SPE CI A L
ED IT I O N
Agua Fria Union
High School District
Ap r i l 9, 2 0 14
Vo lum e 1 , Is su e 2
April is Autism Awareness Month!!!
Changes in the Diagnosis of Autism:
Asperger’s Syndrome vs. Social (Pragmatic) Communication Disorder
Many people with Asperger syndrome believe that they are members of an elite group, including
distinguished individuals such as Einstein and Sir Isaac Newton. Asperger syndrome is a mild form of autism,
and students with this disorder often have difficulty relating to other students, demonstrate robotic or repetitive
speech, engage in one-sided conversations, exhibit odd mannerisms, and become obsessed with discussing a
specific topic (such as computers or video games). Despite these differences, many of these students function
quite well in our regular education classes. They differ from students with more severe forms of autism, who
have delays or difficulties with language, as well as cognitive deficits. Those students who are more severely
impaired are likely to receive services in one of our self-contained programs, such as Life Skills or our
classrooms for students with moderate to severe intellectual disabilities.
The Diagnostic and Statistical Manual of Mental Disorders (DSM), also referred to as psychiatry’s
“bible,” has long been considered to be the most respected resource for diagnosis and treatment. In the latest
edition of this manual, the DSM-5, Asperger syndrome has now been moved into the category of autism
spectrum disorder (ASD). Now, in order to be classified with ASD, students must have both impaired social
communication/interaction and restricted/repetitive behaviors. Although students with Asperger syndrome have
difficulties with social interaction, repetitive behaviors and restricted interests, many of these students
demonstrate average to advanced language development. As a result, students who were formerly diagnosed as
having Asperger syndrome will now be diagnosed as having a Social (Pragmatic) Communication Disorder.
These students have difficulties communicating in social contexts, such as appropriately greeting and sharing
information, matching their communication to the setting (e.g., classroom vs. playground; adult vs. child),
following the rules of conversation (e.g., taking turns, reading nonverbal cues, etc.) and understanding what is
not explicitly stated (such as making inferences, understanding humor, etc.). In a school context, these deficits
must significantly impact their educational performance in order to qualify for special education services.
In addition to qualifying for special education services and receiving the accommodations that are
provided through their Individualized Education Programs (IEPs), these strategies (as identified by an adult with
autism and the National Association of School Psychologists) might help you to effectively work with these
students:
SPECIAL EDITION Page 2
STRATEGIES
1. Provide visual schedules, demonstrations and cues, since many students with autism are visual learners and
think in pictures rather than language.
2. Capitalize on these students’ exceptional memories and talents by providing opportunities for them to
demonstrate their factual knowledge and special talents. Link learning to their interests.
3. Create a predictable and safe environment, including established routines and clear rules. Many students with
autism value structure, order, and sameness. They often dislike the buzz of florescent lights and loud noises.
4. Teach pro-social skills to replace inappropriate behaviors. For example, teach them to take turns in
conversation by listening carefully and then asking a follow-up question about what the other person has
expressed.
5. Teach communication skills, such as using an appropriate tone of voice, facial expressions, and body language.
In addition, practice respecting personal space and maintaining appropriate eye contact.
6. Provide direct instruction in multiple meaning words and idioms.
7. Use appropriate technology to enhance learning. Many students with autism often have difficulties with
organization and fine-motor skills. Allow them to use a laptop instead of hand-writing assignments. Other
useful forms of technology include webinars, apps such as white noise, text to speech, Dexteria to improve
fine-motor skills, and English Idioms; smartphones, noise-canceling headphones, and organizational tools such
as calendars and notifications.
Assistive Technology
A general definition of Assistive Technology (AT) refers to items, systems, or equipment
available for use in order to bypass, work around, or compensate for a specific learning
problem. Students with all types of disabilities may need AT, but each student’s need
must be considered on an individual basis. What works for one student may not work for
another. Listed below are just a handful of AT ideas. Notice that items range from “lowtech” (like highlighters, sticky notes, etc.) to “high-tech” (software programs). Check out
the following AT supports!
SPECIAL EDITION Page 3
For Organization: colored highlighters to note separate steps in multi-step
problems; sticky notes to summarize paragraphs or pages; color flags; colored
folders to keep different class work separated; track due dates with the app
IStudiez Pro; support note-taking (audio, visual, etc.) with app InClass.
For Writing: adapted paper to support handwriting; pencil grips for comfort and
perseverance with writing; slant boards to help with note-taking and fatigue; word
prediction software; voice recognition software with voice to text technology such
as Nuance Dragon NaturallySpeaking.
For Reading: Utilize large print when reading is taxing or difficult to track; handheld reading pens to read aloud the text; audio books at your fingertips - access
DAISY formatted audiobooks via the apps Learning Ally and Read2Go; Via
ITunes U, Teachers go to Lit2Go for high quality audio versions of the classics.
For Math: number lines to remember order and sequence; highlighters for multistep problems; multiplication charts to recall facts; talking calculators to support
concentration and multi-step problem solving.
For Communication: picture boards for eye gaze or pointing to designate
choices; simple and dynamic voice output devices with changing displays for
conversation, choice designation, learning, etc.; devices with speech output for
typing.
Resources for AT: The Family Center on Technology and Disability
The AIM Explorer
National Center for Technology Innovation
Center for Implementing Technology in Education
Techmatrix
www.ncld.org was utilized for much of this information.
Next issue: Look forward to a useful list of learning and studying apps to begin
the new year!!
Ron Scott: Director of Special Education, AFUHSD; Kiersten Walker,
Louise Privette: School Psychologists, AFUHSD