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Helping Children with Asperger's Syndrome Develop Socially Outline: Introduction Main part Transition for children with AS Personal hygiene Language difficulties Sensitive mood Meltdowns Motivation Conclusion In recent years, a growing number f children and adults have been diagnosed with Asperger's Syndrme, a neurological condition characterized by severe difficulties with social communication. This is the read why these children should be helped t develop socially and live in a community. Children with Asperger's Syndrme require a transition in everything they d. Transition is defined as "passage frm ne frm, state, style, r place t anther." A characteristic can t children / adults with Asperger's Syndrme is the difficulty they experience with making transitin's.
Fr neurtypicals the transition press happens effortlessly (with us noticing), countless times a day. S it can be challenging fr parents / carers /teachers t comprehend the impact that problems with transition create fr the with Asperger's Syndrme. Frm bed t breakfast table t living rm. Frm pyjamas t schl uniform. Frm bare feet t sck's and shes. (Keep in mind the sense transition frm comfortable PJs t crisp, clean schl clothes; bare, cl feet t enclosed, clammy feet. ) Feeling empty (hunger) t feeling full. Fr example, calling an Asperger child away frm the television t brush their teeth, the transition involves: shipping the visual / auditory processing f watching T.
V. ; Physically moving frm living rm t bath; Visually processing the bath environment; The taste in their muth changing frm morning breath t fresh, minty breath. Fr an Asperger child, the simple act f ging t schl involves multiple transitin's: Frm hme t car / bus (processing the passing scenery f the june) t schl. ne would probably notice that an Asperger child seems reluctant / see t get ut f the car / bus at schl and des nt seem t hear yur last-minute instructions. That is because all their energy is focused n processing the transition. (A better time t give last minute instructions would be at the beginning f the car june. ) nce an Asperger child arrives at schl, transitin's continue t board his / her processing system.
Frm the schl grund's / carriers t inside the classrm; frm classrm t recess area; recess area t play grund; play grund t classrm and s n. At the end f the schl day yur Asperger child must cpe with the transition frm classrm t car / bus t hme. The responsibility is n us t be able t recognize every transition ur Asperger children are faced with each and every day, and all them time t press / catch up with their environment. ne als needs t understand that n sme days fr Asperger children, t many transitin's can lead t verlag and meltdown.
ne must als accept that Asperger children will nt "get ut" f having difficulty with transition it will be an ever-present challenge in their lives. An awareness f transition difficulties will mean ne can facilitate this Asperger characteristic by allowing extra time fr ur children t press their transitin's. This understanding will als guide as t when ur Asperger child is the mst receptive t hearing instructions r important information we have t impart t them. In this way ne can minimize their transition difficulty and maximize their learning uncles.
A can behavior characteristic in children with Asperger's Syndrme appears t be a dislike f going and personal hygiene habits. It is important t adpt Asperger's children in re t adapt t simple hygiene procedures. Asperger's children f all ages seem t have difficulty establishing send hygiene ratings in the areas f bathing / sharing , washing hair, brushing hair, hair cuts, cleaning teeth and changing clothes. Far frm being lazy r slovenly, the source f the problem seems t stem frm the sense sensitivities associated with Asperger's Syndrme, particularly with tactile sensitivities. The skin f an adolescent covers approximately 5? square metres (18 square feet) and is ur boundary between self and the world.
It comprises abut 5 million nerve endings (r tuch receptors) and is extremely sensitive. In ther wrd's, ur skin is ur external nervus system. Tuch receptors communicate information abut pain, pressure, heat and cld, vibration and texture. This may clarify the difficulty children with Asperger Syndrme seem t have with sharing. Children with Asperger Syndrme like t take baths quite happily but rarely like shwer's. Taking a bath can present problems t, with Asperger's children nt liking the noticeable change in temperature and hw that feels n their by, frm warm bath t cl air.
The nervus system f children with Asperger's 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 become agitated r tense. Sometimes even anticipating being touched can trigger a fight r flight response in an AS child. Additionally, pr vestibular system functioning means Asperger's Syndrme children free feel unsteady n their feet, and usually suffer frm gravitational insecurity e. g.
dislike f being upside-do, being suspended in mid-air r having their feet ff the grund. This can mean that the simple act f bending forward r backward ver a sink t have their hair washed can create dizziness, anxiety r mild panic. Sme Asperger's children fear falling ver if they shut their eyes. This fear f falling cme's frm a proprioceptive (bill sense f self) imbalance a can trait in the with Asperger's Syndrme. Getting dressed and feeling comfortable in clothing is anther area f distress fr AS children. Irritating can car frm lse fitting clothing thing the skin, and tags r labels scratching.
Clothes that are t stiff r t tight als cause problems. Clothing is usually case fr cart fr this read ur sn insisted n wearing the same clothes 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 Asperger's Syndrme. Problems in this area f going can be fr a variety f reasn's, frm nt liking the taste f tth paste r experiencing burning r stinging frm it, t having sensitive teeth and gums (their gums may become tender, bruised r actually bleed frm brushing).
Dislike r distress at brushing their hair r having a haircut seems t be a can bistable with Asperger's children. AS children usually have very sensitive scalps and skulls. Using deviant r anti-per spirant sprays is anther area f discomfort fr children with Asperger's Syndrme. The such f the cld spray n their warm armpit called with the quite high-powered april delivery causes genuine alarm and discomfort.
Mst detracts are strongly scented, which als boards a sense sensitive Asperger child. S whether an Asperger child is 4 r 24, personal hygiene and going may continue t cause distress through their sense sensitivities. Using visual reminders / timetables t encourage the completion f daily going tasks can be helpful in establishing gd ratings. Being mindful f their sensitivities and being prepared t compromise helps t.
ne should lk fr ways t minimize their distress while completing their going e. g. suggest a bath instead f a she, minimize temperature variations when bathing, use a 2 -in- 1 same and conditioner t reduce time spent in the she, provide a sft bristled electric tth brush and bland tasting tth paste, and experiment with unscented re-n detracts r natural crystal anti-per spirants. Being empathetic and talking with an Asperger child abut their discomfort in the going press will help them develop better personal hygiene habits. In line at the early language history f children with Asperger's Syndrme, there is n clear pattern: sme have normal r even early achievement f milestones while ther's have delays in speech.
Frequently children with Asperger's Syndrme display language characteristics such as repetitive sayings r the use f catch phrases theyve heard n Television, at the movies, r n the radi. However, a can feature f Asperger's Syndrme language difficulties is their tendency t misinterpret information, particularly idiomatic r literal language. Literal meanings can cause real angst t the Asperger child fr a number f reasn's. Aside frm nt comprehending the abstract meaning behind an item, literal language abuse a number f internal rules fr the AS child e. g. the rule issue; truth issues; and trust issues.
Children with Asperger's Syndrme suffer frm sense sensitivity r are "sense defensive." This sensitivity can encompass any r all f the senses: send, tuch, taste, sight, and smell. These sensitivities are real, and cause the sufferer much discomfort, sme describing it as painful. Sense verlag can trigger a meltdown, free being the straw that be the camels back. Sme sensitivity's will diminish with exposure and the passage f time.
ther's will remain as severe fr life. Many Asperger children are extremely sensitive t the mds f ther people, especially when they are in case proximity. The effects f ther peple's mds seem t wash ver ASD children, and it even a differing response in each child. This is called referred md. E. g.
Fr the referred email f ANGER, the Asperger child may become 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 taking confusing and exhausting experience fr an Asperger child. Referred mds happen with mst eating such as agitation, anxiety, excitement. Asperger children are als ver laded frm t many people (cards), and sme scenario are shipping centers, schl assembly / parade , public libraries, more theatres, concerts, fairs, playgrund's in the park etc. They seem t sak in all the energy and them. Anther source f verlag fr the Asperger child is vice, particularly tne f vice.
Lng before the wrd's r message is decided, the tne is instantly analyzed by the ASD child. Any hint f criticism r sarcasm is detected and taken personally. 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 scenario, and this causes an increase in anxiety, agitation and fear.
Mst Asperger children find it traumatic t be like at r stared at. Asperger children feel vulnerable; unable t project themselves frm prying eyes. Staring intrudes n their wn private world, and these children feel powerless t deal with it. When Asperger children become ver sensitized frm staring they free think they are being stared at when theyre nt. Their bsessiveness takes ver and "being stared at" can become a may source f better. These are all can areas f upset fr an Asperger child.
They can all contribute t the cumulative verlag effect f Sense Stimuli. A childs Psychlgist/Therapist should be working n strategies t effectively help yur child in these areas, but being aware f these surce's f distress means ne will be able t better understand an Asperger childs behavior, and perhaps take preventative actin when appropriate. Asperger's children free have s-called meltdown. An adults behavior can influence a meltdwn's duration. At first, ne should take 3 see, deep breaths, and rather than dreading the meltdown thats abut t take place. Secondly, ne should keep his / her speaking vice quiet and the tne neutrally pleasant.
It is nt necessary t speak. free Asperger children seem t "want" t fight. They know hw t "push the buttons", s d nt be side-tracked frm the meltdown issue. Third, ne should see do. Meltdwn free course at the mst inconvenient time e.
g. rushing ut the dr t schl. The extra pressure the fear f being late creates, adds t the stress f the situation. Asperger children respond t referred md and will pick up n stress. This stress is then added t their wn. ne should free the click and fcu's n the situation.
Fourth, ne should primitive safety when an Asperger child is having a meltdown. It is important t understand that they can be extremely impulsive and irrational at this time. ne should nt presume that the safety rules they know will be utilized while an AS child is melting do. Just because an Asperger child knw's 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 meltdown.
Lastly, when an Asperger child is calm and has regained self-cntrl, he / she will free be exhausted. ne should remember that all behavior is a frm f communication, s it is important t wrk ut the message an Asperger child is trying t cover with their meltdown, rather than responding and reacting t the behavior displayed. Children with Asperger's Syndrme free have an area f interest that is all-consuming e. g.
dinosaurs, sharks, horses, astrology, computers etc. and they are passionate abut it. These high interest areas can remain constant r change every couple f months r s. Individuals with Asperger's Syndrme usually develop an in-depth knowledge f these high-interest tpic's, free amassing an astonishing recall f facts and data n their favorite this. This renders Asperger children experts n their case this and their expertise should be commended and respected, whilst directing them t appropriately make use f their knowledge in social situatin's. Children with Asperger's Syndrme will need very specific direction as t when and hw they may appropriately talk abut their high-interest this in the classrm r in the play grund, (this should be part f an n-ging Social Skills program involving bth children with Autistic Spectrum Disorder and their neurtypical peers) s as t learn abut turn-talking and following this-shifts in conversation.
As the ASD child matures their friends and family can use a signal wrd t let them know if they are tending t run n t lng abut their this. Als, they should be given sme specifics t lk fr signs f bed r disinterest in the listener, and encourage them t use these cues t stp talking abut their favorite this. E. g.
listener breaks eye contact, r turns their shoulders / by away. However, ne should keep in mind that while ne may have heard it again and again, the new listener may find their knowledge interesting and engaging. Gd educators will use this favorite subject r this t actively engage Asperger Syndrme children in the classrm, keeping their interest and motivation levels at a premium across all curriculum areas. T encourage children t fcu's n subjects ther than the high-interest area, draw similarities, r pint ut differences. As the child matures their knowledge base can be used as an example f preferred learning styles r methods, by examining the Asperger childs information categorizing technique. Within the classrm Asperger children should be acknowledged as experts n their this, and their peers should be encouraged t refer t them fr assistance in that area.
Asperger's Syndrme children respond best when their motivation level is high. Children with Asperger's Syndrme never really make the leap frm instant gratification t internal motivation r drive, such as self-satisfaction in a jb well dne, r pride in their ability t face a challenging situation. Asperger's Syndrme children are simply wired differently emotionally, and parents and educators sn cme t realize that motivation t attempt r complete tasks is closely linked t perceived personal gain r reward fr the child. Fr Asperger children t achieve and keep n achieving, the possibility f personal reward must be present as a motivate.
free this reward replies and the special interest f the Asperger child. Asperger's Syndrme children take a lng time establish trust, and fr this read a the economy should fcu's n rewarding desired behavir's and actins. nce the program has been established fr a number f years, yu may then be able t introduce fines r response cst's, where the Asperger's Syndrme child is fined fr inappropriate behavior. Be creative with the reinforces feed as motivation fr AS children. feeling a menu f rewards t case frm seems mst successful. Initially fr children with Asperger's 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 gratification may be able t be stretched t a month r term, however small rewards and motivates should be feed consistently and the way.
Helping children with Asperger's syndrme is crucial. People are social beings and it is impossible t exist separately frm the society. Mst important aspects f social adaptation include: transition help, personal hygiene, language usage help, md cntrl help, meltdwn's management and motivation provision. Bibliography: Asperger's Syndrme: Intervening in Schl's, Clinics, and Communities; Linda J. Baker, Lawrence A. Welkwitz; Lawrence Erlbaum Associates, 2005.
Asperger Syndrme, Ami Klin Vlkmar, Maria Asperger Felder Md; Guilford Press, 2000.
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