Structure, predictability, and consistency of approach. Many children
with asperger's become overwhelmed very easily. You want to evaluate the
sensory, academic and instructional demands in the classroom. Try to
make sure that noise level is low, lighting is not too bright, and that
academic demands are tailored to the learning style of the student. Try
to keep
a written or visual (picture)
schedule for the day, and try to stay with a consistent schedule each
day. The more concrete, visual, and predictable the daily routine the
lesser the anxiety. "Uncertainty" is a major enemy of children with
aspergers.
Kids with asperger'a can be very "rule" bound. They interpret things "literally" and will follow things "literally." Post written rules and expectations and review them frequently. LOL...just make sure you stay true to them. They will remind you.
Be very careful of the social demands within the classroom. They have difficulty interacting in group situation, especially reading the fast pace interactions among several people at one time. Invite, but do not push too hard, and then support them in group activities. They will have trouble reading the unwritten rules of relating with others. They have trouble reading the thoughts, feelings, and perspective of others. They have difficulty "fitting in." Try not to push them, but rather invite them into interacting. Children with aspergers can be very different in desire to interact. They tend to either be indifferent or uninterested and need coaxing, or they are very social and very verbal, but do not know when to stop. The very social ones, will often interrupt, talk nonstop about their topic of interest, dominate a conversation, and overwhelm other children. They do not know how their behavior is effecting others. They will need a lot of coaching.
Focus on their strengths and interests. Kids with asperger's often have good awareness of detail, and have one or two very strong interests. They can have very good memory for facts and detail, but not catch the "gist" of things. Identify what their strengths and interests are and try to build them into the lessons. Like any child, if you build on their strengths, and help support their weaknesses, they will develop.
Expect that they will have organizational problems very similar to ADD. Break tasks down into manageable steps, and give them a lot of visual cues. Set up organizers, color code things, help them put their backpack together at the end of the day, and remind them to give you their homework at beginning of the day. Try to give main instructions with written notes for them to refer back to when needed. Start where they are competent and build gradually.
DON"T ASSUME. Just because they are very verbal doesn't mean they understand. Also, because they are very literal, they often do not understand our multiple-meaning, vague language. Don't assume they know. Be very careful to explain things very literally for them, and have them repeat it back to you. Be careful to "clarify" and "verify" everything. If the child "does wrong" they probably "misinterpret" the expectations. Look at how it was presented and how it was interrupted. Do not assume the child purposely is "doing it wrong." Rarely is this the case. It is usually more "our fault" not theirs. However, do not expect to anticipate all problems, you cannot be that good.
The children are often very black and white, all or nothing in their thinking. The stronger the anxiety, the more rigid and inflexible the thinking. They can get upset with vague rules and behavior, and get very anxious which can be displayed in obsessive/compulsive behavior, or oppositional/defiant behavior. When highly anxious they can be very perfectionistic and unrealistic in their own performance and that of others. They can have a strong fear of being wrong, and need to make sure that they have competed it right.
Peer awareness is important. The better understanding the other kids have of the child, the better they can support them. There are some good videos and kids books out for explaining aspergers. Some schools use video tapes to teach staff and peers about aspergers. Develop peer supports to help the child navigate the social life. Supportive peers can sometimes be the best teachers. Watch very carefully for other children teasing and bullying the child.
Often the hardest times during the school day will be the unstructured times, such as lunch, recess, between classes in the hall, locker room before gym, etc. These transition times can be very difficult for them to regulate. When aids are not available, peer supports can really help out.
For asperger's with anxiety, stress chemicals will accumulate throughout the day. Give them frequent breaks during the school day to rebound and collect themselves. Also give them "break" cards that they can hand to you if they need to "get out of there" and rebound. I would also ask for an Occupational Therapist to evaluate and give them sensory diets to help calm and organize their nervous system.
Each child is different, but assume that the everyday demands of school can be very overwhelming for the child. Whether they tell you or not, their behavior will tell you how they are doing. Communicate that they are safe and accepted in your classroom, and provide proactive support. Become a :"working partner' with them, and most importantly be flexible. Once they read that in you, they will use you for support and feel safe in your classroom.
Anxiety can be expressed in different ways. Some children with melt down and act out. Some children will "shut down" or "tune out." They are just as overwhelmed and anxious. Some children with aspergers use an very "oppositional" coping strategy. They often argue, or resist much of what is going on. "They will say "something is stupid, or boring," when they feel insecure and incompetent.
Because these child often go undiagnosed, they can appear "lazy", "oppositional", or "poor attitude." Because they often have good verbal skills, the social and emotional issues are often more hidden. These children are not "manipulative and oppositional" by nature, only as a way of coping with uncertainty. Just always remind yourself, as the child becomes oppositional or defiant, realize he is feeling more insecure and anxious.
For the children who become overwhelmed and "melt down", do not scold or punish. Do not become controlling or demanding. When they are melting down, they lose coping skills and self control. Back off demands, lower the stimulation, and lower your voice. Offer assistance, but be aware that many child need to be left completely along to rebound. We often develop "safe areas" for the child to escape too in order to rebound. Communicate that they are safe and accepted with you. Respect their need to back away.
BE PROACTIVE RATHER THAN REACTIVE. Provide strong proactive supports to minimize stress and build adaptive skills, rather then "punishing" problem behavior. This doesn't mean letting them get away with things. You can provide consequences for behavior, but focus heavily on identifying "why" the problems are occurring and building in supports to minimize the behavior.
Kids with asperger'a can be very "rule" bound. They interpret things "literally" and will follow things "literally." Post written rules and expectations and review them frequently. LOL...just make sure you stay true to them. They will remind you.
Be very careful of the social demands within the classroom. They have difficulty interacting in group situation, especially reading the fast pace interactions among several people at one time. Invite, but do not push too hard, and then support them in group activities. They will have trouble reading the unwritten rules of relating with others. They have trouble reading the thoughts, feelings, and perspective of others. They have difficulty "fitting in." Try not to push them, but rather invite them into interacting. Children with aspergers can be very different in desire to interact. They tend to either be indifferent or uninterested and need coaxing, or they are very social and very verbal, but do not know when to stop. The very social ones, will often interrupt, talk nonstop about their topic of interest, dominate a conversation, and overwhelm other children. They do not know how their behavior is effecting others. They will need a lot of coaching.
Focus on their strengths and interests. Kids with asperger's often have good awareness of detail, and have one or two very strong interests. They can have very good memory for facts and detail, but not catch the "gist" of things. Identify what their strengths and interests are and try to build them into the lessons. Like any child, if you build on their strengths, and help support their weaknesses, they will develop.
Expect that they will have organizational problems very similar to ADD. Break tasks down into manageable steps, and give them a lot of visual cues. Set up organizers, color code things, help them put their backpack together at the end of the day, and remind them to give you their homework at beginning of the day. Try to give main instructions with written notes for them to refer back to when needed. Start where they are competent and build gradually.
DON"T ASSUME. Just because they are very verbal doesn't mean they understand. Also, because they are very literal, they often do not understand our multiple-meaning, vague language. Don't assume they know. Be very careful to explain things very literally for them, and have them repeat it back to you. Be careful to "clarify" and "verify" everything. If the child "does wrong" they probably "misinterpret" the expectations. Look at how it was presented and how it was interrupted. Do not assume the child purposely is "doing it wrong." Rarely is this the case. It is usually more "our fault" not theirs. However, do not expect to anticipate all problems, you cannot be that good.
The children are often very black and white, all or nothing in their thinking. The stronger the anxiety, the more rigid and inflexible the thinking. They can get upset with vague rules and behavior, and get very anxious which can be displayed in obsessive/compulsive behavior, or oppositional/defiant behavior. When highly anxious they can be very perfectionistic and unrealistic in their own performance and that of others. They can have a strong fear of being wrong, and need to make sure that they have competed it right.
Peer awareness is important. The better understanding the other kids have of the child, the better they can support them. There are some good videos and kids books out for explaining aspergers. Some schools use video tapes to teach staff and peers about aspergers. Develop peer supports to help the child navigate the social life. Supportive peers can sometimes be the best teachers. Watch very carefully for other children teasing and bullying the child.
Often the hardest times during the school day will be the unstructured times, such as lunch, recess, between classes in the hall, locker room before gym, etc. These transition times can be very difficult for them to regulate. When aids are not available, peer supports can really help out.
For asperger's with anxiety, stress chemicals will accumulate throughout the day. Give them frequent breaks during the school day to rebound and collect themselves. Also give them "break" cards that they can hand to you if they need to "get out of there" and rebound. I would also ask for an Occupational Therapist to evaluate and give them sensory diets to help calm and organize their nervous system.
Each child is different, but assume that the everyday demands of school can be very overwhelming for the child. Whether they tell you or not, their behavior will tell you how they are doing. Communicate that they are safe and accepted in your classroom, and provide proactive support. Become a :"working partner' with them, and most importantly be flexible. Once they read that in you, they will use you for support and feel safe in your classroom.
Anxiety can be expressed in different ways. Some children with melt down and act out. Some children will "shut down" or "tune out." They are just as overwhelmed and anxious. Some children with aspergers use an very "oppositional" coping strategy. They often argue, or resist much of what is going on. "They will say "something is stupid, or boring," when they feel insecure and incompetent.
Because these child often go undiagnosed, they can appear "lazy", "oppositional", or "poor attitude." Because they often have good verbal skills, the social and emotional issues are often more hidden. These children are not "manipulative and oppositional" by nature, only as a way of coping with uncertainty. Just always remind yourself, as the child becomes oppositional or defiant, realize he is feeling more insecure and anxious.
For the children who become overwhelmed and "melt down", do not scold or punish. Do not become controlling or demanding. When they are melting down, they lose coping skills and self control. Back off demands, lower the stimulation, and lower your voice. Offer assistance, but be aware that many child need to be left completely along to rebound. We often develop "safe areas" for the child to escape too in order to rebound. Communicate that they are safe and accepted with you. Respect their need to back away.
BE PROACTIVE RATHER THAN REACTIVE. Provide strong proactive supports to minimize stress and build adaptive skills, rather then "punishing" problem behavior. This doesn't mean letting them get away with things. You can provide consequences for behavior, but focus heavily on identifying "why" the problems are occurring and building in supports to minimize the behavior.
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