by Lisa Snyder
Asperger’s Syndrome is...
A neurological (brain-based) condition first formally
identified by Austrian Hans Asperger in 1944; research
lost in post-European war fallout
Also researched by Leo Kanner in 1943; ideas overrun
by Freudian ideas of nature over nurture, refrigerator
mom theory
British doctor Lorna Wing connected the two in 1981,
but primarily adapted Asperger’s definition
Officially part of DSM in 1994
Part of the Pervasive Developmental Disorder
category (PDD); it is a developmental disability
A “spectrum” disorder – think “rainbow”
Asperger’s Syndrome is...
A mild form of Autism; sometimes (controversially)
used interchangeably with “High Functioning Autism”
(HFA)
Sometimes confused with Nonverbal Learning
Disorder (NLD) and Central Auditory Processing
Disorder (CAPD) (also can be comorbid with these
conditions)
Even confused with ADHD (as per the DSM, all
ADHD symptoms can be attributed to Asperger’s);
some children are diagnosed ADHD prior to being rediagnosed as Asperger’s
Becoming more common and more studied; as such
federal funding has increased by over 80% since 2001
Who Has Asperger’s?
Even more children have Asperger’s than have
Downs Syndrome (5 times as common)
3 times more common than juvenile diabetes
Estimates range from 1:132 to 1:150 of children 10
and under have an Autistic Spectrum Disorder
Some areas of the country have a higher ratio of
Asperger’s than others
Most commonly, boys (over 4:1) – possibly as high
as 1 in 94 have a Spectrum Disorder
Confirmed: Dan Akroyd, Temple Grandin
Theoried: Bill Gates, Einstein, Newton, Jefferson,
Jane Austen, Socrates, Michelangelo
What Causes Asperger’s?
Origin thought to be genetic (potentially related to
depression and/or bi-polar disorder)
Silicon Valley connection not proven
Controversial debate regarding MMR immunizations as
cause of Asperger’s Syndrome
Today's Agenda
Characteristics of Asperger's Syndrome
Examples illustrating the range (spectrum) of
Asperger's Syndrome
Ideas on how to facilitate students with Asperger's
Syndrome and work with their families
Characteristics
Still being studied, researched, clarified, revised, and
debated
Focus today:
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Physical traits
Communication skill deficits
Sensory Integration Dysfunction (SID)
Social skills deficits
Personality quirks
Physical Traits
New research suggests that a disproportionately
large head is likely to be present in Asperger’s
cases
Brain is anatomically different and immature; it
provides slow processing time and does not parse
information as a typical brain would
Delayed motor development
Physically clumsy
Awkward gait
Atypical mannerisms
Weak upper-body strength
Low endurance level
Poor handwriting
Communication Skill Deficits
Misunderstanding of tone of voice and body
language (65% of typical meaning is through nonverbal cues)
Unusual speech patterns, odd prosidy
High pitched or flat intonations
Lack of slang or “kid-speak”
Lack of eye contact
Very literal – confused with double meanings,
idioms, sarcasm
Lack of generalization in learning – every situation
is new
Sensory Integration Dysfunction
The inability of the brain to correctly process
information brought in by the senses
Hyper or hypo sensitive to light, sound, crowds and
other external stimulation (can switch back and forth!)
Some SID kids crave certain stimulation but not others
Some level of fine and gross motor difficulty (poor
handwriting, coordination, motor planning)
Vestibular (balance) issues; clumsiness
Stiffness in muscles, tires easily
A syndrome in and of itself
Social Skills Deficits
Immature
At risk for being bullied and ostracized
Sometimes seen as being “bad kids” (usually due to fight
or flight nature of their reactions)
Inability to decipher social cues
Inappropriate responses socially and emotionally
Lack of emotional reciprocity/empathy
Difficulty making and keeping (age appropriate) friends
Superficial nature of relationships common
At risk for anxiety and depression in secondary school as
a result of these deficits
Personality Quirks
Solipsism – or the philosophy that “only the self exists”
Appear to be “in their own world”
A desire for structure and routine
Prefer activities that require relatively little verbal
interaction
Over-reaction to things neurotypicals wouldn't be
bothered by (being bumped in the hall, not
finishing work)
Typically unable to lie
Tendency to see things as black or white
More rote knowledge than applicable meaning
Personality Quirks, continued…
Rules oriented
Repetitive behaviors and ritualized activities
(perseveration); echolalia
One or a limited few passionate interests
“Getting stuck”
Can shut down if overwhelmed
Prefer sameness, dislike changes to routine
Lack common sense
Real Life Examples
of the Autistic Spectrum
Nick Snyder (SID/mild Asperger’s)
“Jake” (SID/Asperger’s)
“Bobby” (autistic savant)
“Cole” (autistic)
“Zack” (autistic comorbid with MR)
Ideas on
Facilitating
Students with
Asperger's
Academically…
Positive attitude
“Learn about the learner from the Learner” (Kluth,
2005); survey likes and dislikes, needs and strengths
Instruct in classroom patterns, rules, and classroom and
self organization
Figure out what they don't know; instruct student in
systematic systems for achievement, patterns
Take advantage of special interests
Consider using learning centers, Reader’s Theatre,
reciprocal teaching and re-tells
Define words and phrases explicitly and thoroughly
Academically, continued…
Use visually explicit graphics and organizers for
comprehension
Provide written instructions – on the board, handouts
Explicit, step-by-step instructions, small chunks (specific,
not abstract)
Recognize time is an issue; allow longer processing time
and use visual timers and clocks
Give choices, different ways to confirm learning
Prompt for transitions so that the student can disengage
comfortably
Socially…
Build rapport, they need approval
Include the student in classroom discussions
Assign classroom jobs (ownership)
Utilize peer modelling, mentoring
Social skills practice, instruction and support (Social
Cues Questionnaire, cause-effect tool)
Use student-directed social stories or silent video
interpretation
Assign groups, don’t let students choose – but be flexible
Be consistent
Behaviorally (preventive)…
Prepare yourself and your student for changes and
transitions
Diminish sensory input (especially visual and auditory)
Visual schedules, point charts, rewards, and visual lists and
reminders, visual and verbal prompts
Provide fidget supports (similar to ADHD needs) and
physical breaks
Teach self-monitoring -- “How's your engine running?”
Help identify what being out of control feels and looks like –
then give them the tools to correct it
Provide an “out”
Behaviorally (reactive)…
Avoid power struggles, be empathetic
Remain calm and comforting
Quiet voice, beware of touch
Don’t insist on eye contact
Avoid angry tone or body language
Aim for privacy
Refrain from punishments at this time
Continue to provide an “out”
Remind student of positive behavior supports
Working with the Family
Emphasize “team” aspect of education
Recognize the 24/7 nature of Asperger’s Syndrome
Success might be hard for parents to grasp
Symptoms change and develop over time but the
condition does not go away
Provide resources and support for families; often they
feel misunderstood as well
Summary
Utilize peer support
Don't take it personally
Keep track of triggers
Remember visual works best
Prepare for changes in advance
Have empathy
There’s no “typical.” No portrait to paint.
No two who are alike.
Like snowflakes, they resemble, yet remain unique.
Therein lies the challenge
For parents, patients and physicians.
Author Unknown
Welcome to Holland
c1987 by Emily Perl Kingsley. All rights reserved
I am often asked to describe the experience of raising a child with a disability - to try to help people who have not shared
that unique experience to understand it, to imagine how it would feel. It's like this......
When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy. You buy a bunch of guide books and
make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice. You may learn some handy
phrases in Italian. It's all very exciting.
After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the
plane lands. The stewardess comes in and says, "Welcome to Holland."
"Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy. All my life I've
dreamed of going to Italy."
But there's been a change in the flight plan. They've landed in Holland and there you must stay.
The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of pestilence, famine and
disease. It's just a different place.
So you must go out and buy new guide books. And you must learn a whole new language. And you will meet a whole new
group of people you would never have met.
It's just a different place. It's slower-paced than Italy, less flashy than Italy. But after you've been there for a while and you
catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has tulips. Holland
even has Rembrandts.
But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time they
had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had planned."
And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very very significant loss.
But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special,
the very lovely things ... about Holland.
Written Resources...
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A Parent’s Guide to Asperger Syndrome & High Functioning Autism by Drs. Sally Ozonoff,
Geraldine Dawson, and James McPartland
A Thorn in my Pocket by Eustacia Cutler
All Cats Have Asperger Syndrome by Kathy Hoopmann
All Kinds Of Minds by Dr. Mel Levine
Asperger Syndrome: What Teachers Need to Know by Matt Winter
Blue Bottle Mystery (from the Asperger Adventure Mystery series) by Kathy Hoopmann
Can I Tell You About Asperger Syndrome? by Jude Welton
Helping a Child with Nonverbal Learning Disorder or Asperger's Syndrome: A Parents Guide by
Kathryn Stewart
How To Talk So Kids Can Learn by Adele Faber and Elaine Mazlish
Quirky Kids: Understanding and Helping Your Child who Doesn’t Fit In – When to Worry and
When Not to Worry by Perri Klass, MD and Eileen Costello, MD
Raising NLD Superstars: What Families with Nonverbal Learning Disabilities Need To Know About
Nurturing Confident, Competent Kids by Marcia Brown Rubenstein
The Autism Acceptance Book: Being a Friend to Someone With Autism by Ellen Sabin
The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder by Carol Stock
Kranowitz
Thinking in Pictures by Temple Grandin
This is Asperger Syndrome by Elisa Gagnon and Brenda Smith Myles
Online Resources...
 Asperger Syndrome Coalition of the US (ASC-US) www.asperger.org
 Asperger Syndrome Education Network (ASPEN) www.aspennj.org/
 Assistive Technology for Children with Autism
http://www.specialed.us/autism/assist/asst10.htm
 Autism Society of America www.autism-society.org
 Autism4Teachers http://www.teachersfirst.com/getsource.cfm?id=9129
 Dan Coulter (parent of Asperger’s child) http://home.att.net/~coultervideo/newteach.htm
 do2Learn site (http://www.dotolearn.com/)
 My Precious Kid Child Safety Products http://www.mypreciouskid.com/child-autismsafety.html
 National Autism Association
http://www.nationalautismassociation.org/?gclid=CMqL97ySz5YCFQkiagodsh4v2Q.
 Online Asperger Information and Support (OASIS) www.udel.edu/bkirby/asperger

Specifically, http://www.udel.edu/bkirby/asperger/as_thru_years.html
 Secrets of Autism http://www.time.com/time/covers/1101020506/scautism.html
 Tin Strips: A Special Education Resource http://www.tinsnips.org/
 Tony Attwood www.tonyattwood.com