|Interventions for Adolescents with Aspergers Syndrome.
|Friday, May 23, 2008
|6:00 PM–9:00 PM
|Area: AUT; Domain: Applied Research
|CE Instructor: Robert K. Ross, M.S.
|ROBERT K. ROSS (BEACON Services)
|Description: Adolescents with a diagnosis of Aspergers Syndrome present a wide array of unique challenges to teachers and parents. This workshop is designed to provide participants with a clearer understanding of the markedly different learning profile of learners with Aspergers Syndrome. Additionally the participants will be taught how to identify effective instructional procedures as well as commonly used but often highly ineffective practices. We will then focus on how to modify instructional practices to enable acquisition and importantly, the reliable demonstration of a broad range of skills including social skills, conceptual knowledge and adaptive behavior. Frequently encountered issues such as near constant arguing, limited flexibility, the seeming need to be right all of the time, challenges related to honesty and limited empathy for others will be directly addressed from both an intervention and etiology perspective.
|Learning Objectives: Learning Objectives: 1. Participants will be able to state at least three differences in the learning profile of persons with Aspergers Syndrome from that of "typical" learners. 2. Participants will be able to discriminate the difference between verbal knowledge and physical performance of skills in persons with Aspergers Syndrome 3. Participants will be able to describe at least two effective and ineffective instructional practices in instruction of person with Aspergers Syndrome 4. Participants will be able to develop instructional programs to teach social skills or social behavior to a person with Aspergers syndrome.
|Activities: Aspergers Syndrome Workshop Proposed Schedule .5 Overview of Aspergers Syndrome History Core symptoms Differential Diagnosis .75 Understanding the Learning Profile: Visual learning strengths Response to language instruction Instructional support "Critical Keys" What we would like to Help- versus what actually helps Perspective taking issues (including Theory of Mind) Concrete and abstract thinking and learning Knowing versus doing (how to demonstrate comprehension Desire to always be "right" and its implications for those who support them .25 Break .75 Misconceptions regarding reasons for some of the learning and behavioral challenges Kids with AS can't learn social skills They have and inability to process and understand complex social rules They do not have the ability to emphasize with the "feelings" of others No we just teach them this skill very badly and in ways that do not result in learning the skills The effects of verbal correction .75 Specific teaching methods and supportive strategies for addressing: Improving Social Interactional skills With peers With adults Isolative or stigmatizing behavior: Why it happens and what you can do about it Oppositional behavior: or why I like to argue Rigidity: Building flexibility and interest in change Control Issues: Why I need to learn to let others be "in charge" and specific strategies to accomplish this.
|Audience: Clinicians, teachers, working with children with AS and parents of children with AS
|Content Area: Practice
|Instruction Level: Intermediate