral-analysis.htm
Myles, B. S., & Simpson, R. L. (2001). Understanding the hidden curriculum: An
Essential social skill for children and youth with Asperger's’s syndrome.
Intervention in School and Clinic, 36(5), 279-286.
Ozonoff, S., & Miller, J. N. (1996). An exploration of right hemisphere contributions to
the pragmatic impairments of autism. Brain and Language, 52, 411–434.
Rao, P. A., Beidel, D. C., & Murray, M. J. (2007). Social skills intervention for children
with Asperger’s syndrome or high-functioning autism: A Review and
recommendations. Journal of Autism and Developmental Disorders, 38, 353-361.
Sansosti, F. J., & Powell-Smith, K. A. (2006). High-functioning autism and Asperger's’s
syndrome. In G. G. Bear, & K. M. Minke (Eds.), Children’s needs III:
Development, prevention, and intervention, (pp. 949–963). Washington DC:
National Association of School Psychologists.
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References
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

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South M, Ozonoff S, McMahon W (2005) Repetitive behavior profiles in Apserger’s
syndrome and high-functioning autism. Journal of Autism Developmental
Disorders 35, 145–158.
Stokes, M., & Kaur, A. (2005). High functioning autism and sexuality: A parental
perspective. Autism, 9(3), 263–286.
Stokes, M., Newton, N., & Kaur, A. (2007), Stalking, and social and romantic functioning
among adolescents and adults with autism spectrum disorders. Journal of Autism
Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum
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Appendix B
Presenter’s Manual
72
Introduction
Adolescents with Asperger’s Syndrome (AS) face unique challenges in the
educational setting. Specifically, adolescents with AS have difficulties with social skills
and social communications. These students typically excel in the classroom, however
they may struggle to initiate and maintain appropriate relationships with peers. School
administrators, teachers, and other school personnel may not fully understand AS and
how to best support adolescents with AS. A stronger grasp of the needs of students with
AS and support strategies can ensure that these students are set up for success inside and
outside of the classroom.
The PowerPoint presentation and this manual were developed to provide
information to educators about AS, as well as strategies to support the social needs of
adolescents with AS. The information for the PowerPoint and manual were obtained
from a literature review that was completed between September 2012 and December
2012.
Nature of Presentation
This presentation has been developed for administrators, teachers and other
school staff members who provide instruction for students. The presentation is designed
to last approximately three hours; a fifteen-minute break should be provided during the
presentation. Discussions and audience participation are integral aspects of presentations,
therefore to ensure a successful presentation, presenters should encourage discussions
and provide opportunities for participants to ask questions. Presenters should familiarize
73
themselves with the content of the PowerPoint presentation, notes and citations in
preparation of facilitating the workshop. Presenters must also make copies of all
handouts before the start of the workshop.
Guidance to Presenters
The workshop is presented as a series of Microsoft PowerPoint slides. Each slide
has all necessary information needed to present the workshop. To supplement the
presenters, the notes section has general information needed to discuss individual slides.
Sample language is provided in italics, however, presenters are encouraged to use their
own words.
To encourage participation, discussion questions have been provided in the note
section of PowerPoint slides. Group activities and handouts have also been included in
the presentation. Activities include small group discussions and handouts include
resources. Participants should be provided adequate time to discuss information in small
groups and to work on case studies. Handouts, with copies for each participant, should
be distributed at appropriate times. Provide presenters’ contact information at the end of
the workshop because participants may wish to ask questions or clarifications after the
workshop.
A recommended timeline is provided below:
Slides
Topic
Duration
#1-5
Introduction, Key Terms
10 Minutes
#6-7
Diagnostic Criteria
10 Minutes
74
#8-11
Cognition, Academic
10 Minutes
Performance
#12-17
Communication, Social
15 Minutes
Skills Deficits, Implications
#18-28
#29-32
#33-42
Break
15 Minutes
Hidden Curriculum
30 Minutes
Questions
5-10 Minutes
Applied Behavior Analysis
30 Minutes
Questions
5-10 Minutes
Social Stories
30 Minutes
Questions, Handouts
5-10 Minutes
About the Authors
Gabriela Mariz and Quoc Le are both students in the School Psychology Graduate
Program at California State University, Sacramento. Gabriela Mariz has a Masters in
Education from California State University, Sacramento and is currently a School
Psychologist Intern at Twin Rivers Unified School District. Quoc Le has a Masters in
Education from California State University, Sacramento and is currently a School
Psychologist Intern at Galt Joint Union Elementary School District and Galt Joint Union
High School District. This workshop was developed to satisfy requirements for their
Specialist in Education degrees.
75
Appendix C
Presentation Handouts
76
Definition of Key Terms
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision
(DSM-IV-TR): The standard diagnostic tool used by mental health professionals
worldwide to promote reliable research, accurate diagnosis, and thus appropriate
treatment and patient care.
Qualitative impairment of social in social interactions: Marked impairment in the use of
nonverbal behaviors such as eye contact, facial expression and body posture. Failure to
develop peer relationships and a lack of social and emotional reciprocity.
Social skills: Set of skills that allow individuals to communicate, relate, and socialize
with others.
Restrictive, repetitive and stereotyped patterns of behavior, interests, and activities:
Preoccupation of interests that is abnormal in intensity or focus; repetitive use of objects
or phrases; excessive attachment to routines, objects and interests; repetitive motor
mannerisms; and inflexible adherence to routines or rituals.
Adaptive Behavior: Age-appropriate behaviors that are necessary for independent living
and functioning safely and appropriately in daily life.
77
What do cognitive strengths and weaknesses
look like in the classroom?
Strengths
Weaknesses
78
What do deficits in social communication
and social skills look like in the classroom?
Subject/Task/Activity
Deficits/Difficulty
79
Self Evaluation for Group Assignments
This self evaluation is designed to assist you in becoming aware of and participate in
behaviors that should occur as you participate in group activities. It is also designed to
help you think about how you can improve your social skills.
Name: _________________________________________Date:____________________
Class: ________________________ Assignment/Project: _________________________
Social Skill
Never Sometimes Often
How can I improve? What
can I do differently?
Did I participate in group
discussion?
Did I allow others to
contribute ideas?
Did I listen to group
members?
Did I look at group members
when they spoke?
Did I encourage others to
participate?
Did I follow all directions?
Did I do my share of the
work?
Did I turn in assignment on
time?
Did I do good quality work?
On this group assignment, I did well on: _____________________________________
________________________________________________________________________
On this group assignment, I need to work on: ___________________________________
________________________________________________________________________
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Teacher Checklist
This checklist is designed to assist teachers in observing and monitoring classroom
behaviors. Information gained by this checklist may be used to determine what
appropriate classroom behaviors students and teachers should focus on.
Name: __________________________________
Behavior
Arrives to class on time
Raises hand
Participates in classroom
discussion
Works productively on classroom
assignments
Asks for help with specific
problems
Follows directions
Works successfully with peers
within small groups
Is organized with classroom
material and backpack
Turns in homework on time
Completes large projects on time
Performs at student’s specific skill
level
Stays focused and is on-task
Works well independently
Date: _________________________
Never Sometimes Often
How can I increase
desired behavior?
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Student Checklist
This checklist is designed to assist you in becoming aware of the behaviors and task that
should occur frequently within your classrooms. This checklist may be used to assist you
in increasing appropriate classroom behaviors.
Class/Subject: __________________________________
Behavior
Do I arrive to class on time?
Do I raise my hand when
speaking?
Do I participate in classroom
discussion?
Do I work productively on
classroom assignments?
Do I ask for help with specific
problems?
Do I follow directions?
Do I work successfully with peers
within small groups?
Am I organized with classroom
material and my backpack?
Do I turn in homework on time?
Can I complete large projects on
time?
Do I perform to the best of my
abilities?
Never Sometimes
Date: ___________________
Often
How can I
improve? Who can
help me?
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Resources for Educators and Professionals
Books on Aspergers Syndrome for educators and professionals
Attwood, T. (1998). Asperger's Syndrome: A guide for parents and professionals.
London, UK: Jessica Kingsley Publishers.
Burrows, E.L., & Wagner, S.J. (2004) Understanding Asperger’s Syndrome: Fast FactsA guide to teachers and educators to address the needs of the student. Arlignton,
TX: Future Horizones.
Kluth, P. (2004). “You’re going to love this kid!-Teaching students with autism in the
inclusive classroom (2nd Ed). Baltimoor, MD; Paul H. Brooks Publishing Co.
Myles, B.S., Adreon, D. (2001). Asperger syndrome and adolescents: Practical solutions
for school success. Shawnee Mission, KS: Autism Asperger Publishing.
Myles, B. S., Adreon, D., Gitlitz, D. (2006). Simple strategies that work! Helpful hints for
all educators of students with Asperger Syndrome, high-functioning autism, and
related disabilities. Shawnee Mission, KS: Autism Asperger Publishing.
Myles, B.S., Simpson, R.L. (2003). Asperger Syndrome: A guide for educators and
parents. Austin, TX: Pro-Ed.
Wagner, S. (2002). Inclusive programs for middle school student with Autism/Asperger’s
Syndrome. Arlington, TX: Future Horizons.
Wagner, S. (2009). Inclusive programming for high school students with Autism or
Asperger’s Syndrome. Arlington, TX: Future Horizons.
Winter, M. (2004). Asperger Syndrome: What teachers need to know. (2nd Ed.) London,
UK: Special Needs Project.
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Social Skills and Pragmatics
Gray, C. & Attwood, T. (2010). The new social story book. Arlington, TX: Future
Horizons.
Martinovich, J. (2005). Creative expressive activities and Asperger’s Syndrome: Social
and emotional skills and positive life goals for adolescents and young adults. London,
UK: Jessica Kingsley Publishers.
McAfee, J. (2001). Navigating the social world: A curriculum for individuals with
Asperger's Syndrome, high functioning autism and related disorders. Arlington, TX:
Future Horizons.
Myles, B.S., Trautman, M.L., Schelvan, R.L., (2004). The hidden curriculum: Practical
solutions for understanding rules in social situations. Shawnee Mission, KS: Autism
Asperger Publishing Company.
Stuart-Hamilton, I. (2005). An Asperger dictionary of everyday expressions. (2nd Ed.)
London, UK: Jessica Kingsley Publishers.
Winner, M. G. (2002). Inside out: What makes a person with social-cognitive deficits
tick? London, UK: Jessica Kingsley Publishers.
Bullying
Beane, A.L. (1999). The bully free classroom: Over 100 tips and strategies for teachers
K-8. Minneapolis, MN: Free Spirit Publishing.
Dubin, N. (2007). Asperger Syndrome and bullying-strategies and solutions. London,
UK: Jessica Kingsley Publishers.
84
Heinrichs, R. (2003). Perfect targets: Asperger Syndrome and bullying. Shawnee
Mission, KS: Autism Asperger Publishing Co.
Transitions
Baker, J. (2005). Preparing for life: The complete guide for transitioning to adulthood for
those with Autism and Asperger’s Syndrome. Arlington, TX: Future Horizons.
Baker, J. (2006). The social skills picture book for high school and beyond. Arlington,
TX: Future Horizons.
85
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