Teaching Strategies for Children with Asperger Syndrome

Asperger syndrome is a developmental disorder first researched by Dr. Hans Asperger in 1944. Dr. Asperger, a pediatrician, made observations working with children who seemed to have normal intellectual capabilities and were socially isolated. These children often seemed focused on particular areas of interest and were unable to communicate effectively, particularly in nonverbal ways. Gross motor issues, problems with changes in routine, and overly formal speech were also noted in the condition that Dr. Asperger called autistic psychopathy. In 1981 an English doctor named Laura Wing released a series of her own case studies where she called the condition Asperger's syndrome and in 1994 Asperger syndrome was included in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).

Because Asperger syndrome is an autism spectrum disorder, it manifests itself differently from person to person. Some people diagnosed with Asperger syndrome experience mild symptoms and others experience symptoms to greater degrees. Children with Asperger syndrome often face isolation from their peers for various reasons. Children with this condition often speak in a formal manner instead of talking to their peers informally in conversations. Often people with Asperger syndrome have a narrow field of interest. They might be fixated on something specific, such as model cars. A great deal of energy is put into researching model cars and will collecting what many others might consider useless information and facts. They tend to dominate the conversation by talking about what they are interested in. Someone with Asperger syndrome will bring up model cars in conversation even when the person to whom they are speaking has no interest in model cars or start talking about model cars in math class or another inappropriate venue. Some people with Asperger syndrome have trouble speaking at a volume that is situation appropriate and need to be reminded to speak more softly.

When teaching children with Asperger syndrome it is important for the teacher to understand how the disorder affects the student in order to make accommodations that will create a positive classroom environment conducive to learning for all children. Changes in routine and times of transition are areas that are very sensitive for many children with Asperger syndrome and can become quite overwhelming for the student. Because of this, it is important that changes in schedule and deviation from normal daily routines are kept to a minimum. Some students benefit from a printed schedule or a picture schedule with any special events noted. Students with Asperger syndrome should be warned in advance of any disruptions to the daily routine so that they have adequate time to prepare for those changes. Consistency and clarity are crucial in regards to behavioral expectations and consequences. Sometimes using a buddy system is helpful. Pair a student with Asperger syndrome with someone who will model appropriate social interaction and help the student learn about social cues. Positive reinforcement for appropriate behavior is often a useful tool for teachers. Many students with Asperger will benefit from cooperative learning experiences and being seated near the teacher.
Sources:
National Institute of Neurological Disorders and Stroke