Running Head: SOCIAL LIMITATIONS AND ASPERGER’S SYNDROME
Social Limitations and Asperger’s Syndrome:
How Students with Asperger’s Syndrome Cope with Social Limitations in High School
Kelly N. Thomas
The Professional Development School, The Pennsylvania State University
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Kelly N. Thomas
2011–2012 PDS Case Study
* Pseudonyms have been used to protect the student’s identity.
Diagnosis
Asperger’s syndrome is at the mildest end of the Autism Spectrum. It is also the highestfunctioning form of Autism. WebMD categorizes Asperger’s Syndrome as a pervasive development
disorder (PDD). “PDDs are a group of conditions that involve delays in the development of many
basic skills, most notably the ability to socialize with others, to communicate, and to use
imagination” (WebMD, 2009). In elementary school, Aria was diagnosed with Asperger’s
Syndrome because of her social limitations and her inability to organize large tasks. According to
KenCrest, an organization that provides services to those with Autism, ranging from children and
youth, to adults, “Individuals with Asperger’s Syndrome experience problems in social interaction
and often have restricted, repetitive, and stereotyped patterns of behavior, interests, and activities”
(KenCrest, 2012). People with Asperger’s Syndrome sometimes have trouble making eye contact,
decoding facial expressions, and may have trouble interacting in peer relationships due to a lack of
“emotional give-and-take.” Some individuals diagnosed with Asperger’s Syndrome might have very
inflexible routines and may show repetitive movements. Generally, children and adults with
Asperger’s Syndrome can function in mainstream classrooms and society, but may need continual
reassurance, verbal cues, and assistance with large tasks, such as putting projects into steps.
Past Teacher Observations
Before I began to observe Aria in different classroom settings, I spoke with her Learning
Support teacher (Mary) about her past experiences with Aria. Mary sees Aria everyday and works
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with her one-on-one and has done so for the past two years. Mary gave me some very valuable
information about Aria’s specific reasons for her diagnosis with Asperger’s Syndrome. Prior to
speaking with Mary, it was obvious that Aria had difficulty organizing and planning projects within
our English classroom, and had particular trouble with essay organization. However, I was not
aware that Aria had a lot of trouble interpreting facial expressions and tone, nor was I aware that she
had symptoms of anxiety.
Mary told me that Aria would often ask her peers while in the Learning Support classroom,
“Are you mad at me?” or state, “You’re mad at me,” when there had been no notion of anger from
anyone in the room. This anecdote shows that Aria has trouble interpreting facial expressions and
body language, and also shows some social limitations. Aria also shows anxiety symptoms such as
chronic back pain, chronic stiff muscles, and excessive energy.
From talking with Mary, I also learned about Aria’s goals to self-advocate, to do well in all
academic subjects, and to keep track of assignments. Aria is also itinerant, which means she
receives 20% less special education services per day, and actually spends 93% of her day in
mainstream classrooms.
Observations
Initial Contact
I first met Aria in my Regular English 9 classroom. Although Aria is not in a Collaborative
Teaching Initiative (CTI) classroom during English, there are a few students with Individualized
Education Plans (IEP) within the Regular class. Students with IEPs may have social or behavior
disorders, may have emotional disorders, or may have a lot of trouble in a certain subject area.
Aria’s IEP states that she is Autistic and receives itinerant services. The IEP also tells teachers what
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kind of program modifications will need to be taken into account for each student. Aria can be
given extended time for assignment completion up to time and a half. When she is struggling to
complete an assignment, she can also be graded on individualized criteria that includes decreased
number of assignments and test/quizzes. It is also important for her teachers to “break long-term
assignments into smaller chunks; modify and adapt assignments and projects in content, length, and
due dates; adult support to assist with assignment completion, organization and clarification of
assignments.” For the most part, the modifications pertain mostly to organizational tasks that deal
with assignment completion. However, the IEP does hint at her social and emotional problems by
allowing “access to a quiet space to assist with self-regulation and calming.”
Before I met Aria in person, I had the chance to review this IEP and begin to brainstorm
ways in which I could use chunking to break down larger assignments for her. I also searched out an
empty, but unlocked, room during her class period that she could use if she became overwhelmed.
Within the first two months of school, it was easy to see that Aria was an out-of-the-box
thinker. On the third day of school, we asked students to interview each other, and before doing so,
we came up with a set of questions to ask as a class. Aria was one of the last to volunteer her
question: “If you could live on any other planet, which would it be, and why?” Most of the
questions that had been added to the class document consisted of favorites like, “What is your
favorite color?” or “What is your favorite sport?” I was surprised by the depth of her question
compared to that of her classmates.
I also distinctly remember an interaction with Aria while the students were working on a
character analysis essay for their final assessment on Shakespeare’s Romeo and Juliet. A few days
into the essay, Aria was very frustrated and very upset. I had tried to help her numerous times, but
nothing I said or did seemed to help her. After thirty minutes, I finally discovered that she was not
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having trouble coming up with something to say about Nurse; she was having trouble figuring out
how to organize her essay. Mrs. Jackson, my mentor teacher, had told the students that the essay did
not have to be in the typical five-paragraph essay format, and that detail was really stumping Aria. I
quickly found a sheet of paper and we began outlining her essay. By the time the bell rang fifteen
minutes later, Aria had a clear idea about what to write, what evidence she needed to give, and how
everything was going to look once she was done writing.
Within the first few months of school, I also established a rapport with Aria. I never noticed
her social limitations in the time that I knew her. (Since the completion of this case study, she has
moved from my class to a different English 9 classroom to allow her to take an elective the second
half of the year.) Aria would come in before class started and ask me about movies and books and
fashion. We’d talk about what she did over the weekend, and when I found a stray kitten, we
showed each other pictures of our animals. She wasn’t only like this with me, however. If I was
busy, Aria would talk to Mrs. Jackson, and if we were both busy, she would talk with a couple of
the other students in the class. She did not seem shy, nor did she seem anxious while in the
classroom.
By November, I knew that I wanted to do my case study on Aria. I had a good relationship
with her and she seemed to trust me. First, I talked to Mrs. Jackson about my decision and told her
that I wanted to focus on Aria because I was interested to see how she behaved in other classrooms
and different situations. Then, I asked Aria if I could shadow her for a day. At first, she was a little
apprehensive, but once I assured her I would not be judging her, she seemed to warm to the idea.
Before I could email Mary, her Learning Support teacher, Aria had already told her. When I went to
talk to Mary, she expressed how excited Aria was to have me following her around for the day.
Social Interactions and Classroom Engagement
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I started out my observation day, Friday, December 16, 2011, by meeting Aria in her first
period class. The day before, I had talked to Aria and she asked me if it was all right if she did not
escort me to her classes because she had a new boyfriend and she did not want things to be
awkward. I told her that I could find my way around without a problem. I did not want to interfere,
or make her feel uncomfortable. For the most part, I was usually a couple of feet behind her, but I
occasionally lost her when she would take a different, longer route. When I did see her in the
hallways, she seemed to be walking with a group of people, usually a group of three or more. She
seemed to have no trouble talking to these friends. What I found most interesting was the fact that
between each class, there seemed to be a different group with her. It seemed to me like she had a lot
of friends, and had no trouble socializing.
First period was in the library. Right away, I noticed that Aria was sitting at a table with
three other girls, and that she was chatting excitedly to all of them. This seemed like normal
behavior. However, as class went on, I noticed that she was embarrassed to ask questions, and
would have the other girls do that for her. I found this very interesting. In my classroom, she asks
her own questions and really advocates for herself. After thinking about this some more, I wondered
if the new atmosphere of the library threw her off. Usually, she would have her first period class in
a normal classroom, but because they were doing a research project, they had moved to the library
to find books. At the end of class, I stuck around for a minute to talk to the teacher, and ask her
about her experiences with Aria. The teacher said that Aria was very good at advocating for herself
in her class. I think that Aria, like most with Asperger’s Syndrome, tend to stick to a certain routine,
and when they are taken out of that routine, they feel uncomfortable and maybe a little anxious.
During second period, Aria worked with two other girls to complete some assignments, and
the trio seemed to work very, very well together. In this class, Aria was not afraid to ask questions,
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and once, she even told the teacher she was lost and needed the teacher to explain the problem
again. While the three girls are working together, Aria seems very confident and focused. She is in a
space she is familiar with and feels comfortable in. When I talked to her at the end of the day, she
mentioned that second period was one of her favorite classes. This might also be a reason why she
is focused and feels comfortable enough to answer questions and ask her own.
Third period was very different from first and second. Aria walked to the back of the room
and took her seat without talking to anyone in the room. The teacher told me that they will be taking
a test today and I wondered if Aria was nervous about the test, or if she just does not have that many
friends in this class. She did not have her book or any papers out to study, but she looked nervous.
In fact, the entire class looked nervous. Aria’s behavior in third period made me wonder if she had
test anxiety. Her behaviors also made me wonder if she is always like that in third period, or if it
was just because it was a test day and she was nervous.
During fourth period, Aria had lunch, and I did not accompany her as I wanted to give her
some space. It would have been nice to see how she interacted with other students at lunch, but she
told me the day before that she usually sits with her boyfriend, two other students from my class,
and a couple of other students that I do not know. From what she told me, it seemed that lunch was
a very social event, and even though she welcomed me to sit with her, it seemed evident that she
wanted some space.
When I made it to Aria’s fifth period class, she was already seated. She was not talking to
anybody, but as soon as I walked in, she smiled and motioned me over. She told me I could sit
behind her because nobody sat there, and when the teacher came in, Aria got up to personally
introduce me to her. Aria seemed very focused in this class, but it also seemed like she did not have
many people to distract her. I had noticed first period that some of the girls she sat with liked to talk
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and pull her into their conversation. Maybe that was a reason why Aria seemed so unsure of herself
in that situation. However, in fifth period, Aria was on a roll answering questions, and when it came
time to start working on homework, a few minutes before the bell, she did so eagerly.
I usually see Aria sixth period. On the day I was observing her, we were watching a movie,
so there was not much to observe. Before class, we walked in together, and she immediately went
over to talk to some of her friends. She called me over, and pulled me into their conversation. We
talked about the classes that I had been to, and I mentioned that German class had taught me a lot,
even though I could not pronounce any of the words. Aria mentioned that she would be working on
German eighth period during her study hall, and that she would help me learn some new words.
During class, she sat quietly and watched the movie, and occasionally whispered to her neighbor to
comment on what was going on.
Seventh period was completely different than any of the other classes I had been to with
Aria, and she showed it. She did not feel comfortable in the classroom, which was obvious, due to
her fidgeting. At first, I wondered if she was starting to get tired. The rest of the class seemed to be
fidgety as well. When the teacher started talking to the class, it was clear that a lot of students, Aria
included, did not take him seriously. They talked over him and did not pay attention. After the
students watched a short video, they were to find a partner and start working on a worksheet. Aria
quickly found a partner, and once they started to work together, she seemed to be more at ease.
Several times, she raised her hand and the teacher ignored her. On the way to her study hall, she
commented that she hated that class and the teacher because he was rude and did not care about his
students. Right away, I realized that for Aria to show respect and be comfortable in a setting, the
authority figure must show her respect as well.
During her study hall, Aria showed me the gift her boyfriend had got her for Christmas. Two
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sock monkeys. We played with them for a little bit, and then got down to work. Her German
homework was a packet of worksheets and Aria was really starting to become frustrated with it. She
would stare at the sentence that she was supposed to translate and shake her head. I tried helping
her, but she insisted that she did not know any of the words. After staring at it along with her for a
while, I recognized one of the words they had learned in class and pointed to it. From there, she
worked out the sentence. We did the same with the next sentence and so on and so forth until the
homework was done. I realized that Aria not only has problems with organization, but that big
assignments, not only projects, overwhelm her easily and she quickly gets the feeling that she
cannot do it.
Recommendations
After observing Aria, working with her in my classroom, and talking to her regularly, it
became apparent environment has a direct relationship with her social interactions. If she does not
feel safe or comfortable in an environment, she clams up, becomes fidgety, and even shows signs of
anxiety. The classes that she enjoyed were classes that she did well in and had a lot of friends in.
Overall, I think that Aria is a very social person, which is rare in people with Autism or Asperger’s
Syndrome. I think that Aria’s IEP is very specific and tailored to her. However, I do have a few
recommendations for her academic future.
Aria does have problems with organization and needs to have projects given to her in
smaller chunks, just as her IEP states. From my experience with her in my classroom, she is also
very time-oriented, so it would also be a good idea to give her specific due dates for when specific
parts of the project are due. Having a specific due date to work toward usually helps her focus.
Due to Aria’s small social problems, I also think it is important for her to know everyone in
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each classroom. At the beginning of the year, she mentioned that she liked doing the speed dating
activity we did on the first day because she was introduced to everyone in the class. She also
enjoyed the interview because she got to know one person really well. A couple weeks after I
observed her, I asked which of her classes did an introduction activity at the beginning of the year. I
was curious to see if my assumption that she did not have a lot of friends in the classes she was
quiet in was right. In third, fifth, and seventh, the students did not have the chance to get to know
each other at the beginning of the year. Those were the classes that Aria looked uncomfortable in
and did not speak to as many people as she did in the other classes.
My last recommendation deals with goal setting. Aria has a lot of goals for her academic
future, but she does not seem to know how to reach them. I have discussed this with her on several
occasions. I think that it is important not only for her to set goals, but to have clear steps that show
how to reach those goals. Without the steps, she seems to be stuck in place, unsure of where to go.
After talking to her and her Learning Support teacher more, Aria mentioned that she would like to
be a jewelry-maker, so we set her up in a jewelry design class so that she could check it out. Mary is
currently working with Aria to define the steps she will need to take in high school if she
wishes to be accepted into a college arts program. This will clearly define to Aria the process
necessary to reach her goals.
Additional Resources
Kim, J. A. (2000). The prevalence of anxiety and mood problems among children with autism and
asperger syndrome. Autism, 4(2), 117-132. doi: 10.1177/1362361300004002002
Muller, E. (2008). Social challenges and supports from the perspective of individuals with asperger
syndrome and other autism spectrum disabilities.Autism, 12(2), 173-191. doi: DOI:
10.1177/1362361307086664
Stewart, M. E. (2006). Presentation of depression in autism and asperger syndrome. Autism, 10(1),
103-116. doi: DOI: 10.1177/1362361306062013
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References
KenCrest. (2012). Autism services: Asperger's syndrome. Retrieved from
http://www.kencrest.org/autism-services/Asperger-s-Syndrome.htm
WebMD. (2009). Asperger's syndrome. Retrieved from
http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome
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