Research indicates that incorporating specific motivations such as offering choices increases the rate of performance on academic tasks and decreases disruptive behaviors. Choice can take on many forms as related to academic tasks.
As one example, students can be given several topics to choose from to complete an assignment. Students may also be given a list of several activities, of which they are to complete two. By giving them a choice, students are more likely to begin the assignment and even more likely to complete it.
Making a connection to general education strategies, differentiated instruction promotes the use of choice in a variety of ways. At a center or station, students can choose from a list of 5 to 6 activities.
How to Implement Choice in the Classroom
A math station list of choices might include a variety of activities that would be engaging and motivating:
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.
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.
San Antonio Public Library Informational Summer Series
The summer of 2017 Aspergers101 hosted a free informational series on Aspergers at the San Antonio Public Library. We have recorded each of these valuable sessions in video and powerpoint format so that you can have access to them at any time. Below, watch the first workshop from our Informational Summer Series on Aspergers focusing on diagnosis in childhood. First, Jennifer and Sam Allen discuss the initial steps of recognizing signs of Autism in a child and seeking a diagnosis. Next, Berenice de la Cruz, Ph.D., BCBA-D and COO of Autism Community Network, gives details on the diagnosis process and the medical terminology behind Autism and Aspergers.
The following checklist for Autism and Asperger behavioral signs comes from Jennifer and Sam’s powerpoint. This checklist is not meant to be used as a professional or standalone diagnosis, but rather as a helpful guide that can support you in your journey of diagnosis for your child.
Informal Childhood Developmental Checklist
The child prefers to play alone
The child is rarely invited by others to play in the neighborhood or to participate in activities outside of school
The child’s social interactions and responses are immature, not keeping with his/her age or his/her cognitive abilities in other areas
The child has difficulty interacting in group settings
The child does not play with other children as expected: he/she may not appear interested in their games, or may not know how to join in
The child appears to be vulnerable to teasing, bullying and being taken advantage of by others
Depending on the grade level of your student or child, a math word problem may involve simple addition to complex rate problems, and everything in between. This week’s blog will explore as many different resources as possible to support word problems in a comprehensive way.
We will begin with several instructional strategies that are relevant for any content area:
Steps of the Process
Models of Correct Work
The first website that I offer is http://www.brightstorm.com/math/. This site has video demonstrations of just about every type of math problem in algebra, geometry, algebra 2, trigonometry, precalculus and calculus. You can also enter your own problem and get a solution. For $4.99 a month, you can get an interactive online tool that will show you the steps to solving any math problem you enter.
Although we have addressed the topic of meltdowns previously, it is a topic that needs to be revisited often, given the intense nature of the meltdown. “People with autism, new research suggests, may have an unusually large and overactive amygdala. This may be one reason why people with autism are easily overstimulated and have a hard time understanding and managing emotions.” – University of Washington
This is one of many neurological findings that helps to explain how meltdowns are very different from tantrums. They originate from a neurological place of sensory differences: an over-abundance of neuronal pathways. The brain, whether through too much sensory input, cascading thoughts, chemical overload or some cumulative effect of all of these, gets overwhelmed!
I know individuals with autism can help understand the horror of the meltdown better than any observer. So I would like to refer to Carly Fleischmann for her unique perspective. The following is an excerpt from her website:
In a previous blog we discussed the need to support students in identifying and expressing their feelings through the use of a feelings chart. The feelings chart may be on a scale of “one to three” or “one to five” with level one indicating that the student is most calm. If possible, you can increase the effectiveness of this strategy by decorating the different levels with pictures/clip art that reflect a student’s interest. I have created feelings charts with different expressive pictures of Mario Bros, dinosaurs and even The Dukes of Hazzard characters!
Once the student understands what each level means, then it is most critical to identify calming activities for each level. Each of us responds differently to different experiences and this should be highly personalized in order to actually help the student calm down when needed.
As an example:
I find shopping to be very enjoyable and calming. However, my best friend finds the very same experience to be frustrating and adds to her stress level. Most people respond positively to either gross motor [large muscle] activities or simple, repetitive tasks as a calming mechanism. The key is to find what specific activities within these two broad categories might work for an individual.
Some examples of gross motor [large muscle] activities include, but are not limited to:
Continuing with instructional supports, this week’s blog will focus on a simple, yet powerful strategy: graphic organizers.
“Graphic organizers are tools that help your brain think.”
– Kylene Beers
Most teachers use graphic organizers but might not be fully aware of the comprehensive benefits of this visual support. Graphic organizers can accomplish the following key elements toward instructional success:
understand important data with very little reading involved
identify main concepts
assign specific labels to concepts
sort relevant and non-relevant details
identify cause and effect
identify and understand consequences
organize and sequence data
understand time lines
visualize and understand abstract content
Researchers found that when content is illustrated with diagrams, the information can be maintained by students over a longer period of time.
Graphic organizers portray knowledge in a meaningful way which helps bring clarity to ideas as connections are made.
DVD: "Coping to Excelling: Solutions for School-Age Children Diagnosed with Autism or Asperger Syndrome"
Excellent basic overview of High Functioning Autism and Aspergers Syndrome!
The Coping to Excelling documentary sheds illuminating light on the topic of High-Functioning Autism and Asperger’s Syndrome in school-aged children. Narrated by a Mother of a son with Asperger’s, this engaging program allows the viewer to ‘see through the eyes’ of those on the high end of the autism spectrum while getting advice from experts such as Dr. Temple Grandin, Dr. Tony Attwood, Jennifer McIlwee Myers, Billy Edwards and many more!
“I would strongly recommend the Coping to Excelling DVD not only for parents, especially those of a newly diagnosed child, but also for teachers and professionals!”
– Dr. Tony Attwood
The DVD, Coping to Excelling, is divided into 5 chapters each lasting just over 10 minutes. The chapters may be viewed independently or the entire Documentary (lasting 68 minutes) may be viewed in it’s entirety.
Understanding High-Functioning Autism or Asperger Syndrome – a broad overview
The Family Unit – The importance thereof
Choices in Education – Pro’s and con’s of all methods
Bullying – re-enactments and solutions
Social Development – suggestions and tools from the experts