Although there are neurological differences that contribute to gaps in social connectedness, narratives can help to teach how to interact more appropriately and even how to self-regulate. Narratives usually offer key pieces of understanding that help the individual see a situation more fully, and have some strategies with which to navigate that situation more successfully. By including their own feelings about the situation, the individual can also feel “heard” or validated about their perspective.
There have been several pioneers in this type of intervention, most notably Carol Gray of The Gray Center for Social Learning and Understanding , who is the author of Social Stories™. There are several books and many internet resources available on this specific strategy.
A narrative is a brief story or vignette that describes a specific situation with clarifying information. Depending on the challenges presented by the individual, the story or vignette may give insight into why this is important to others, and what they might do differently in order to achieve success in this situation.
There are a variety of presentation styles and options that can be used to meet the needs of diverse learners through narratives.
When people think of student activities for Aspergers students, especially those in college, some may feel tempted to believe that such activities are not suitable for them. Students with Aspergers could feel hindered by a number of issues, whether it be social anxiety, time management, lack of awareness, or longer study sessions due to slower information processing, to name a few.
The ASD student and/or those around them too often assume that such issues would prevent them from getting anything out of an activity. Consequently, this commonly held false assumption only makes it so that the Asperger’s student likely does not develop the inclination to do much beyond their comfort zones.
I suggest 10 steps that can help the ASD college student get beyond this:
Topic cards are similar to scripts in that they can help students engage in a variety of topics, beyond their own interests. They are different in that they include just a few words that describe a topic that launch a student or group students in a particular direction.
A teacher had created a special lunch group to help a student at the middle school level engage in appropriate teen conversations. She had one main interest and it would dominate every conversation. Her interest was in princesses and everything having to do with them. For most young teen girls, princesses were not much of an interesting topic for them.
I joined Facebook in 2006 when it was still a relatively small community. One thing I loved about Facebook is that the social norms were different from in-person interaction, and often times made things easier on me. I can connect with people and not be criticized for my lack of eye contact or vocal tone.
Q: Dear Lisa,
We think our daughter has Asperger’s. It’s all only her way and she bursts out laughing at very awkward times. She has no friends and doesn’t’ seem to care about her hygiene or people skills. I’m not sure where to go or what to do. We live in a rural area in Tennessee. Does the school or doctor’s office help? I’m reading online and found aspergers101 and it seems the closest to finding what is wrong.
-Mary Andrews, Greenbrier Tennessee
A: Dear Mary,
While I live in Texas, there are some federal guidelines that mandate certain functions at the state level that should provide some guidance to you and your family. Go to the following link for some initial information:
I’m emailing with Kris Jones, an eloquent writer on Linkedin about his Asperger’s Syndrome. We’re talking about the stressors he experiences that can create extremely self-limiting anxiety. We’re going to use several blogs to talk about different stressors. Kris’s first stressor was his lack of self–fulfillment. One of the causes of this lack of self-fulfillment was Kris’ social anxiety.
Tony Attwood, expert on Asperger’s Syndrome, suggests that around 65% of adolescents with Asperger Syndrome have a secondary mood or affective disorder (such as depression or anxiety); most have anxiety.
Kris describes his thoughts and feelings which I’m calling social anxiety like so: “No one likes you. No one wants to know you. You are not interesting. Stay where you feel most comfortable – inside your house and away from others. You are not fit to be out there amongst the human race.” He says that this is representative of how he feels and it is what keeps him from going out and mingling with others his age. Even though he knows these thoughts about himself aren’t true, he can’t get past the anxiety.
Let’s break this down into parts. What causes this social anxiety?
Social skills are especially difficult for teens on the autism spectrum, but many of these skills can be learned, and with practice, can become habit. Social skills are critical to make friends, get a job, and to live a fulfilling life. Research from Harvard University says social skills are the top factor for getting a job.
Share the following book excerpt with your son or daughter to give them a head start in mastering these important social skills.
Starting from an early age, many Aspergers adults consistently feel like they have little chance of success, productivity, or joy in the real world. Negative early-life experiences that typically fall under the categories of isolation, ignorance, exclusion, or sheltering, in addition to present challenges, collectively form this delusional mental/emotional construct.
Fortunately, Aspergers adults who claim to have it hard have the power to turn the tables of their lives right-side-up and to make incredible progress as adults in both their personal and professional lives. Even though Aspergers adults usually have numerous struggles in adulthood for countless reasons, there are crucial practices they can incorporate into their daily lives to work towards success. The happiest and most successful Aspergers adults significantly understand:
Heather smiles gently as she watches the video about a celebration in Africa. To be fascinated by something means that it captures your imagination and you want to give it your full attention. Heather leans forward (always a sign of interest) towards the TV screen.
She stares intently at the screen, following the action with her eyes. Active thinking is a central part of fascination. We can see thinking going on in the way she strokes her lip with her little finger. We get the sense that she is ‘in the moment’, giving her complete attention to the screen.
In a split second when she’s intensely interested her eyes close a little and then widen. If you look carefully you will also see an intake of breath.
Signs to note
- gaze follows the action on the screen
- she leans forwards
- strokes her lip with her finger
- a widening smile with closed lips
To see stills on this emotion visit our website:
By Dr. John Habershon