ASPERGER SYNDROME

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www.breckenbrough.org.uk
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CONFLICT RESOLUTION AND POSITIVE USE OF LANGUAGE
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BRECKENBROUGH

• Founded in the 1930s by a frustrated Child
  Psychiatrist Arthur Fitch who became a Quaker and
  the school is now managed by the Society of
  Friends.

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The Ethos

• The school quickly evolved into a special school
  for children with above average intelligence who
  were struggling in their home environment.
• He believed you could help these young people by
  giving them security and space.
• He felt that they could be best guided without
  the pupils knowing and by utilising their innate
  intelligence.
• The ethos has built on these foundations and is
  based on conflict resolution

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Breckenbrough and Asperger Syndrome

• Has most probably always had between 10 and 20
  of our pupils with ASD before diagnosis and
  understanding of the condition became more
  widespread.
• Today the school population is over 80 with
  either a diagnosis or characteristics of Asperger
  Syndrome.

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Encouraging Individuality toFlourish
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We should walk cheerfully over the world
answering that of God in everyone
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RECOGNISING THAT OF GOD/GOOD IN EVERYONE
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(No Transcript)
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Half full, Half Empty

• Rewards/Sanctions
• Positive/Negative
• Optimistic/pessimistic
• Praise/criticism

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ASPERGER SYNDROMETRIAD OF IMPAIRMENTPERSONALITY
DISORDER

• How can these terms be made more positive?

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Literal Use of Language

• Do you hear voices in your head.
• Do you see pictures in your head

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Have you taken those clothes from the shop?

• A young man out shopping accidently goes out of a
  shop with some clothes he was looking at.
• He gets stopped by security and asked

How did he reply and what happened next?
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After your lecture go back to the bus stop and
catch the bus.

• A father carefully talked through his sons first
  journey at University from the Halls of Residence
  to go to his first lecture.
• His son phoned when he successfully got to the
  lecture and then the father said.

What happened after the lecture?
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Des, get the sledges out of my car and put them
in the mini-bus please. The car is open.

• A member of staff gave this instruction to a boy
  before they went sledging and did not think about
  it again until they got to the slopes to start
  sledging.
• Needless to say there were no sledges.
• Why not?

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Put the title in the middle of the page.
A teacher instructs the class as they are about
to start a written exercise

• What does one pupil do?
• What assumptions does the teacher make about the
  attitude of the child?

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Put the chair under the table.
A teacher at the end of the school day instructs
the class to

• What does one pupil do?
• What assumption does the teacher make about the
  child?

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This (written) source does not show anything.

• In a GCSE History exam a very bright atticulate
  pupil put his hand up in response to a question
  which asked,
• What does this (written) source show.

Why was the pupil right ? How should the question
be phrased ? What are the implications for our
exam system.
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He is calling me names?

• A young man called Jackson came into school. An
  older boy welcomed him and said.
• Hello Jack.
• Jackson was very upset and complained of being
  bullied he said to a member of staff.

What are the implications for bullying?
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Literal Use of Language

• We are all guilty of taking language literally
  including my son although it should be the person
  who has spoken who is guilty of using language
  inaccurately and lazily.

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Ben, put the jam on top of the cake?
Making the Christmas cake one year I told my son.
What did he do?
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(No Transcript)
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However often we use language very
inaccurately.Sometimes we all say things that we
do not mean and sometimes we say things which are
nonsenceespecially politicians.
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II definitely want Brooklyn to be Christened ,
but I dont know what religion yet.
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JOHN PRESCOTT
Bugger off You amateur.
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ASSUMPTIONS

• IS
• ARCHIE
• HAPPY
• OR TERRIFED

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LANGUAGE EXERCISE

• Give a percentage value to each of the words in
  the box and phrases on the table.
• Never is 0.
• As likely as not 50.
• Always is 100.
• There are no right or wrong and answers.

NEVER RARELY COMMONLY A REAL CHANCE TYPICALLY NOT
USUALLY OFTEN REPORTED TO OCCUR A SMALL
CHANCE NOT INFREQUENTLY ALWAYS
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Conclusions from language exercise

• We tend to assume that others interpret language
  and vocabulary as we do.
• There is likely to be confusion over the
  interpretation of specific words that we use,
  this must be increased when we make longer
  statements and speeches.
• This is further complicated when the statements
  are backed up by tone and body language.

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ASPERGER SYNDROMETRIAD OF IMPAIRMENTPERSONALITY
DISORDER

• How can these terms be made more positive?

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Whats wrong with these simple statements in
relation to Asperger Syndrome

• We have had a good talk.
• He needs to do that.
• It will be good for him.
• We need to get him/her ready for the real world.

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I and Me

• I will not have that behaviour in my school
• Will you do that for me.

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Teenage comments

• I am bored
• Whatever.
• Its alright.

• Awesome
• Cool
• Lush

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We cannot direct the windbutwe can adjust the
sails
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Life is a Breeze
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Those Who Matter KnowJust Let It Go
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FAR MORE IMPORTANT THAN WHAT IS SAID

• Listening
• Observing
• Willingness to Understand

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www.breckenbrough.org.uk