Helping Children with Aspergers Syndrome Develop Socially Outline: Introduction Main part Transition for children with AS Personal hygiene Language difficulties Sensitive mood Meltdowns Motivation Conclustion In recent years, a grwing number f children and adults have been diagnsed with Asperger’s Syndrme, a neurlgical cnditin characterized by severe difficulties with scial cmmunicatin. This is the reasn why these children shuld be helped t develp scially and live in a cmmunity. Children with Aspergers Syndrme require a transitin in everything they d. Transitin is defined as “passage frm ne frm, state, style, r place t anther”. A characteristic cmmn t children/adults with Aspergers Syndrme is the difficulty they experience with making transitins. Fr neurtypicals the transitin prcess happens effrtlessly (withut us nticing), cuntless times a day. S it can be challenging fr parents/carers/teachers t cmprehend the impact that prblems with transitin create fr thse with Aspergers Syndrme.
Frm bed t breakfast table t living rm. Frm pyjamas t schl unifrm. Frm bare feet t scks and shes. (Keep in mind the sensry transitin frm cmfrtable PJs t crisp, clean schl clthes; bare, cl feet t enclsed, clammy feet.) Feeling empty (hunger) t feeling full. Fr example, calling an Asperger child away frm the televisin t brush their teeth, the transitin invlves: stpping the visual/auditry prcessing f watching T.V.; Physically mving frm living rm t bathrm; Visually prcessing the bathrm envirnment; The taste in their muth changing frm mrning breath t fresh, minty breath. Fr an Asperger child, the simple act f ging t schl invlves multiple transitins: Frm hme t car/bus (prcessing the passing scenery f the jurney) t schl.
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ne wuld prbably ntice that an Asperger child seems reluctant/slw t get ut f the car/bus at schl and des nt seem t hear yur last-minute instructins. That is because all their energy is fcused n prcessing the transitin. (A better time t give last minute instructins wuld be at the beginning f the car jurney.) nce an Asperger child arrives at schl, transitins cntinue t bmbard his/her prcessing system. Frm the schl grunds/crridrs t inside the classrm; frm classrm t recess area; recess area t playgrund; playgrund t classrm and s n. At the end f the schl day yur Asperger child must cpe with the transitin frm classrm t car/bus t hme. The respnsibility is n us t be able t recgnize every transitin ur Asperger children are faced with each and every day, and allw them time t prcess/catch up with their envirnment.
ne als needs t understand that n sme days fr Asperger children, t many transitins can lead t verlad and meltdwn. ne must als accept that Asperger children will nt “grw ut” f having difficulty with transitin it will be an ever-present challenge in their lives. An awareness f transitin difficulties will mean ne can facilitate this Asperger characteristic by allwing extra time fr ur children t prcess their transitins. This understanding will als guide as t when ur Asperger child is the mst receptive t hearing instructins r imprtant infrmatin we have t impart t them. In this way ne can minimize their transitin difficulty and maximize their learning utcmes. A cmmn behavir characteristic in children with Aspergers Syndrme appears t be a dislike f grming and persnal hygiene habits.
It is imprtant t adpt Aspergers children in rder t adapt t simple hygiene prcedures. Aspergers children f all ages seem t have difficulty establishing sund hygiene rutines in the areas f bathing/shwering, washing hair, brushing hair, hair cuts, cleaning teeth and changing clthes. Far frm being lazy r slvenly, the surce f the prblem seems t stem frm the sensry sensitivities assciated with Aspergers Syndrme, particularly with tactile sensitivities. The skin f an adlescent cvers apprximately 5 ? square metres (18 square feet) and is ur bundary between self and the wrld. It cmprises abut 5 millin nerve endings (r tuch receptrs) and is extremely sensitive. In ther wrds, ur skin is ur external nervus system.
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Tuch receptrs cmmunicate infrmatin abut pain, pressure, heat and cld, vibratin and texture. This may clarify the difficulty children with Asperger Syndrme seem t have with shwering. Children with Asperger Syndme like t take baths quite happily but rarely like shwers. Taking a bath can present prblems t, with Aspergers children nt liking the nticeable change in temperature and hw that feels n their bdy, frm warm bath t cl air. The nervus system f children with Aspergers Syndrme is always n high alert, and their brains interpret tuch in unexpected ways e.g. instead f being calmed by a gentle hug, they may becme agitated r tense. Smetimes even anticipating being tuched can trigger a fight r flight respnse in an AS child.
Additinally, pr vestibular system functining means Aspergers Syndrme children ften feel unsteady n their feet, and usually suffer frm gravitatinal insecurity e.g. dislike f being upside-dwn, being suspended in mid-air r having their feet ff the grund. This can mean that the simple act f bending frward r backward ver a sink t have their hair washed can create dizziness, anxiety r mild panic. Sme Aspergers children fear falling ver if they shut their eyes. This fear f falling cmes frm a prpriceptive (bdily sense f self) imbalance a cmmn trait in thse with Aspergers Syndrme. Getting dressed and feeling cmfrtable in clthing is anther area f distress fr AS children.
Irritatins can ccur frm lse fitting clthing tuching the skin, and tags r labels scratching. Clthes that are t stiff r t tight als cause prblems. Clthing is usually chsen fr cmfrt fr this reasn ur sn insisted n wearing the same clthes each day, and it was ur jb t ensure they were clean and ready t be wrn. Cleaning teeth may als present challenges fr children with Aspergers Syndrme. Prblems in this area f grming can be fr a variety f reasns, frm nt liking the taste f tthpaste r experiencing burning r stinging frm it, t having sensitive teeth and gums (their gums may becme tender, bruised r actually bleed frm brushing).
Dislike r distress at brushing their hair r having a haircut seems t be a cmmn bstacle with Aspergers children. AS children usually have very sensitive scalps and skulls.
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Using dedrant r anti-perspirant sprays is anther area f discmfrt fr children with Aspergers Syndrme. The shck f the cld spray n their warm armpit cupled with the quite high-pwered aersl delivery causes genuine alarm and discmfrt. Mst dedrants are strngly scented, which als bmbards a sensry sensitive Asperger child. S whether an Asperger child is 4 r 24, persnal hygiene and grming may cntinue t cause distress thrugh their sensry sensitivities. Using visual reminders/timetables t encurage the cmpletin f daily grming tasks can be helpful in establishing gd rutines. Being mindful f their sensitivities and being prepared t cmprmise helps t.
ne shuld lk fr ways t minimize their distress while cmpleting their grming e.g. suggest a bath instead f a shwer, minimize temperature variatins when bathing, use a 2-in-1 shamp and cnditiner t reduce time spent in the shwer, prvide a sft bristled electric tthbrush and bland tasting tthpaste, and experiment with unscented rll-n dedrants r natural crystal anti-perspirants. Being empathetic and talking with an Asperger child abut their discmfrt in the grming prcess will help them develp better persnal hygiene habits. In lking at the early language histry f children with Aspergers Syndrme, there is n clear pattern: sme have nrmal r even early achievement f milestnes while thers have delays in speech. Frequently children with Aspergers Syndrme display language characteristics such as repetitive sayings r the use f catch phrases theyve heard n Televisin, at the mvies, r n the radi. Hwever, a cmmn feature f Aspergers Syndrme language difficulties is their tendency t misinterpret infrmatin, particularly idimatic r literal language.
Literal meanings can cause real angst t the Asperger child fr a number f reasns. Aside frm nt cmprehending the abstract meaning behind an idim, literal language aruses a number f internal rules fr the AS child e.g. the rule issue; truth issues; and trust issues. Children with Aspergers Syndrme suffer frm sensry sensitivity r are “sensry defensive”. This sensitivity can encmpass any r all f the senses: sund, tuch, taste, sight, and smell. These sensitivities are real, and cause the sufferer much discmfrt, sme describing it as painful. Sensry verlad can trigger a meltdwn, ften being the straw that brke the camels back. Sme sensitivitys will diminish with expsure and the passage f time.
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thers will remain as severe fr life. Many Asperger children are extremely sensitive t the mds f ther peple, especially when they are in clse prximity. The effects f ther peples mds seem t wash ver ASD children, and it evkes a differing respnse in each child. This is called referred md. E.g. Fr the referred emtin f ANGER, the Asperger child may becme angry themselves, r they may withdraw within themselves, and internalize the anger, r feel the anger is directed at them and think it must be their fault. Whichever way they experience referred mds, its a ttaling cnfusing and exhausting experience fr an Asperger child.
Referred mds happen with mst emtins such as agitatin, anxiety, excitement. Asperger children are als verladed frm t many peple (crwds), and sme scenaris are shpping centers, schl assembly/parade, public libraries, mvie theatres, cncerts, fairs, playgrunds in the park etc. They seem t sak in all the energy arund them. Anther surce f verlad fr the Asperger child is vice, particularly tne f vice. Lng befre the wrds r message is decded, the tne is instantly analyzed by the ASD child. Any hint f criticism r sarcasm is detected and taken persnally. A critical tne is destructive, particularly when the Asperger child is nt aware f the why.
The lp effect can result in the Asperger child ging ver the statement lng after the event tk place. They try t analyze the scenari, and this causes an increase in anxiety, agitatin and fear. Mst Asperger children find it traumatic t be lked at r stared at. Asperger children feel vulnerable; unable t prtect themselves frm prying eyes. Staring intrudes n their wn private wrld, and these children feel pwerless t deal with it. When Asperger children becme ver sensitized frm staring they ften think they are being stared at when theyre nt. Their bsessiveness takes ver and “being stared at” can becme a majr surce f bther.
These are all cmmn areas f upset fr an Asperger child. They can all cntribute t the cumulative verlad effect f Sensry Stimuli. A childs Psychlgist/Therapist shuld be wrking n strategies t effectively help yur child in these areas, but being aware f these surces f distress means ne will be able t better understand an Asperger childs behavir, and perhaps take preventative actin when apprpriate. Aspergers children ften have s-called meltdwn. An adults behavir can influence a meltdwns duratin. At first, ne shuld take 3 slw, deep breaths, and rather than dreading the meltdwn thats abut t take place. Secndly, ne shuld keep his/her speaking vice quiet and the tne neutrally pleasant.
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It is nt necessary t speak. ften Asperger children seem t “want” t fight. They knw hw t “push the buttns”, s d nt be side-tracked frm the meltdwn issue. Third, ne shuld slw dwn. Meltdwn ften ccurs at the mst incnvenient time e.g. rushing ut the dr t schl. The extra pressure the fear f being late creates, adds t the stress f the situatin. Asperger children respnd t referred md and will pick up n stress.
This stress is then added t their wn. ne shuld frget the clck and fcus n the situatin. Furth, ne shuld priritize safety when an Asperger child is having a meltdwn. It is imprtant t understand that they can be extremely impulsive and irratinal at this time. ne shuld nt presume that the safety rules they knw will be utilized while an AS child is melting dwn. Just because an Asperger child knws nt t g near the street when they are calm des nt mean they will nt run straight int 4 lanes f traffic when they are having a meltdwn.
Lastly, when an Asperger child is calm and has regained self-cntrl, he/she will ften be exhausted. ne shuld remember that all behavir is a frm f cmmunicatin, s it is imprtant t wrk ut the message an Asperger child is trying t cnvey with their meltdwn, rather than respnding and reacting t the behavir displayed. Children with Asperger’s Syndrme ften have an area f interest that is all-cnsuming e.g. dinsaurs, sharks, hrses, astrlgy, cmputers etc. and they are passinate abut it. These high interest areas can remain cnstant r change every cuple f mnths r s. Individuals with Aspergers Syndrme usually develp an in-depth knwledge f these high-interest tpics, ften amassing an astnishing recall f facts and data n their favrite tpic.
This renders Asperger children experts n their chsen tpic and their expertise shuld be cmmended and respected, whilst directing them t apprpriately make use f their knwledge in scial situatins. Children with Aspergers Syndrme will need very specific directin as t when and hw they may apprpriately talk abut their high-interest tpic in the classrm r in the playgrund, (this shuld be part f an n-ging Scial Skills prgram invlving bth children with Autistic Spectrum Disrder and their neurtypical peers) s as t learn abut turn-talking and fllwing tpic-shifts in cnversatin. As the ASD child matures their friends and family can use a signal wrd t let them knw if they are tending t run n t lng abut their tpic. Als, they shuld be given sme specifics t lk fr signs f bredm r disinterest in the listener, and encurage them t use these cues t stp talking abut their favrite tpic. E.g. listener breaks eye cntact, r turns their shulders/bdy away.
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Hwever, ne shuld keep in mind that while ne may have heard it again and again, the new listener may find their knwledge interesting and engaging. Gd educatrs will use this favrite subject r tpic t actively engage Asperger Syndrme children in the classrm, keeping their interest and mtivatin levels at a premium acrss all curriculum areas. T encurage children t fcus n subjects ther than the high-interest area, draw similarities, r pint ut differences. As the child matures their knwledge base can be used as an example f preferred learning styles r methds, by examining the Asperger childs infrmatin categrizing technique. Within the classrm Asperger children shuld be acknwledged as experts n their tpic, and their peers shuld be encuraged t refer t them fr assistance in that area. Aspergers Syndrme children respnd best when their mtivatin level is high. Children with Aspergers Syndrme never really make the leap frm instant gratificatin t internal mtivatin r drive, such as self-satisfactin in a jb well dne, r pride in their ability t face a challenging situatin.
Aspergers Syndrme children are simply wired differently emtinally, and parents and educatrs sn cme t realize that mtivatin t attempt r cmplete tasks is clsely linked t perceived persnal gain r reward fr the child. Fr Asperger children t achieve and keep n achieving, the pssibility f persnal reward must be present as a mtivatr. ften this reward revlves arund the special interest f the Asperger child. Aspergers Syndrme children take a lng time establish trust, and fr this reasn a tken ecnmy shuld fcus n rewarding desired behavirs and actins. nce the prgram has been established fr a number f years, yu may then be able t intrduce fines r respnse csts, where the Aspergers Syndrme child is fined fr inapprpriate behavir. Be creative with the reinfrcers ffered as mtivatin fr AS children. ffering a menu f rewards t chse frm seems mst successful.
Initially fr children with Aspergers Syndrme “cashed in” rewards need t be fairly instant i.e. at the end f each day. ver time this can be stretched t the end f each week. As the AS child matures this delayed gratificatin may be able t be stretched t a mnth r term, hwever small rewards and mtivatrs shuld be ffered cnsistently alng the way. Helping children with Aspergers syndrme is crucial. Peple are scial beings and it is impssible t exist separately frm the sciety. Mst imprtant aspects f scial adaptatin include: transitin help, persnal hygiene, language usage help, md cntrl help, meltdwns management and mtivatin prvisin.
Bibligraphy: Asperger’s Syndrme: Intervening in Schls, Clinics, and Cmmunities; Linda J. Baker, Lawrence A. Welkwitz; Lawrence Erlbaum Assciates, 2005. Asperger Syndrme, Ami Klin Vlkmar, Maria Asperger Felder Md; Guilfrd Press, 2000..