Counseling Students with Asperger

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Counseling Students with Aspergers Syndrome

• Presented by
• Kathy Stangel, M.A.Ed.
• Oak Lawn Hometown District 123
• Counseling Graduate Student, Governors State
  University
• kstangel_at_d123.org

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History and Statistics

• First described and named by Leo Kanner in 1944,
  the mysterious disability of autism is
  characterized by a peculiar emotional
  intellectual detachment from other people and the
  common human world.
• Although symptoms vary in nature and severity,
  language and the capacity for a normal social
  life are always seriously affected.
• Two to four out of 10,000 children are autistic,
  75 of them are boys. (Courtesy Curt Warner
  Autism Campaign - www.cwautism.com)

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• Linked to biological or neurological differences
  in the brain.
• In many families, there appears to be a pattern
  of autism-which suggests there is a genetic base
  to the disorder - although at this time there has
  been no gene linked to autism.
• NOT a mental illness NOT caused by bad
  parenting and children with autism are NOT
  unruly kids who chose not to behave.
• Usually comorbid with ADHD, Speech-Language
  disorder, or Tourettes disorder.

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Social Characteristics

• Prefers to spend time alone rather than with
  others.
• Little or no interest in making friends.
• Low response to social cues teacher looks of
  disappointment, verbal tones, eye contact, smile.
• Short attention span.
• Lack of spontaneous or imaginative play.
• Does not initiate pretend play.
• Tantrums for no apparent reason
• Obsessive interest in single item, idea,
  activity.

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• Difficulty mixing with other children
• Have inappropriate laughing and giggling, or show
  little or no eye contact - school personnel
  should not take this personally.
• Resist changes to routine. If a session with an
  Autistic child is changed, it may cause a
  breakdown or tantrum. Keeping consistent
  schedules will help maintain the peace.

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• Echolalia (repeating words or phrases in place of
  normal language).
• Inappropriate attachment to objects.
• Limited response to peer pressure.
• Unaware of the codes of social conduct (close
  talker).
• Special interests that dominate persons time and
  conversation.

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Cognitive Ability

• Encyclopedic memory.
• Tactile sensitivity.
• Visual learning style.
• Preference for routines.
• Limited flexibility in thinking.

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Building Friendship Skills

• Level 1 Pre-school to 6 years
• Level 2 Ages 6 9
• Level 3 Ages 9 13
• Level 4 Adolescence to Adult
• (Tony Attwood, 2001)
• Social Stories

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Level 1 Pre-school 6 years

• Recognition of turn taking
• Proximity and physical attributes
• Why is ______ your friend? (I like him He
  lives next door)
• Observing natural play of childs peers.
• Inclusion with other children who can modify
  their play to accommodate the child.

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Level 2 Ages 6 - 9

• Reciprocity and being fair.
• Like the same activities.
• Aware of the preferences, feelings and thoughts
  of the other person.
• Why is ____ your friend? (She comes to my party
  and I go to hers Shes nice to me)

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Level 3 Ages 9 - 13

• Aware of others opinion of them and how their
  words and actions affect the feelings of others.
• Shared experiences and interests.
• Greater selectivity and durability.
• Gender split.
• Trust, loyalty and keeping promises.

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Level 4 Adolescences to Adult

• Peer group acceptance more important that the
  opinion of parents.
• Desire to be understood by friends.
• Different types of friendship.
• He/she accepts me for who I am
• We think the same way about things
• Most complaints from Aspergers no one accepted
  me for who I was, they wanted me to be just like
  them.

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Social Stories(developed by Carol Gray)

• Using students above average skills in reading
  comprehension and visualizing.
• Describe what most of us dismiss as obvious.
• Social stories can be used for basic skills (i.e.
  brushing teeth, hygiene) to visits to the doctor
  or making friends.
• Basing stories on individual students needs.

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Guidelines to Writing Social Stories

• Write
• In first person.
• In present or future (upcoming event) tense.
• As though student is describing the event to
  others.
• At students level of comprehension.
• In a positive manner.

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Guidelines to Writing Social Stories

• Use Wh questions
• WHO is present.
• WHAT they are doing.
• WHERE the situation occurs.
• WHEN it occurs.
• WHY
• Use directive in HOW to respond (i.e., I can try,
  I will try, I will work on, etc.).

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Guidelines to Writing Social Stories

• Watch for literal interpretations
• Be specific
• Use the words usually and sometimes
  (especially when describing other peoples
  behavior).
• Mention variations in routine.
• Provide visual, concrete information.

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Layout of a Social Story

• Keep in binder or spiral notebook.
• A few sentences per page.
• One aspect or one step of a social situation per
  page.
• Sample story (When someone changes their mind)
• Sometimes a person says, I changed my mind.
  This means they had one idea, but now they have a
  new idea. There are many situations where a
  person may say, I changed my mind.
• I will work on staying calm when someone changes
  their mind. It is important to try and stay calm.
  This keeps everyone safe.

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Presentation of Social Stories

• Read new one first thing in the morning.
• Read before the event.
• Review new story daily (at least) for 1-2 weeks.
• Revise as needed.
• Write a new story after 1-2 weeks.
• Dont forget to insert stories about successes.

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Key Words in Social Stories(words to use and
teach students)

• Know
• Guess
• Learn
• Decide
• Topic
• Idea
• Wonder
• Understand
• Sometimes

• Suppose
• Confuse
• Expect
• Hope
• Anticipate
• Opinion
• Forget
• Believe
• Usually

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Fun Aspergers Quotes
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References