My son absolutely loves letters, shapes, numbers, and colors. He can do different activities, but spends majority of his day focusing on the things that he loves most. He loves them because he understands them and they are always constant. A q is always a q, and b always comes after a. One plus one always equals two, and a triangle will always have three sides. Or in his case, his favorite shape, a dodecahedron, will always have twenty sides. A dodecawhat? Just trust me and stay with me here.
My son spends most of his day studying these things and lining them up. In fact, he lines everything up. I often even know he was in a room because of the telltale evidence he leaves behind. For example, the other day I knew he went into my bathroom because when I went in there, there was a line of tampons on the floor organized by color. He doesn’t have all the order that he needs in life so he creates it, and I’m pretty sure he would do this all day long if I would let him. Of course the one exception is that he likes the couch throw pillows on the floor and I like them lined up on the couch. Can’t figure that one out!
The point is that every day I feel like we often do the same things, over and over. I often even hear the same phrases and words over and over again. For me, this is the norm, and I am happy to live it, but sometimes I can’t help but feel like his life and mine are stuck on skip.
Like a record that just can’t get over that scratch, or for any youngsters out there, a DVD that is skipping back to the same part. Or for even younger folks, buying a movie on apple tv that won’t play through. Isn’t it amazing that no matter how far we advance as a society, our issues are still the same?
Anyway, every day is similar and it is a good thing in our house when we find something new to line up or perhaps even change the pattern, because that is change! In fact, my son is so creative in creating new patterns that when family was recently over we all felt like we were doing mind puzzles trying to find his reason and new pattern choice. I see it like he is leaving mini works of art all throughout the home. If you could see some of his more intricate letter designs I doubt you would describe it any other way. I often call him a letterologist or letter ninja if there were such a thing.
When suspecting Autism or Asperger Syndrome, a parent experiences a range of emotions. Often the shock of the diagnosis quickly gives way to a thiristing curiosity of your child’s unique brain function. Your communication depends upon that knowledge. Aspergers101 Training for Parents just published a brochure specifically for that time when a basic understanding of Asperger Syndrome is essential not only for the understanding of the caregiver, but for relatives, neighbors and educators as well. We are pleased to offer you the tri-fold brochure as a downloadable (at the end of this blog) or to request multiples for your school or organization as a gift from Aspergers101 and H-E-B!
Key Characteristics of High Functioning Autism/Asperger Syndrome are:
Difficulty with Communication
Love of Routine
Poor Concentration/Easily Distracted
Difficulty with Social Relationships
What is Asperger Syndrome?
Asperger Syndrome is a neurological condition resulting in a group of social and behavioral symptoms. It is part of a category of conditions called Autism Spectrum Disorders, though the revised DSM-V leaves Asperger Syndrome out of it’s manuel and places the symptoms under Autism Spectrum Disorder(s) or pervasive developmental disorder not otherwise specified,” or PDD-NOS.
The name, Asperger Syndrome is still used among the community as there has not otherwise been a name to specifically fit the diagnosis. Children with Asperger Syndrome usually have normal to above normal intelligence and do not have the language problems typical of autism. It can lead to difficulty interacting socially, repeat behaviors, and clumsiness.
What are the Challenges?
It is oftentimes stated that it isn’t the Autism or Asperger Syndrome that poses the greatest challenge. It is the comorbidities that often accompany ASD that is the biggest hurdle and must be treated. A person diagnosed with Aspergers might inherit one, two or possibly more of these challenges as they age. Below lists many (but not all) of common comorbidities.
• Gastrointestinal disorders
• Sensory problems
• Seizures and epilepsy
• Intellectual disability
• Fragile X syndrome
• Bipolar disorder
• Obsessive compulsive disorder
• Tourette syndrome
• General anxiety
• Tuberous sclerosis
• Clinical depression
• Visual problems
Treatment of comorbid medical conditions may result in a substantial improvement of quality of life both of the child and their parents. It is imperative to first diagnose the comorbidity then get a customized treatment plan. Talk with a health professional like your child’s GP, nurse or pediatrician.
Know that your child diagnosed with Asperger Syndrome/ASD is wired differently. The brain is anatomically different in the frontal lobe making the challenges medically based. In other words, this is not a behavioral problem. Once you let that fact sink in you may begin implementing a plan to navigate through everyday hurdles.
-Jennifer Allen/Founder Aspergers101
Suggested Action Plan
Think ahead – Discuss what is coming up, remember that a ‘no surprises’ action plan is best for your Asperger child. Let them trust that you will prepare them for potential loud environments, visitors, school field trips or meals that may not fit their challenged palette. Mental preparedness often defuses potential melt-downs.
Remove obstacles – It might take awhile to discover the culprit(s), but if your child is struggling at school, chances are sensory issues come into play. Polyester in clothing, loud students, cafeteria odors, fire alarm, free time may all be culprits. Work with your child and the school to remove or ease the barriers. It will make a big difference.
Discover if medication helps –This is trial by error. Antidepressants & anti anxiety meds may greatly help patients with Asperger’s deal with the depression and anxiety that commonly accompanies the disorder. Physicians and psychiatrists may also prescribe attention deficit hyperactivity disorder (ADHD) stimulant medications to help patients with their impulsivity or disorganization (though sometimes the side effects are not worth the result), or antipsychotic medications for patients who act out or who are irritable and aggressive.
How is Asperger Syndrome Diagnosed?
Diagnosis is typically between the ages of four and eleven. A comprehensive assessment involves a multidisciplinary team that observes across multiple settings, and includes neurological and genetic assessment as well as tests for cognition, psychomotor function, verbal and nonverbal strengths and weaknesses, style of learning, and skills for independent living.
Alongside deficiencies, what are some positive traits?
*Ability to focus intensely for long periods *Enhanced learning ability *Deep knowledge of an obscure or difficult subject resulting in success scholastically and professionally when channeled. *Honest & hard workers who make for excellent employees when painstaking & methodical analysis are required.
Free Downloadable Brochure
Please feel free to download the Aspergers101 Training for Parents Tri-Fold brochure here. If you are a school or a Autism-related non-profit, you may request these full color brochures for hand-out(s). This generous opportunity has been provided by the H-E-B Helping Here Community Involvement Department! Request form is just below the brochure.
Brochures are provided in groups of 50, 100, 150, 200 or 250 to schools or non-profit organizations who would like to provide parents with basic information on High-Functioning Autism and Asperger Syndrome. Please fill out the requested information below and we will be in touch soon!
Two other excellent resources for basic training on Asperger Syndrome are:
Many school students carrying the diagnosis of Asperger’s Syndrome exhibit challenges in the area of social interactions and social skills. These social difficulties are worrisome for parents and family members who look for supports to address these challenges. Struggles in the school setting often center on their child’s inability to “fit in” with other students or an inability to grasp social expectations from their teachers and peers. Additionally, their child’s feelings of high anxiety and stress can make the learning environment challenging for them and the people around.
Over time, I’ve listened to concerns from parents and teachers regarding a student’s lack of understanding when it comes to social situations in the classroom environment. This often leads to isolation and the need for behavior support.
There is information in the literature that suggests both adult and peer mediated techniques to teach and build social skills in children with autism.
Strategies that are directed by an adult include reinforcement of shaped social skills. This is a technique where the child is reinforced when they demonstrate closer and closer approximations of a desired behavior. Peer mediated strategies incorporate the use of proximity, prompts with reinforcement, and teaching peer initiation. The literature also supports using social scripts to capitalize on visual learning methods (Krantz and McClannahan 1993).
In my experience, I’ve observed how visual supports can be very beneficial in producing non-transient messages for the student to follow and use during social situations. When paired with direct instruction using ABA techniques like shaping and reinforcement, social skills training can be accomplished.
When you set out to develop visual supports, first perform an internet search to get some ideas.
In previous blogs we have discussed full disclosure of your disability, partial disclosure of your disability and different ways to go about deciding whether or not you should disclose. In the last blog we talked about the SODAS method for disclosing. One of the options was to not disclose it all.
Some individuals that I work with feel like like this is the best route to go when they start a new job. If you choose not to disclose, as I have said before, it is a personal decision and should be carefully considered . . .
If you choose not to disclose, ensure that you have a strong support system that is made up of family, friends or other individuals that can help you if you start struggling. This way you will have an outlet to work through your struggles.
Some choose not to disclose immediately, but realize within the first few weeks that they have some concerns, and choose to disclose their disability before it becomes a problem.
Sometimes we have disabilities that don’t affect us at the workplace. This can be a good reason we choose not to disclose.
Just remember no matter when you choose to disclose make sure that you are telling the appropriate people. An example of an appropriate person to tell would be human resources. If there were no human resources at your company, which is common in small companies, you would tell the manager or person that is in charge. This should be kept confidential on their part and you should feel comfortable getting the support that you will need. Sometimes you may need to have documentation of your disability and what accommodations you might need so that they can help you.
For the typical driver, it is no problem to carry out the basic modes of driving, such as changing lanes, driving at night, in precipitation, on ice, in fog, off-road, or in heavy traffic. However, the Aspergers driver usually has significant difficulty with any one of these things, if not all of them. Fortunately, there are strategies to overcome all of these obstacles. An Aspergers driver, like any other driver, must get experience because of the countless possibilities for any given scenario. After all, every situation is unique. Yet, even the inexperienced Aspergers driver can get a mind for it all using simplification in techniques. Among these techniques are:
For any situation
Be sure that you do not rely on quick glances or peripheral vision, even though an Aspergers driver’s eyesight may be 20/20. Instead, analyze what you see and be prepared if something or someone moves in front of you (forward) or behind your vehicle (reverse) and do not use the accelerator when just starting to drive unless necessary for reverse movement; keep brake covered as much as possible and come to a complete stop before shifting gears.
Know which window or mirror to use in a given instant
Ex: Side mirror + blind spot mirror and looking over your shoulder to change lanes
For lower-visibility situations
At night or during inclement weather:
Do not solely rely on plain judgment if eyesight becomes less dependable; use tricks, such as watching for cars with no headlights on or using the shoulder line technique when oncoming lights are excessively bright;
NEVER stare into any lights at night; it impedes vision;
Know the different colors and flash frequencies of various kinds of lights and combine them with sounds to identify what occurs in a given instant; ex: yellow flashing lights could be tow truck or other work vehicle;
Use high beams, but not to disturb other drivers, pedestrians, or people inside buildings upon which the beams project;
Always use headlights when darkness falls, when street lights come on, in inclement weather, or when use is required by law in a given area;
Use various frequencies of wipers, depending on how much precipitation covers windshield every second; not too slow and not too fast.
These are a few of the many examples of how Aspergers drivers can utilize their own strength of detail-oriented thinking to break down relatively complex driving issues. Such a mindset ensures that the driver does not miss important details that can save many lives.
“Driving with Autism” is an Aspergers101 series that educates and empowers the driver diagnosed with High-Functioning Autism or Asperger’s Syndrome. Aspergers101 has teamed up with the Texas DPS in training Texas State Troopers about the uniqueness of Autism and understanding the Autistic driver. This partnership is garnering encouraging results.
by Reese Eskridge
Reese Eskridge is a Production Technician with Fairville Products, who is passionate about working in the sciences (biology) and wishes to take his work experiences further into the fields of Educational Neuroscience; Science Fiction; Freelance Writing; Disability Advocacy; Public Speaking; Leadership and Entrepreneurship. Aspergers101 is proud to offer the insights and perceptions of the talented Mr. Eskridge, who is obviously living life on the spectrum to it’s fullest!
At the end of the school year, many high school seniors will begin planning their final stage of transition into higher education. Students will send out an application to their “first choice college,” and then several to their “Plan B colleges.” Each will then wait anxiously to hear back from those schools about their admission. Many questions are considered by students when determining their college of first choice. Does the college have an established academic major the student wants to study? Does the campus size feel right? Is it safe? Do sufficient opportunities for social interaction exist?
Most students with ASD consider additional questions.
Many want to know if professors use the most effective strategies for teaching to their unique learning styles, and if the culture of the school truly accepts diversity. Do support services exist that help with social and independent living needs? And if so, do those services cost extra?
CollegeAutismSpectrum.com maintains a list of two-year, four-year, and on-line colleges that provide services specific to students living on the autism spectrum. (The link to that list of colleges is: http://www.collegeautismspectrum.com/collegeprograms.html) The list provides links to the websites of those college program, allowing students and their parents to explore each site in order to find answers to their questions.
I do not endorse the information contained on the webpage. In my review of the site I recognize information I know is outdated (the service fee for Marshall University’s program is no longer correct and the site does not list our university’s summer program, for example). I do, however, endorse the idea of students and their families using the list as a first-step in exploring colleges that might potentially meet their needs.
To prepare for the transition to college I suggest:
Some students with disabilities require accommodations or modifications to their educational program in order to participate in the general curriculum and be successful in school. Each child with autism or Asperger’s Syndrome is different and has their own unique needs. Parents will meet with school personnel in an ARD/IEP meeting to determine what accommodations and modifications should be implemented to best assist their child. It is imperative that parents and educators understand the difference between the two.
For many students with Asperger’s Syndrome, accommodations will be needed to access the curriculum and remain in the least restrictive environment. Accommodations (the HOW) can be made for any student. Students do not need to have a 504 plan or an IEP.
Accommodations do not alter what the student is expected to learn but rather make learning accessible to the student.
They allow the student to demonstrate what they know without being impeded by their disability. Students are required to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. They do not alter in any way what the assignment or test measures.
What Kinds of Beliefs are overrated? One of the most significant issues against the Aspergers Community is the high number of stereotypes that surround it. Many are obvious and some are not so obvious. Such stereotypes typically arise from well-known people and situations, such as Adam Lanza and the Sandy Hook Elementary Shootings.
The reason for these negative beliefs is that the general population makes up their own stories and opinions that are spread via the media or by word of mouth. Unfortunately, the mass media is too often the only place where the majority of society receives any information regarding Asperger’s Syndrome and those who live with it. As a result, people make snap judgments, rather than take time to put forth the real effort to educate themselves.
Thus, ignorance in the form of false rumors, stories, and beliefs is toxic and contagious to anybody inside and outside the Asperger’s Community. However, ignorance is not a simple excuse. Everybody has the responsibility of truth and knowledge, regardless of the divides between different communities. If this issue did not exist, Aspergers101 would have one less critical reason to exist.
Here are some of the more overrated beliefs that surround the Asperger’s Community and how to dispel them:
During the month of February we, at Starfish Social Club, are working on conversation skills. Engaging in a successful conversation is a pretty complex process with lots of moving pieces.
Students with social learning challenges may struggle with conversational skills for multiple reasons.
Students who struggle with interpreting social cues may have a difficult time knowing when to change the topic or when they’ve talked too long.
Those who struggle with considering the wants/needs of others may be challenged with choosing appropriate topics for the audience.
Slower processing speed may make keeping up with the pace of conversations difficult.
Lack of cognitive flexibility may cause topic changes and different opinions to be a challenge.
These skills require explicit instruction due to the social awareness factors that are a core part of each. I am listing the skills here in the order in which I feel they are easiest and most logical to teach. This is the first half of a two-part post.
Fidgeting is a common result of excess energy in children and can interfere with positive behaviors. Excess energy and fidgeting can be distracting and disrupt learning. According to an article on Autism Speaks, by Geraldine Dawson and Michael Rosanoff, “Increased aerobic exercise can significantly decrease the frequency of negative, self-stimulating behaviors that are common among individuals with autism, while not decreasing other positive behaviors.” Exercise is a positive outlet for children exhibiting these behaviors.
Physical activity will release some of this energy and in turn, promote positive behavior. Lack of time is a common barrier to fitness with therapy sessions, school, and doctor visits. To help facilitate this we have come up with some ideas for fun exercising regardless of a busy schedule. We have provided different options based on various children’s interests, in order to keep them fully engaged, as well as different variations depending on the level of comprehension in each child.
For those children interested in sports, you can set up “routes” or “bases” with cones for the children to run around.
At the end of each course, you can leave a football, baseball, or soccer ball for them to throw or kick to you. If your child comprehends and reads numbers well, you can label each cone and call out which number for them to run to.
Otherwise, you can use flashcards to label each cone, and you can hold up the matching card that you want them to run to. This will add some cognitive thinking to the exercise. Have them run these routes for about 30 minutes or until you feel they have released all their excess energy.
Especially in the summertime, some children might enjoy water sports or games. Water gun tag is an easy way to get the children involved in playtime outside to shed some energy. You can utilize a similar labeling system as the sport ideas mentioned above, but feel free to switch it up a bit and use some pool noodles or other water toys for them to run to.
You can incorporate colors to help the children engage in their visual senses. Motivate the kids to run to the next cone or noodle so they can get a nice and refreshing spray of water or spray you and any siblings with water. Again, play for around 30 minutes or until fatigued.
For children who enjoy a challenge, you can set up a fun obstacle course for them to run through.