Re: Information for Asperger red flags for teachers?

[Guest guest]

The characteristics in this article seem pretty straight forward:

http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome

Here are some free resources for teachers that you could send them as well:

Positively Autism (free newsletter for parents and teachers):

http://www.PositivelyAutism.com/

Best Autism Websites for Teachers (directory of free resources):

http://www.ikeepbookmarks.com/Best_Autism_Sites_for_Teachers

a Kluth's Website (free articles on Autism and Inclusion):

http://www.paulakluth.com/autism.html

Caldwell, M.Ed.

>

> Hi all.

>

> Does anybody have any favorite articles/links that describe things to look for

in the classroom as red flags for Asperger/HFA? Something brief but good?

>

> I found out there is an Asperger boy 3 years behind my Asperger son in the

same schools, some of the same teachers, and he is getting the same bad

treatment my son got. I feel like maybe they, or at least some of them, did not

learn much from working with my son. After I thought about it, I realized this

may be partly my fault for not letting them know how things have turned out for

my son. They may not even know that my son is now in special ed with an autism

spectrum disorder.

>

> I decided I would like to send all my son’s teachers/school administrators

from the elementary years a brief letter letting them know how things have ended

up and some information on red flags to look for, try to encourage them not to

make other kids go through what my son went through.

>

> Thanks!

>

[Guest guest]

The characteristics in this article seem pretty straight forward:

http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome

Here are some free resources for teachers that you could send them as well:

Positively Autism (free newsletter for parents and teachers):

http://www.PositivelyAutism.com/

Best Autism Websites for Teachers (directory of free resources):

http://www.ikeepbookmarks.com/Best_Autism_Sites_for_Teachers

a Kluth's Website (free articles on Autism and Inclusion):

http://www.paulakluth.com/autism.html

Caldwell, M.Ed.

>

> Hi all.

>

> Does anybody have any favorite articles/links that describe things to look for

in the classroom as red flags for Asperger/HFA? Something brief but good?

>

> I found out there is an Asperger boy 3 years behind my Asperger son in the

same schools, some of the same teachers, and he is getting the same bad

treatment my son got. I feel like maybe they, or at least some of them, did not

learn much from working with my son. After I thought about it, I realized this

may be partly my fault for not letting them know how things have turned out for

my son. They may not even know that my son is now in special ed with an autism

spectrum disorder.

>

> I decided I would like to send all my son’s teachers/school administrators

from the elementary years a brief letter letting them know how things have ended

up and some information on red flags to look for, try to encourage them not to

make other kids go through what my son went through.

>

> Thanks!

>

[Guest guest]

>

> The characteristics in this article seem pretty straight forward:

http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome

Thanks ! This is " okay " . I'm looking for something a little more

descriptive and anecdotal--beyond the typical general descriptions. I actually

think articles like these may help kids' symptoms not get recognized because of

they are too general. Saying something like " doesn't use or recognize facial

gestures or body language well or at all " doesn't necessarily mean very much to

someone who doesn't know anything about autism. What does that actually look

like? A child sitting in class doing nothing while all the others are busy

working? A child not responding to an adult's irritation and acting as if

nothing is going on? Will someone who doesn't know autism make that connection?

They never did with my son. I think people read general descriptions like in

this article and still don't really know what to look for.

That said, I appreciate it. I'll keep this article, use it for structure and

add my own stuff if I have to. I'd much rather have something " official "

though.

[Guest guest]

This is from " The Discovery of Aspie Criteria " by Carol Gray and Tony Attwood.

This is in no way official, but I think it is anecdotal and descriptive. I also

think the positive spin is interesting.

Caldwell, M.Ed.

Source:

http://www.thegraycenter.org/store/index.cfm?fuseaction=page.display & page_id=58

A qualitative advantage in social interaction, as manifested by a majority of

the following:

peer relationships characterized by absolute loyalty and impeccable

dependability

speaking one's mind irrespective of social context or adherence to personal

beliefs

consideration of details; spending time discussing a topic that may not be of

primary interest

interested primarily in significant contributions to conversation; preferring to

avoid " ritualistic small talk " or socially trivial statements and superficial

conversation

seeking sincere, positive, genuine friends with an unassuming sense of humor

Fluent in " Aspergerese " , a social language characterized by at least three of

the following:

a determination to seek the truth

conversation free of hidden meaning or agenda

advanced vocabulary and interest in words

fascination with word-based humor, such as puns

advanced use of pictorial metaphor

Cognitive skills characterized by at least four of the following:

strong preference for detail over gestalt

original, often unique perspective in problem solving

exceptional memory and/or recall of details often forgotten or disregarded by

others, for example: names, dates, schedules, routines

avid perseverance in gathering and cataloging information on a topic of interest

persistence of thought

encyclopedic or " CD ROM " knowledge of one or more topics

knowledge of routines and a focused desire to maintain order and accuracy

clarity of values/decision making unaltered by political or financial factors

[Guest guest]

>

> This is from " The Discovery of Aspie Criteria " by Carol Gray and Tony Attwood.

This is in no way official, but I think it is anecdotal and descriptive. I also

think the positive spin is interesting.

, this is really great; thank you so much! I am not familiar with this

site, so that is nice too. I will probably use this. I agree, the positive

spin is very nice. Kinda funny--I'll have to fix their formatting or lack of

since it makes it hard to read--strange they put it up on their website that

way.

[Guest guest]

>

> This is from " The Discovery of Aspie Criteria " by Carol Gray and Tony Attwood.

This is in no way official, but I think it is anecdotal and descriptive. I also

think the positive spin is interesting.

, this is really great; thank you so much! I am not familiar with this

site, so that is nice too. I will probably use this. I agree, the positive

spin is very nice. Kinda funny--I'll have to fix their formatting or lack of

since it makes it hard to read--strange they put it up on their website that

way.

[Guest guest]

Someone on another list gave me some very nice links. I am posting them in case

someone would like to make use of them. The first is a traditional list of

symptoms (a good one) and the second link is to an interesting positive

approach. Sorry, I know the formatting will not come out on the listserve.

http://www.thegraycenter.org/store/index.cfm?fuseaction=page.display & page_id=49

Identifying a Child with ASD

By Laurel A. Falvo

Following is not a complete list, although it contains many of the

characteristics commonly seen in individuals with Autism Spectrum Disorders

(ASD). Not every child will exhibit every trait on this list, and each trait is

likely to be affected in some way by the child’s age, sex, and personality.

(Please note that the child may be male or female, and of any cultural or

socio-economic background.) This list is intended to provide information that

may indicate a need to have a child evaluated for ASD. I use the term

“unusual†to indicate that a particular behavior may or may not be a

problem, although it is likely to be different from that of the majority of the

child’s peers. Often, a child with ASD shows " typical " (age-appropriate)

behaviors that are expressed in an extreme manner (more frequently or with more

intensity) than his or her peers. It is important also to remember that ASD is a

" spectrum disorder, " encompassing a variety of expressions from low-functioning,

to very high-functioning (individuals at the high-functioning end of the

spectrum are often diagnosed with Asperger's Syndrome, or PDD-Pervasive

Developmental Disorder.) I recommend that you also read The Discovery of Aspie,

by Dr. Tony Attwood and Carol Gray, to discover the positive aspects of

Asperger's Syndrome. That article is located on our web site. Most importantly,

always keep in mind that a person with ASD is still a unique individual, with

feelings, unique thoughts, and numerous abilities.

The National Center for Disease Control estimates that one American child in 150

is affected with an autism spectrum disorder, compared with one in 10,000 a

decade ago. A recent survey by the National Autistic Society in England

suggested that the rate may be even higher; that one in 86 primary school pupils

may have the condition.

Unusual Interests: The child is likely to be interested in something other than

the interests of peers, including (but not limited to) electronics,

transportation, outer space, maps, a particular academic area (science,

geography, math), toilets, doors, or some other particular object or topic. The

area of interest may change over time, but is likely to be intense, to the

exclusion of other objects or topics. Parts of objects may interest the child

more than the whole (wheels or doors on a toy car as opposed to the whole car),

and the child may develop unique ways of playing with toys (lining them up in a

particular order, etc.). *The child may also be interested in some of the same

things as his or her peers, but to such a degree that they exclude all other

things.

Unusual social interactions: The child may be interested in having friends and

being social, although he or she will likely seem to be lacking in the

understanding of how to go about that. The child may seem to know all the right

words for interacting, but lack the ability to be effective in initiating and

maintaining conversations and friendships. (Conversations are likely to be quite

“one-sided,†frequently focusing on the child’s area of special interest.)

The child may seem to prefer to be alone, and may find it particularly difficult

to join his or her peers in imaginative play. There will likely be a lack of (or

difference in) eye contact. There is a possibility that the child may be either

the target of bullying, or in some cases, may be one who bullies (either with or

without intent). The child may not understand other people’s interests,

actions, intent, or emotions. The child may also be unable to identify or

regulate his or her own emotions.

Unusual physical movements: The child may display self-stimulating behaviors,

including (but not limited to) rocking, flapping a hand, banging his or her

head, and flicking fingers in front of the eyes. There may be some physical

awkwardness or seeming lack of coordination, such as difficulty alternating feet

while walking down stairs, unsteady balance, walking into objects, and

difficulty coordinating the use of both sides of the body (jumping jacks, riding

a bike, swinging the arms while running, etc.).

Unusual reactions to objects, people, and situations: You may be surprised by

the child’s sudden violent reaction to touch, sounds, people, suggestions, or

events. The child may also show little or no response to things (sounds, pain,

etc.) when you would expect some type of response. Transitions, disappointments,

or changes in routine may be particularly upsetting. The child may exhibit an

unusually high level of anxiety, possibly engaging in ritualistic and/or

compulsive behaviors or rituals when worried or upset. The child may allow some

things (touch, criticism, information) from a select number of people, but not

from anyone else. A child with sensory processing difficulties may either avoid

certain stimuli (including sounds, sights, touch, smells, flavors/textures,

movement, etc.), or seek them out excessively.

Unusual speech and language: Sometimes the child has an advanced vocabulary,

with very “correct†speech (pronunciation, grammar, usage)†" sounding like

a “little professor.†(This is particularly common in those with Asperger's

Syndrome). There may be an unusual prosody (rhythm, pitch, or stress), perhaps

sounding somewhat “foreign.†Words, phrases, or sentences may seem out of

context, perhaps being recited from memory (echolalia). Children with ASD may be

able to read and/or talk well (some may have precocious reading ability, and

many of those are particularly interested in non-fiction), but have difficulty

answering questions or comprehending what they hear and read. The child may tend

to interpret language literally, experiencing difficulty understanding humor,

sarcasm, or figures of speech. Social use of language (pragmatics) may be

different or even impaired. Other children with ASD may be non-verbal, or

severely delayed in speech and language abilities.

Unusual abilities: The child may have an incredibly accurate memory of seemingly

obscure details (facts, quotes, locations, dates, phone numbers, etc.). This

ability to memorize may or may not consistently extend to “common senseâ€

details such remembering homework assignments or where the individual put his or

her shoes. Although some children with ASD have a low IQ, others may excel at

one or more academic areas, having an average to high intellectual ability.

http://www.thegraycenter.org/store/index.cfm?fuseaction=page.display & page_id=58

Discovery Criteria For Asperger Disorder

By Carol Gray and Tony Attwood, M.Sc., Ph.D., MAPS., AFBPsS

A qualitative advantage in social interaction, as manifested by a majority of

the following:

• peer relationships characterized by absolute loyalty and impeccable

dependability

• free of sexist, " age-ist " , or culturalist biases; ability to regard others

at " face value "

• speaking one’s mind irrespective of social context or adherence to

personal beliefs

• ability to pursue personal theory or perspective despite conflicting

evidence

• seeking an audience or friends capable of: enthusiasm for unique interests

and topics;

• consideration of details; spending time discussing a topic that may not be

of primary interest

• listening without continual judgement or assumption

• interested primarily in significant contributions to conversation;

preferring to avoid " ritualistic small talk " or socially trivial statements and

superficial conversation

• seeking sincere, positive, genuine friends with an unassuming sense of humor

Fluent in " Aspergerese " , a social language characterized by at least three of

the following:

• a determination to seek the truth

• conversation free of hidden meaning or agenda

• advanced vocabulary and interest in words

• fascination with word-based humor, such as puns

• advanced use of pictorial metaphor

Cognitive skills characterized by at least four of the following:

• strong preference for detail over gestalt

• original, often unique perspective in problem solving

• exceptional memory and/or recall of details often forgotten or disregarded

by others, for example: names, dates, schedules, routines

• avid perseverance in gathering and cataloging information on a topic of

interest

• persistence of thought

• encyclopedic or " CD ROM " knowledge of one or more topics

• knowledge of routines and a focused desire to maintain order and accuracy

• clarity of values/decision making unaltered by political or financial

factors

Additional possible features:

• acute sensitivity to specific sensory experiences and stimuli, for example:

hearing, touch, vision, and/or smell

• strength in individual sports and games, particularly those involving

endurance or visual accuracy, including rowing, swimming, bowling, chess

• " social unsung hero " with trusting optimism: frequent victim of social

weaknesses of others, while steadfast in the belief of the possibility of

genuine friendship

• increased probability over general population of attending university after

high school

• often take care of others outside the range of typical development

[Guest guest]

You're welcome! I like the positive take on it as well (I guess you can tell

that by my website name!) You might try doing a google search for the title of

the article in quotes. It seems like I remember it being on other websites as

well that may have better formatting. I think it might be on Tony Attwood's

website.

Caldwell, M.Ed.

http://www.PositivelyAutism.com/

> >

> > This is from " The Discovery of Aspie Criteria " by Carol Gray and Tony

Attwood. This is in no way official, but I think it is anecdotal and

descriptive. I also think the positive spin is interesting.

>

> , this is really great; thank you so much! I am not familiar with this

site, so that is nice too. I will probably use this. I agree, the positive

spin is very nice. Kinda funny--I'll have to fix their formatting or lack of

since it makes it hard to read--strange they put it up on their website that

way.

>

[Guest guest]

Ruth I think the stuff Sue wrote about non verbal learning disorders is

short concise and addresses the emotional and disorganizational issues that some

kids with AS have.

Most of the AS things I have read focus solely on social learning. This may be

all of it for some AS kids. Others

have suffer with anxiety, sensory issues, transitional, attentional and

disorganization issues.

There is also a short book by (the director at Orion HS)

this book is very concise and covers the range of AS issues.

Helping your NLD or AS child.

I have to look out the site for Sue .

Pam

>

> Does anybody have any favorite articles/links that describe things to look for

in the classroom as red flags for Asperger/HFA? Something brief but good?

>

> I found out there is an Asperger boy 3 years behind my Asperger son in the

same schools, some of the same teachers, and he is getting the same bad

treatment my son got. I feel like maybe they, or at least some of them, did not

learn much from working with my son. After I thought about it, I realized this

may be partly my fault for not letting them know how things have turned out for

my son. They may not even know that my son is now in special ed with an autism

spectrum disorder.

>

> I decided I would like to send all my son’s teachers/school administrators

from the elementary years a brief letter. Just to let them know how things have

ended up and some information on red flags to look for, try to encourage them

not to make other kids go through what my son went through.

>

[Guest guest]

>

> You're welcome! I like the positive take on it as well (I guess you can tell

that by my website name!) You might try doing a google search for the title of

the article in quotes. It seems like I remember it being on other websites as

well that may have better formatting. I think it might be on Tony Attwood's

website.

That's all right; I already sent it to all my son's gr1-6 teachers and school

administrators. I don't know if it will help, but I feel better and like to

think it will. I also checked out the rest of that site and sent their more

traditional list of symptoms for ASD, which was also very good.

It is really blowing my mind that after all they went through with my son that

they are seemingly back at square one with this other child. At the end of each

year, every single one of them told me my son was " a first " and a learning

experience for them. Although our school district is large, and like I said,

after I thought about it, maybe not much got back to them about what went on

after their year(s) was up.

Funny, neither Carol Gray's or Tony Attwood's materials ever did much for my

son, but they sure know their stuff.

[Guest guest]

>

> Ruth I think the stuff Sue wrote about non verbal learning disorders

is short concise and addresses the emotional and disorganizational issues that

some kids with AS have.

Oh, bummer. Someone from another list responded very quickly, and I already

sent my e-mail out. It hasn't posted yet, but I posted links to the two

articles I sent. They are very good.

I'm really glad I did this. I feel much better. I can't believe after what

they went through with my son that they are seemingly back at square one with

this other child. Every single year, every single one of them would tell me my

son was " a first " and a learning experience.

[Guest guest]

Ugh... school systems are a necessary EVIL! My son has had the worst luck in our school system.. he is too high functioning for this, too tolerant for this.. cant process fast enough for the other thing.. it is a nightmare for lack of a better word. You know, it is NOT your fault for the school system being extremely underschooled and/or trained on the issues that these children have.. it is THIER fault, the school system should have teachers in place that have been trained in a disorder that is so widespread!!!! ( ) Re: Information for Asperger red flags for teachers?

Ruth I think the stuff Sue wrote about non verbal learning disorders is short concise and addresses the emotional and disorganizational issues that some kids with AS have. Most of the AS things I have read focus solely on social learning. This may be all of it for some AS kids. Othershave suffer with anxiety, sensory issues, transitional, attentional and disorganization issues.There is also a short book by (the director at Orion HS) this book is very concise and covers the range of AS issues. Helping your NLD or AS child. I have to look out the site for Sue . Pam >> Does anybody have any favorite articles/links that describe things to look for in the classroom as red flags for Asperger/HFA? Something brief but good? > > I found out there is an Asperger boy 3 years behind my Asperger son in the same schools, some of the same teachers, and he is getting the same bad treatment my son got. I feel like maybe they, or at least some of them, did not learn much from working with my son. After I thought about it, I realized this may be partly my fault for not letting them know how things have turned out for my son. They may not even know that my son is now in special ed with an autism spectrum disorder. > > I decided I would like to send all my son’s teachers/school administrators from the elementary years a brief letter. Just to let them know how things have ended up and some information on red flags to look for, try to encourage them not to make other kids go through what my son went through.>

[Guest guest]

Thanks for posting this! It is wonderful. It says things I've seen in both my

son and my husband and sheds light on a few things. It says things I don't

remember reading before, but which make total sense.

Miriam

>

> Someone on another list gave me some very nice links. I am posting them in

case someone would like to make use of them. The first is a traditional list of

symptoms (a good one) and the second link is to an interesting positive

approach. Sorry, I know the formatting will not come out on the listserve.

>

>

http://www.thegraycenter.org/store/index.cfm?fuseaction=page.display & page_id=49

>

> Identifying a Child with ASD

> By Laurel A. Falvo

>

> Following is not a complete list, although it contains many of the

characteristics commonly seen in individuals with Autism Spectrum Disorders

(ASD). Not every child will exhibit every trait on this list, and each trait is

likely to be affected in some way by the child’s age, sex, and personality.

(Please note that the child may be male or female, and of any cultural or

socio-economic background.) This list is intended to provide information that

may indicate a need to have a child evaluated for ASD. I use the term

“unusual†to indicate that a particular behavior may or may not be a

problem, although it is likely to be different from that of the majority of the

child’s peers. Often, a child with ASD shows " typical " (age-appropriate)

behaviors that are expressed in an extreme manner (more frequently or with more

intensity) than his or her peers. It is important also to remember that ASD is a

" spectrum disorder, " encompassing a variety of expressions from low-functioning,

to very high-functioning (individuals at the high-functioning end of the

spectrum are often diagnosed with Asperger's Syndrome, or PDD-Pervasive

Developmental Disorder.) I recommend that you also read The Discovery of Aspie,

by Dr. Tony Attwood and Carol Gray, to discover the positive aspects of

Asperger's Syndrome. That article is located on our web site. Most importantly,

always keep in mind that a person with ASD is still a unique individual, with

feelings, unique thoughts, and numerous abilities.

>

> The National Center for Disease Control estimates that one American child in

150 is affected with an autism spectrum disorder, compared with one in 10,000 a

decade ago. A recent survey by the National Autistic Society in England

suggested that the rate may be even higher; that one in 86 primary school pupils

may have the condition.

>

> Unusual Interests: The child is likely to be interested in something other

than the interests of peers, including (but not limited to) electronics,

transportation, outer space, maps, a particular academic area (science,

geography, math), toilets, doors, or some other particular object or topic. The

area of interest may change over time, but is likely to be intense, to the

exclusion of other objects or topics. Parts of objects may interest the child

more than the whole (wheels or doors on a toy car as opposed to the whole car),

and the child may develop unique ways of playing with toys (lining them up in a

particular order, etc.). *The child may also be interested in some of the same

things as his or her peers, but to such a degree that they exclude all other

things.

>

> Unusual social interactions: The child may be interested in having friends and

being social, although he or she will likely seem to be lacking in the

understanding of how to go about that. The child may seem to know all the right

words for interacting, but lack the ability to be effective in initiating and

maintaining conversations and friendships. (Conversations are likely to be quite

“one-sided,†frequently focusing on the child’s area of special interest.)

The child may seem to prefer to be alone, and may find it particularly difficult

to join his or her peers in imaginative play. There will likely be a lack of (or

difference in) eye contact. There is a possibility that the child may be either

the target of bullying, or in some cases, may be one who bullies (either with or

without intent). The child may not understand other people’s interests,

actions, intent, or emotions. The child may also be unable to identify or

regulate his or her own emotions.

>

> Unusual physical movements: The child may display self-stimulating behaviors,

including (but not limited to) rocking, flapping a hand, banging his or her

head, and flicking fingers in front of the eyes. There may be some physical

awkwardness or seeming lack of coordination, such as difficulty alternating feet

while walking down stairs, unsteady balance, walking into objects, and

difficulty coordinating the use of both sides of the body (jumping jacks, riding

a bike, swinging the arms while running, etc.).

>

> Unusual reactions to objects, people, and situations: You may be surprised by

the child’s sudden violent reaction to touch, sounds, people, suggestions, or

events. The child may also show little or no response to things (sounds, pain,

etc.) when you would expect some type of response. Transitions, disappointments,

or changes in routine may be particularly upsetting. The child may exhibit an

unusually high level of anxiety, possibly engaging in ritualistic and/or

compulsive behaviors or rituals when worried or upset. The child may allow some

things (touch, criticism, information) from a select number of people, but not

from anyone else. A child with sensory processing difficulties may either avoid

certain stimuli (including sounds, sights, touch, smells, flavors/textures,

movement, etc.), or seek them out excessively.

>

> Unusual speech and language: Sometimes the child has an advanced vocabulary,

with very “correct†speech (pronunciation, grammar, usage)†" sounding like

a “little professor.†(This is particularly common in those with Asperger's

Syndrome). There may be an unusual prosody (rhythm, pitch, or stress), perhaps

sounding somewhat “foreign.†Words, phrases, or sentences may seem out of

context, perhaps being recited from memory (echolalia). Children with ASD may be

able to read and/or talk well (some may have precocious reading ability, and

many of those are particularly interested in non-fiction), but have difficulty

answering questions or comprehending what they hear and read. The child may tend

to interpret language literally, experiencing difficulty understanding humor,

sarcasm, or figures of speech. Social use of language (pragmatics) may be

different or even impaired. Other children with ASD may be non-verbal, or

severely delayed in speech and language abilities.

>

> Unusual abilities: The child may have an incredibly accurate memory of

seemingly obscure details (facts, quotes, locations, dates, phone numbers,

etc.). This ability to memorize may or may not consistently extend to “common

sense†details such remembering homework assignments or where the individual

put his or her shoes. Although some children with ASD have a low IQ, others may

excel at one or more academic areas, having an average to high intellectual

ability.

>

>

http://www.thegraycenter.org/store/index.cfm?fuseaction=page.display & page_id=58

>

> Discovery Criteria For Asperger Disorder

> By Carol Gray and Tony Attwood, M.Sc., Ph.D., MAPS., AFBPsS

>

> A qualitative advantage in social interaction, as manifested by a majority of

the following:

>

> • peer relationships characterized by absolute loyalty and impeccable

dependability

> • free of sexist, " age-ist " , or culturalist biases; ability to regard others

at " face value "

> • speaking one’s mind irrespective of social context or adherence to

personal beliefs

> • ability to pursue personal theory or perspective despite conflicting

evidence

> • seeking an audience or friends capable of: enthusiasm for unique interests

and topics;

> • consideration of details; spending time discussing a topic that may not be

of primary interest

> • listening without continual judgement or assumption

> • interested primarily in significant contributions to conversation;

preferring to avoid " ritualistic small talk " or socially trivial statements and

superficial conversation

> • seeking sincere, positive, genuine friends with an unassuming sense of

humor

>

> Fluent in " Aspergerese " , a social language characterized by at least three of

the following:

>

> • a determination to seek the truth

> • conversation free of hidden meaning or agenda

> • advanced vocabulary and interest in words

> • fascination with word-based humor, such as puns

> • advanced use of pictorial metaphor

>

> Cognitive skills characterized by at least four of the following:

>

> • strong preference for detail over gestalt

> • original, often unique perspective in problem solving

> • exceptional memory and/or recall of details often forgotten or disregarded

by others, for example: names, dates, schedules, routines

> • avid perseverance in gathering and cataloging information on a topic of

interest

> • persistence of thought

> • encyclopedic or " CD ROM " knowledge of one or more topics

> • knowledge of routines and a focused desire to maintain order and accuracy

> • clarity of values/decision making unaltered by political or financial

factors

>

> Additional possible features:

>

> • acute sensitivity to specific sensory experiences and stimuli, for

example: hearing, touch, vision, and/or smell

> • strength in individual sports and games, particularly those involving

endurance or visual accuracy, including rowing, swimming, bowling, chess

> • " social unsung hero " with trusting optimism: frequent victim of social

weaknesses of others, while steadfast in the belief of the possibility of

genuine friendship

> • increased probability over general population of attending university

after high school

> • often take care of others outside the range of typical development

>

[Guest guest]

hi thanks for the great posting!!

From: Miriam <callis4773@...>Subject: ( ) Re: Information for Asperger red flags for teachers? Date: Wednesday, August 19, 2009, 9:25 AM

Thanks for posting this! It is wonderful. It says things I've seen in both my son and my husband and sheds light on a few things. It says things I don't remember reading before, but which make total sense.Miriam>> Someone on another list gave me some very nice links. I am posting them in case someone would like to make use of them. The first is a traditional list of symptoms (a good one) and the second link is to an interesting positive approach. Sorry, I know the formatting will not come out on the listserve.> > http://www.thegrayc

enter.org/ store/index. cfm?fuseaction= page.display & page_id=49> > Identifying a Child with ASD> By Laurel A. Falvo > > Following is not a complete list, although it contains many of the characteristics commonly seen in individuals with Autism Spectrum Disorders (ASD). Not every child will exhibit every trait on this list, and each trait is likely to be affected in some way by the child’s age, sex, and personality. (Please note that the child may be male or female, and of any cultural or socio-economic background.) This list is intended to provide information that may indicate a need to have a child evaluated for ASD. I use the term “unusual� to indicate that a particular behavior may or may not be a problem, although it is likely to be different from that of the majority of the child’s peers. Often, a child with ASD shows "typical" (age-appropriate) behaviors that are expressed in

an extreme manner (more frequently or with more intensity) than his or her peers. It is important also to remember that ASD is a "spectrum disorder," encompassing a variety of expressions from low-functioning, to very high-functioning (individuals at the high-functioning end of the spectrum are often diagnosed with Asperger's Syndrome, or PDD-Pervasive Developmental Disorder.) I recommend that you also read The Discovery of Aspie, by Dr. Tony Attwood and Carol Gray, to discover the positive aspects of Asperger's Syndrome. That article is located on our web site. Most importantly, always keep in mind that a person with ASD is still a unique individual, with feelings, unique thoughts, and numerous abilities.> > The National Center for Disease Control estimates that one American child in 150 is affected with an autism spectrum disorder, compared with one in 10,000 a decade ago. A recent survey by the National Autistic Society in England

suggested that the rate may be even higher; that one in 86 primary school pupils may have the condition.> > Unusual Interests: The child is likely to be interested in something other than the interests of peers, including (but not limited to) electronics, transportation, outer space, maps, a particular academic area (science, geography, math), toilets, doors, or some other particular object or topic. The area of interest may change over time, but is likely to be intense, to the exclusion of other objects or topics. Parts of objects may interest the child more than the whole (wheels or doors on a toy car as opposed to the whole car), and the child may develop unique ways of playing with toys (lining them up in a particular order, etc.). *The child may also be interested in some of the same things as his or her peers, but to such a degree that they exclude all other things.> > Unusual social interactions: The child may be

interested in having friends and being social, although he or she will likely seem to be lacking in the understanding of how to go about that. The child may seem to know all the right words for interacting, but lack the ability to be effective in initiating and maintaining conversations and friendships. (Conversations are likely to be quite “one-sided,� frequently focusing on the child’s area of special interest.) The child may seem to prefer to be alone, and may find it particularly difficult to join his or her peers in imaginative play. There will likely be a lack of (or difference in) eye contact. There is a possibility that the child may be either the target of bullying, or in some cases, may be one who bullies (either with or without intent). The child may not understand other people’s interests, actions, intent, or emotions. The child may also be unable to identify or regulate his or her own emotions.> >

Unusual physical movements: The child may display self-stimulating behaviors, including (but not limited to) rocking, flapping a hand, banging his or her head, and flicking fingers in front of the eyes. There may be some physical awkwardness or seeming lack of coordination, such as difficulty alternating feet while walking down stairs, unsteady balance, walking into objects, and difficulty coordinating the use of both sides of the body (jumping jacks, riding a bike, swinging the arms while running, etc.).> > Unusual reactions to objects, people, and situations: You may be surprised by the child’s sudden violent reaction to touch, sounds, people, suggestions, or events. The child may also show little or no response to things (sounds, pain, etc.) when you would expect some type of response. Transitions, disappointments, or changes in routine may be particularly upsetting. The child may exhibit an unusually high level of anxiety,

possibly engaging in ritualistic and/or compulsive behaviors or rituals when worried or upset. The child may allow some things (touch, criticism, information) from a select number of people, but not from anyone else. A child with sensory processing difficulties may either avoid certain stimuli (including sounds, sights, touch, smells, flavors/textures, movement, etc.), or seek them out excessively.> > Unusual speech and language: Sometimes the child has an advanced vocabulary, with very “correctâ€� speech (pronunciation, grammar, usage)â€" sounding like a “little professor.â€� (This is particularly common in those with Asperger's Syndrome). There may be an unusual prosody (rhythm, pitch, or stress), perhaps sounding somewhat “foreign.â€� Words, phrases, or sentences may seem out of context, perhaps being recited from memory (echolalia). Children with ASD may be able to read and/or talk well (some may

have precocious reading ability, and many of those are particularly interested in non-fiction) , but have difficulty answering questions or comprehending what they hear and read. The child may tend to interpret language literally, experiencing difficulty understanding humor, sarcasm, or figures of speech. Social use of language (pragmatics) may be different or even impaired. Other children with ASD may be non-verbal, or severely delayed in speech and language abilities.> > Unusual abilities: The child may have an incredibly accurate memory of seemingly obscure details (facts, quotes, locations, dates, phone numbers, etc.). This ability to memorize may or may not consistently extend to “common sense� details such remembering homework assignments or where the individual put his or her shoes. Although some children with ASD have a low IQ, others may excel at one or more academic areas, having an average to high intellectual

ability.> > http://www.thegrayc enter.org/ store/index. cfm?fuseaction= page.display & page_id=58> > Discovery Criteria For Asperger Disorder> By Carol Gray and Tony Attwood, M.Sc., Ph.D., MAPS., AFBPsS> > A qualitative advantage in social interaction, as manifested by a majority of the following: > > • peer relationships characterized by absolute loyalty and impeccable dependability > • free of sexist, "age-ist", or culturalist biases; ability to regard others at "face value" > • speaking one’s mind irrespective of social context or adherence to personal beliefs > • ability to pursue personal theory or perspective despite conflicting evidence > • seeking an audience or friends capable of: enthusiasm

for unique interests and topics; > • consideration of details; spending time discussing a topic that may not be of primary interest > • listening without continual judgement or assumption > • interested primarily in significant contributions to conversation; preferring to avoid "ritualistic small talk" or socially trivial statements and superficial conversation > • seeking sincere, positive, genuine friends with an unassuming sense of humor > > Fluent in "Aspergerese" , a social language characterized by at least three of the following: > > • a determination to seek the truth > • conversation free of hidden meaning or agenda > • advanced vocabulary and interest in words > • fascination with word-based humor, such as puns > • advanced use of pictorial metaphor > > Cognitive skills characterized by at

least four of the following: > > • strong preference for detail over gestalt > • original, often unique perspective in problem solving > • exceptional memory and/or recall of details often forgotten or disregarded by others, for example: names, dates, schedules, routines > • avid perseverance in gathering and cataloging information on a topic of interest > • persistence of thought > • encyclopedic or "CD ROM" knowledge of one or more topics > • knowledge of routines and a focused desire to maintain order and accuracy > • clarity of values/decision making unaltered by political or financial factors > > Additional possible features: > > • acute sensitivity to specific sensory experiences and stimuli, for example: hearing, touch, vision, and/or smell > • strength in individual sports and games,

particularly those involving endurance or visual accuracy, including rowing, swimming, bowling, chess > • "social unsung hero" with trusting optimism: frequent victim of social weaknesses of others, while steadfast in the belief of the possibility of genuine friendship > • increased probability over general population of attending university after high school > • often take care of others outside the range of typical development>

[Guest guest]

That website was wonderful!!

On Wed, Aug 19, 2009 at 8:47 AM, Raven <macmomma27@...> wrote:

 

hi thanks for the great posting!!

From: Miriam <callis4773@...>Subject: ( ) Re: Information for Asperger red flags for teachers?

Date: Wednesday, August 19, 2009, 9:25 AM

 

Thanks for posting this! It is wonderful. It says things I've seen in both my son and my husband and sheds light on a few things. It says things I don't remember reading before, but which make total sense.

Miriam

>> Someone on another list gave me some very nice links. I am posting them in case someone would like to make use of them. The first is a traditional list of symptoms (a good one) and the second link is to an interesting positive approach. Sorry, I know the formatting will not come out on the listserve.

> > http://www.thegrayc enter.org/ store/index. cfm?fuseaction= page.display & page_id=49

> > Identifying a Child with ASD> By Laurel A. Falvo > > Following is not a complete list, although it contains many of the characteristics commonly seen in individuals with Autism Spectrum Disorders (ASD). Not every child will exhibit every trait on this list, and each trait is likely to be affected in some way by the child’s age, sex, and personality. (Please note that the child may be male or female, and of any cultural or socio-economic background.) This list is intended to provide information that may indicate a need to have a child evaluated for ASD. I use the term “unusual� to indicate that a particular behavior may or may not be a problem, although it is likely to be different from that of the majority of the child’s peers. Often, a child with ASD shows " typical " (age-appropriate) behaviors that are expressed in an extreme manner (more frequently or with more intensity) than his or her peers. It is important also to remember that ASD is a " spectrum disorder, " encompassing a variety of expressions from low-functioning, to very high-functioning (individuals at the high-functioning end of the spectrum are often diagnosed with Asperger's Syndrome, or PDD-Pervasive Developmental Disorder.) I recommend that you also read The Discovery of Aspie, by Dr. Tony Attwood and Carol Gray, to discover the positive aspects of Asperger's Syndrome. That article is located on our web site. Most importantly, always keep in mind that a person with ASD is still a unique individual, with feelings, unique thoughts, and numerous abilities.

> > The National Center for Disease Control estimates that one American child in 150 is affected with an autism spectrum disorder, compared with one in 10,000 a decade ago. A recent survey by the National Autistic Society in England suggested that the rate may be even higher; that one in 86 primary school pupils may have the condition.

> > Unusual Interests: The child is likely to be interested in something other than the interests of peers, including (but not limited to) electronics, transportation, outer space, maps, a particular academic area (science, geography, math), toilets, doors, or some other particular object or topic. The area of interest may change over time, but is likely to be intense, to the exclusion of other objects or topics. Parts of objects may interest the child more than the whole (wheels or doors on a toy car as opposed to the whole car), and the child may develop unique ways of playing with toys (lining them up in a particular order, etc.). *The child may also be interested in some of the same things as his or her peers, but to such a degree that they exclude all other things.

> > Unusual social interactions: The child may be interested in having friends and being social, although he or she will likely seem to be lacking in the understanding of how to go about that. The child may seem to know all the right words for interacting, but lack the ability to be effective in initiating and maintaining conversations and friendships. (Conversations are likely to be quite “one-sided,� frequently focusing on the child’s area of special interest.) The child may seem to prefer to be alone, and may find it particularly difficult to join his or her peers in imaginative play. There will likely be a lack of (or difference in) eye contact. There is a possibility that the child may be either the target of bullying, or in some cases, may be one who bullies (either with or without intent). The child may not understand other people’s interests, actions, intent, or emotions. The child may also be unable to identify or regulate his or her own emotions.

> > Unusual physical movements: The child may display self-stimulating behaviors, including (but not limited to) rocking, flapping a hand, banging his or her head, and flicking fingers in front of the eyes. There may be some physical awkwardness or seeming lack of coordination, such as difficulty alternating feet while walking down stairs, unsteady balance, walking into objects, and difficulty coordinating the use of both sides of the body (jumping jacks, riding a bike, swinging the arms while running, etc.).

> > Unusual reactions to objects, people, and situations: You may be surprised by the child’s sudden violent reaction to touch, sounds, people, suggestions, or events. The child may also show little or no response to things (sounds, pain, etc.) when you would expect some type of response. Transitions, disappointments, or changes in routine may be particularly upsetting. The child may exhibit an unusually high level of anxiety, possibly engaging in ritualistic and/or compulsive behaviors or rituals when worried or upset. The child may allow some things (touch, criticism, information) from a select number of people, but not from anyone else. A child with sensory processing difficulties may either avoid certain stimuli (including sounds, sights, touch, smells, flavors/textures, movement, etc.), or seek them out excessively.

> > Unusual speech and language: Sometimes the child has an advanced vocabulary, with very “correct� speech (pronunciation, grammar, usage)†" sounding like a “little professor.� (This is particularly common in those with Asperger's Syndrome). There may be an unusual prosody (rhythm, pitch, or stress), perhaps sounding somewhat “foreign.� Words, phrases, or sentences may seem out of context, perhaps being recited from memory (echolalia). Children with ASD may be able to read and/or talk well (some may have precocious reading ability, and many of those are particularly interested in non-fiction) , but have difficulty answering questions or comprehending what they hear and read. The child may tend to interpret language literally, experiencing difficulty understanding humor, sarcasm, or figures of speech. Social use of language (pragmatics) may be different or even impaired. Other children with ASD may be non-verbal, or severely delayed in speech and language abilities.

> > Unusual abilities: The child may have an incredibly accurate memory of seemingly obscure details (facts, quotes, locations, dates, phone numbers, etc.). This ability to memorize may or may not consistently extend to “common sense� details such remembering homework assignments or where the individual put his or her shoes. Although some children with ASD have a low IQ, others may excel at one or more academic areas, having an average to high intellectual ability.

> > http://www.thegrayc enter.org/ store/index. cfm?fuseaction= page.display & page_id=58

> > Discovery Criteria For Asperger Disorder> By Carol Gray and Tony Attwood, M.Sc., Ph.D., MAPS., AFBPsS> > A qualitative advantage in social interaction, as manifested by a majority of the following:

> > • peer relationships characterized by absolute loyalty and impeccable dependability > • free of sexist, " age-ist " , or culturalist biases; ability to regard others at " face value "

> • speaking one’s mind irrespective of social context or adherence to personal beliefs > • ability to pursue personal theory or perspective despite conflicting evidence > • seeking an audience or friends capable of: enthusiasm for unique interests and topics;

> • consideration of details; spending time discussing a topic that may not be of primary interest > • listening without continual judgement or assumption > • interested primarily in significant contributions to conversation; preferring to avoid " ritualistic small talk " or socially trivial statements and superficial conversation

> • seeking sincere, positive, genuine friends with an unassuming sense of humor > > Fluent in " Aspergerese " , a social language characterized by at least three of the following: >

> • a determination to seek the truth > • conversation free of hidden meaning or agenda > • advanced vocabulary and interest in words > • fascination with word-based humor, such as puns

> • advanced use of pictorial metaphor > > Cognitive skills characterized by at least four of the following: > > • strong preference for detail over gestalt > • original, often unique perspective in problem solving

> • exceptional memory and/or recall of details often forgotten or disregarded by others, for example: names, dates, schedules, routines > • avid perseverance in gathering and cataloging information on a topic of interest

> • persistence of thought > • encyclopedic or " CD ROM " knowledge of one or more topics > • knowledge of routines and a focused desire to maintain order and accuracy > • clarity of values/decision making unaltered by political or financial factors

> > Additional possible features: > > • acute sensitivity to specific sensory experiences and stimuli, for example: hearing, touch, vision, and/or smell > • strength in individual sports and games, particularly those involving endurance or visual accuracy, including rowing, swimming, bowling, chess

> • " social unsung hero " with trusting optimism: frequent victim of social weaknesses of others, while steadfast in the belief of the possibility of genuine friendship > • increased probability over general population of attending university after high school

> • often take care of others outside the range of typical development>

[Guest guest]

Asperger Syndrome: Guide for Teachers

Asperger Info: moreno_tips_for_teaching

Asperger Info: Behaviors that May Challenge ASD Students

Asperger Info: Specially Designed Instructions For Educators: IEP Modification/Adaptations/Support Checklist

In a message dated 8/18/2009 9:49:48 A.M. Eastern Daylight Time, me2ruth@... writes:

Does anybody have any favorite articles/links that describe things to look for in the classroom as red flags for Asperger/HFA? Something brief but good? I found out there is an Asperger boy 3 years behind my Asperger son in the same schools, some of the same teachers, and he is getting the same bad treatment my son got. I feel like maybe they, or at least some of them, did not learn much from working with my son. After I thought about it, I realized this may be partly my fault for not letting them know how things have turned out for my son. They may not even know that my son is now in special ed with an autism spectrum disorder. I decided I would like to send all my son’s teachers/school administrators from the elementary years a brief letter. Just to let them know how things have ended up and some information on red flags to look for, try to encourage them not to make other kids go through what my son went through.

[Guest guest]

>

>

> _Asperger Syndrome: Guide for Teachers_

> (http://www.udel.edu/bkirby/asperger/teachers_guide.html)

>

>

>

> _Asperger Info: moreno_tips_for_teaching_

> (http://www.udel.edu/bkirby/asperger/moreno_tips_for_teaching.html)

>

> _Asperger Info: Behaviors that May Challenge ASD Students_

> (http://www.udel.edu/bkirby/asperger/IEP_Behav_Forms.html)

>

>

> _Asperger Info: Specially Designed Instructions For Educators: IEP

> Modification/Adaptations/Support Checklist_

> (http://www.udel.edu/bkirby/asperger/IEP_Modif_Checklist.html)

Thanks!

[Guest guest]

http://www.coultervideo.com/newteachessay.htm

I like coulter video a lot. I am planning to get the one for grades 7-12 to

teach classmates about asperger syndrome for this year. I should have

bought it already.

Miriam

>

>

> _Asperger Syndrome: Guide for Teachers_

> (http://www.udel.edu/bkirby/asperger/teachers_guide.html)

>

>

>

> _Asperger Info: moreno_tips_for_teaching_

> (http://www.udel.edu/bkirby/asperger/moreno_tips_for_teaching.html)

>

> _Asperger Info: Behaviors that May Challenge ASD Students_

> (http://www.udel.edu/bkirby/asperger/IEP_Behav_Forms.html)

>

>

> _Asperger Info: Specially Designed Instructions For Educators: IEP

> Modification/Adaptations/Support Checklist_

> (http://www.udel.edu/bkirby/asperger/IEP_Modif_Checklist.html)

>

>

> In a message dated 8/18/2009 9:49:48 A.M. Eastern Daylight Time,

> me2ruth@... writes:

>

>

>

>

> Does anybody have any favorite articles/links that describe things to look

> for in the classroom as red flags for Asperger/HFA? Something brief but

> good?

>

> I found out there is an Asperger boy 3 years behind my Asperger son in the

> same schools, some of the same teachers, and he is getting the same bad

> treatment my son got. I feel like maybe they, or at least some of them, did

> not learn much from working with my son. After I thought about it, I realized

> this may be partly my fault for not letting them know how things have

> turned out for my son. They may not even know that my son is now in special

ed

> with an autism spectrum disorder.

>

> I decided I would like to send all my son’s teachers/school

> administrators from the elementary years a brief letter. Just to let them

know how

> things have ended up and some information on red flags to look for, try to

> encourage them not to make other kids go through what my son went through.

>

[Guest guest]

Thank you - the article is awesome!!

From: mimasdprofile <callis4773@...>Subject: Re: ( ) Information for Asperger red flags for teachers? Date: Tuesday, August 25, 2009, 1:36 PM

http://www.coulterv ideo.com/ newteachessay. htmI like coulter video a lot. I am planning to get the one for grades 7-12 to teach classmates about asperger syndrome for this year. I should have bought it already.Miriam>> > _Asperger Syndrome: Guide for Teachers_ > (http://www.udel. edu/bkirby/ asperger/ teachers_ guide.html) > > > > _Asperger Info: moreno_tips_ for_teaching_ > (http://www.udel. edu/bkirby/ asperger/ moreno_tips_ for_teaching. html) > > _Asperger Info: Behaviors that May Challenge ASD Students_ > (http://www.udel. edu/bkirby/ asperger/ IEP_Behav_ Forms.html) > > > _Asperger Info: Specially Designed Instructions For Educators: IEP > Modification/ Adaptations/ Support Checklist_ > (http://www.udel. edu/bkirby/ asperger/ IEP_Modif_ Checklist. html) > > > In a message dated 8/18/2009 9:49:48 A.M. Eastern Daylight Time, > me2ruth@... writes:> > > > > Does anybody have any favorite articles/links that

describe things to look > for in the classroom as red flags for Asperger/HFA? Something brief but > good? > > I found out there is an Asperger boy 3 years behind my Asperger son in the > same schools, some of the same teachers, and he is getting the same bad > treatment my son got. I feel like maybe they, or at least some of them, did > not learn much from working with my son. After I thought about it, I realized > this may be partly my fault for not letting them know how things have > turned out for my son. They may not even know that my son is now in special ed > with an autism spectrum disorder.. > > I decided I would like to send all my son’s teachers/school > administrators from the elementary years a brief letter. Just to let them know how > things have ended up and some information on red flags to look for, try to > encourage

them not to make other kids go through what my son went through.>