Classroom Challenges for Asperger Students

The characteristics of Aspergers (high functioning autism) translate into challenges to learning, behavior, and socialization for the youngster with the disorder and pose just as significant difficulties for the teacher in terms of teaching, controlling behaviors, and maintaining a classroom environment that is conducive to learning by all students, including the youngster with Aspergers. The list below provides a quick reference guide for some of the common difficulties kids with Aspergers have in the classroom.

Common difficulties in the classroom:

• Academic difficulties

• Appear “normal” to other people

• Difficulties with abstract concepts

• Difficulty with learning in large groups

• Difficulty with reciprocal conversations

• Emotional vulnerability

• Inability to make friends

• Insistence on sameness/difficulty with changes in routine

• Interests limited to specific topics

• Low frustration tolerance

• Motor clumsiness

• Pedantic speech

• Poor concentration

• Poor coping strategies

• Poor organization skills

• Poor writing skills (fine-motor problems)

• Problem-solving abilities tend to be poor

• Restricted range of interests

• Sensory issues

• Socially naïve and literal thinkers

• Tend to be reclusive

• Vocabulary usually great; comprehension poor

Because these kids have so many strengths, it is often easy to overlook their weaknesses. Also, some of their behaviors may be misinterpreted as “spoiled” or “manipulative,” resulting in the mistaken impression that kids with Aspergers are being defiant and “troublemakers.”

It is important for teachers to recognize that inappropriate behaviors are usually a function of poor coping skills, low frustration tolerance, and difficulty reading social cues. Most teaching strategies that are effective for students with autism (structure, consistency, etc.) also work for students with Aspergers. However, because these kids are often aware that they are different and can be self-conscious about it, teachers may need to be subtler in their intervention methods.

My Aspergers Child: Highly Praised Program for Preventing Meltdowns and Tantrums 

Aspergers Students: Dealing with Tantrums, Rage and Meltdowns in the Classroom

Tantrums, rage, and meltdowns (terms that are used interchangeably) typically occur in three stages that can be of variable length. These stages and associated interventions are described below. The best intervention for these behavioral outbursts is to prevent them through the use of appropriate academic, environmental, social, and sensory supports and modification to environment and expectations.

The Cycle of Tantrums, Rage, and Meltdowns and Related Interventions

 Initial stage

During the initial stage, children with Aspergers (high functioning autism) exhibit specific behavioral changes that may appear to be minor (e.g., nail biting, tensing muscles, indicating discomfort). During this stage, it is imperative that an adult intervene without becoming part of a struggle.

Intervention

Effective interventions during this stage include: antiseptic bouncing, proximity control, support from routine and home base. All of these strategies can be effective in stopping the cycle of tantrums, rage, and meltdowns and can help the youngster regain control with minimal adult support.

Rage

If behavior is not diffused during the initial stage, the child may move to the rage stage. At this point, the youngster is disinhibited and acts impulsively, emotionally, and sometimes explosively. These behaviors may be externalized (e.g., screaming, biting, hitting, kicking, destroying property, self-injury), or internalized (e.g., shutdowns, withdrawal). Meltdowns are not purposeful, and once the rage stage begins, it most often must run its course.

Intervention

Emphasis should be placed on youngster, peer, and adult safety, as well as protection of school, home, or personal property. Of importance here is helping the child with Aspergers regain control and preserve dignity. Adults should have developed plans for (a) obtaining assistance from educators, such as a crisis teacher or principal; (b) removing the student from the area (removing the upset student from the peer group is far less memorable for the peers than is moving the entire peer group away from the upset student); or (c) providing therapeutic restraint, if necessary. Especially in elementary and middle school, every effort should be made to prevent allowing a student to have a meltdown in view of peers as this behavior tends to “define” the student in the peers’ minds in years ahead.

Recovery

Following a meltdown, the youngster with Aspergers often cannot fully remember what occurred during the rage stage. Some may become sullen, withdraw, or deny that inappropriate behavior occurred. Other children are so physically exhausted that they need to sleep.

Intervention

During the recovery stage, kids are often not ready to learn. Thus, it is important that adults work with them to help them to once again become a part of the routine. This is often best accomplished by directing the child to a highly motivating task that can be easily accomplished (e.g., activity related to a special interest). If appropriate, when the student has calmed sufficiently, “process” the incident with him or her. Staff should analyze the incident to identify whether or not the environment, expectations, or staff-behavior played a role in precipitating the incident.

My Aspergers Child: Methods for Preventing Meltdowns at Home and in the Classroom