Teacher’s Corner

The short answer is that no one knows for sure. In the past 30 years, the prevalence rate of autism has increased dramatically. Recent estimates indicate that autism spectrum disorders occur in 1 out of every 36 children born (CDC, 2023). Autism impacts people across all races and socioeconomic groups, and occurs four times more in boys than in girls.

Some epidemiologists point to a broader definition of autism and an increasing awareness among medical professionals as the key contributing factors to the increase. As more research is funded and completed, this question may soon be answered.

Asperger Syndrome (AS), also known as Asperger’s Syndrome, is a diagnostic term used by professionals between 1994 and 2013. Asperger Syndrome was one of five distinct developmental disorders on the autism spectrum during that time. Some people with Asperger Syndrome choose to continue identifying themselves as persons with AS, or “aspies.”

Based on the DSM-IV, the main differences between Asperger Syndrome and classic autism exist in the language and cognitive areas. Children with Asperger Syndrome do not have delayed language development and display average to above-average intelligence.

Although the characteristics of Asperger Syndrome will vary somewhat from person to person, common qualities include:

• Trouble understanding social cues and conversational language styles
• Inflexible adherence to routine or ritual
• Repetition of movements or words and phrases
• Difficulties with fine-motor skills and sensory integration
• A persistent preoccupation with objects or narrowly focused topics of interest

In 2013, the American Psychiatric Association released the Diagnostic Manual of Mental Disorders, 5th Edition (DSM-5). Since then, “Asperger Syndrome” has been a discontinued term that is now captured under the broader term, Autism Spectrum Disorder (ASD).

To learn more about how to support students with Asperger Syndrome or Level 1 ASD, check out OAR’s Life Journey through Autism: An Educator’s Guide to ASD (Level 1 Supports).

DSM-IV

In the American Psychiatric Association’s Diagnostic Manual of Mental Disorders, 4th Edition (DSM-IV), autism spectrum disorders were categorized by separate disorders, including:

• Autistic disorder (classic autism)
• Asperger Syndrome/Asperger’s Syndrome (AS)
• Childhood Disintegrative Disorder (CDD)
• Rett Disorder/Rett Syndrome
• Pervasive Developmental Disorder not otherwise specified (PDD-NOS)

Traits were organized into three core domains:

• Communication deficits
• Social interaction impairments
• Restricted interests and repetitive behaviors

DSM-5

In 2013, the APA combined the four diagnoses under the broad term Autism Spectrum Disorder (ASD). Under the DSM-5, people diagnosed with autism are now evaluated based on their traits and the severity in which they exhibit them under two domains:

• Deficits in social communication and social interaction
• Restricted repetitive behaviors, interests, and activities (RRB)

Traits in both domains must be present in order for people to receive the autism diagnosis. Those who have difficulty communicating or interacting socially but do not exhibit RRBs are diagnosed with social communication disorder, not autism.

Autistic people vary significantly from one another. Their levels of independence and need for support can be further clarified with a diagnosis of Autism Spectrum Disorder – Level 1, Level 2, or Level 3:

Level 1 – Requiring support
Level 2 – Requiring substantial support
Level 3 – Requiring very substantial support

Overall, the changes from DSM-IV to DSM-5 are aimed to better inform clinicians to consistently and more accurately diagnose their patients. In theory, the specified “levels” allow practitioners to have some sense of the amount of supports needed.

Children with Asperger Syndrome often display considerable academic strengths. However, these students often require different teaching strategies in order to discover and capitalize on those strengths. Within the school environment, students with Asperger Syndrome also face many obstacles to relationship building and interacting socially with their peers.

The first challenge is to recognize that Asperger Syndrome presents serious challenges for both the student and you. It can be very deceptive, almost hidden to the untrained eye at first. Children with Asperger Syndrome can, at times, look and act much like their typically developing peers. Further, these children tend to perform as well or better academically than their classmates, which has the potential to mask the effects of the disorder.

Asperger Syndrome is a neurological disorder; individuals with the disorder often have difficulty controlling certain behaviors. Most often these behaviors are a function of Asperger Syndrome and not the result of an individual’s willful disobedience or defiance.

Learning about Asperger Syndrome and how it specifically affects your student will help you effectively manage these behaviors. Here are some helpful hints for teachers:

• Operate on “Asperger time.” This means, “Twice as much time, half as much done.” Students with Asperger Syndrome often need additional time to complete assignments, gather materials, and orient themselves during transitions.
• Manage the environment. Any change can increase anxiety for a student with Asperger Syndrome. Make an effort to provide schedule consistency and avoid sudden changes.
• Create a balanced agenda. Consider creating a visual schedule that includes daily activities for students with Asperger Syndrome. Monitor and restructure the schedule as needed.
• Share the agenda. Students with Asperger Syndrome have difficulty distinguishing between information that is essential and information that is not. In addition, they often do not remember information that others acquire from past experiences or that come as “common sense.” Thus, it is important to state the obvious and “live out loud.” This will help your student understand the meaning behind your actions.
• Simplify language. Keep your language simple and concise, and speak at a slow, deliberate pace. Students with Asperger Syndrome have difficulty “reading between the lines,” understanding abstract concepts like sarcasm, or interpreting facial expressions. Be clear and specific when providing instructions.
• Manage change of plans. Make sure that your student with Asperger Syndrome understands that sometimes planned activities can be changed, canceled, or rescheduled. Have backup plans and share them with your student in advance. Prepare them for change whenever possible; tell them about assemblies, fire drills, guest speakers, and testing schedules. Recurring transitions, such as vacations and the beginning and end of the school year, may cause anxiety.
• Provide reassurance. Because students with Asperger Syndrome cannot predict upcoming events, they are often unsure what to do. Provide feedback and reassurance frequently so that the student knows they are moving in the right direction or completing the correct task. Use frequent check-ins to monitor student progress and stress.
• Be generous with praise. Find opportunities throughout the day to tell your student with Asperger Syndrome what they did right. Compliment both successes and worthy attempts at success. Be specific with your words so that your student knows why you are providing praise.

The parents of your student with Asperger Syndrome are your first and best source of information about their child; they can provide you with information about their child’s behavior and daily activities. Ideally, this partnership will begin with meetings before the school year. After that, it is critical to establish mutually agreed-upon modes and patterns of communication with the family throughout the school year. You can use this sample document to maintain communications with parents.

Having learned about the individual sensitivities and characteristics of your student with Asperger Syndrome, you now have the information you need to organize your classroom appropriately. You can manipulate the physical aspects of your classroom, making it more comfortable for children with Asperger Syndrome without sacrificing your plans for the entire class.

Our Life Journey through Autism: An Educator’s Guide to ASD (Level 1 Supports) resource contains information about specific approaches for structuring the academic and physical environment to address your students’ needs.

Children with Asperger Syndrome have social deficits that make it difficult for them to establish friendships. However, with appropriate assistance, they can engage with peers and establish mutually enjoyable and lasting relationships.

The characteristics of Asperger Syndrome can cause peers to perceive a child with the disorder as “strange” or “different.” Children with Asperger Syndrome are more likely than their typically developing classmates to be the victims of teasing and bullying, and often cannot discriminate between playful versus mean-spirited interactions. Teachers and school staff must be aware that students with Asperger Syndrome are potentially prime targets, and they must watch for signs.

Research shows that typically developing peers have more positive attitudes, increased understanding, and greater acceptance of children with Asperger Syndrome when provided with clear, accurate, and straightforward information about the disorder. Thus, educating students about the common traits and behaviors of children with Asperger Syndrome can lead to more positive social interactions between your student and his or her peers.

Many social interactions occur during unstructured times in settings outside the classroom, where students with Asperger Syndrome may end up being isolated. You may want to create a “circle of friends,” or a rotating group of responsible peer buddies for the student with Asperger Syndrome; they will not abandon them, serve as a model of appropriate social behavior, and protect against teasing or bullying. This strategy should also be considered for use outside of school.

School is a stressful environment. Common academic and social situations may create extreme stress for students with Asperger Syndrome. These stressors may include difficulty predicting events because of changing schedules, tuning into teachers’ directions and understanding them, interacting with peers, anticipating change, and structural items such as classroom lighting, sounds, noises, odors, etc.

Meltdowns typically occur in three stages that can be of variable length. These stages and their associated interventions are described more fully in the Educator’s Guide to Asperger Syndrome. Students with Asperger Syndrome rarely indicate (verbally) that they are under stress. While they may not always know when they are near a stage of crisis, most meltdowns do not occur without warning. There is a pattern of behavior, which is sometimes subtle, that suggests an imminent, behavioral outburst. Prevention through the use of appropriate academic, environmental, social, and sensory supports, as well as modification to environment and expectations, are the most effective methods.

Read about Individualized Education Programs (IEPs) here.

Students’ lives are full of transitions, from elementary school and cubbies to middle school and lockers. While these and so many more transitions occur throughout their lives, perhaps one of the most significant transitions is the transition from secondary school to adult life. Planning for the transition of students with Asperger Syndrome out of secondary school into adulthood is an ongoing process outlined by the IDEA, and is the focus of the last step in the seven-step plan.

According to the 2004 revision of IDEA, transitional planning must begin by the time the student is 16, or younger if determined by state law or the IEP team. Our Life Journey through Autism: An Educator’s Guide to ASD (Level 1 Supports) resource contains information about the various skill domains that should be focused on during the transition process.

There are three critical factors in the transition process that should always remain at the center of the team’s efforts: (a) planning for this transition as soon as the student enters school (i.e., as early as possible); (b) individualizing all transition planning to the student; and (c) and involving the student in as much of his or her transition planning as possible. With that in mind, it is important to update the plan to ensure that it is responsive to the student’s current needs and interests.