Reading · 2020. 6. 30. · Reading, Writing, & Rage: the 3 R’s of Asperger Syndrome ... to use a...

Reading, Writing, & Rage: the 3 R’s of Asperger Syndrome

Timothy P. Kowalski, M.A.,C.C.C.Professional Communication Services, Inc.1401-A Edgewater Dr.Orlando, FL 32804407-245-1026www.socialpragmatics.com

Reading

Effective reading requires...

word attack skills

visual linguistic skills

Word attack skills are typically excellent but comprehension is

the problem

(or is it?)

Typically prefer nonfiction to fiction.

If the topic is an area of

interest, do you think they will read it?

But they don’t understand fiction

(or do they?)

Did you ask him to read a novel in an

interest area?

But what if it’s not?

How many of you enjoy a good Russian novel?

Why?

Nonfiction doesn’t require understanding emotions

and intent

Use of Bloom’s Taxonomy to Understand

Reading Difficulties

Bloom’s TaxonomyL. Anderson and D. Krathwohl, 2001

Cognitive Process DimensionCognitive Process DimensionCognitive Process DimensionCognitive Process DimensionCognitive Process DimensionCognitive Process Dimension

Remember Understand Apply Analyze Evaluate Create

Kno

wle

dge

Dim

ensi

on

Fact

ual

Con

cept

ual

Proc

edur

alM

eta-

Cog

nitiv

e

Cognitive Process Dimension: RememberCognitive Process Dimension: RememberCognitive Process Dimension: Remember

DefinitionRequires the ability to...

AS impact

the ability to retrieve relevant knowledge from long-term memory

• Recognize • Identify• Recall• Retrieve

typically strong areas for students with AS

Cognitive Process Dimension: UnderstandCognitive Process Dimension: UnderstandCognitive Process Dimension: Understand


AS impact

the ability to construct meaning from messages

• Interpret• Give examples• Infer• Compare• Explain

1. Executive Functions • flexibility • relevance2. Theory of Mind3. Central Coherence4. Emotional Intelligence • self-awareness

Cognitive Process Dimension: ApplyCognitive Process Dimension: ApplyCognitive Process Dimension: Apply


AS impact

the ability to use a procedure

• Execute• Implement

1. Anxiety2. Emotional Intelligence • self-awareness • self-regulation • self-motivation

Cognitive Process Dimension: AnalyzeCognitive Process Dimension: AnalyzeCognitive Process Dimension: Analyze


AS impact

the ability to break information into parts & determine their relationship

• Differentiate• Organize• Provide attribution

1. Executive Functions • flexibility • relevance • goal focus2. Central Coherence3. Emotional Intelligence • self-regulation • social skills

Cognitive Process Dimension: EvaluateCognitive Process Dimension: EvaluateCognitive Process Dimension: Evaluate


AS impact

the ability to make judgments based on criteria and standards

• Check• Critique

1. Executive Functions • flexibility • relevance • goal focus2. Central Coherence3. Theory of Mind4. Emotional Intelligence • self-motivation • social awareness • social skills

Cognitive Process Dimension: CreateCognitive Process Dimension: CreateCognitive Process Dimension: Create


AS impact

the ability to put elements together to form a whole, a new pattern, or structure

• Generate• Plan• Produce

1. Executive Functions • flexibility • relevance • goal focus2. Central Coherence3. Theory of Mind4. Emotional Intelligence • self-regulation •self-motivation • social awareness • social skills

Remember Understand Apply Analyze Evaluate Create

Definition: the ability to retrieve relevant knowledge from long-term memory

Definition: the ability to construct meaning from messages

Definition: the ability to use a procedure

Definition:the ability to break info. into parts & determine relationship

Definition:the ability to make judgments based on criteria and standards

Definition:the ability to put elements together to form a whole, a new pattern, or structure

Requires the ability to:• Recognize • Identify• Recall• Retrieve

Requires the ability to:• Interpret• Give examples• Infer• Compare• Explain

Requires the ability to:• Execute• Implement

Requires the ability to:• Differentiate• Organize• Provide attribution

Requires the ability to:• Check• Critique

Requires the ability to:• Generate• Plan• Produce

AS impact:typically strong areas for students with AS

AS impact:1. EF• flexibility• relevance2. ToM3. CC4. EQ• self-awareness

AS impact:1. Anxiety2. EQ• self-awareness• self-regulation• self-motivation

AS impact:1. EF• flexibility• relevance• goal focus2. CC3. EQ• self-regulation• social skills

AS impact:1. EF• flexibility• relevance• goal focus2. CC3. ToM4. EQ• self-motivation• social awareness• social skills

AS impact:1. EF• flexibility• relevance• goal focus2. CC3. ToM4. EQ• self-regulation• self-motivation• social awareness• social skills

Cognitive Process Dimension

Knowledge Dimension: FactualKnowledge Dimension: FactualKnowledge Dimension: Factual


AS impact

the information a student must know

• Terminology• Details• Elements

Typically strong areas for students with AS

Knowledge Dimension: ConceptualKnowledge Dimension: ConceptualKnowledge Dimension: Conceptual


AS impact

the inter-relationships with which elements have to allow them to function together

• Classify• Categorize• Use principles & generalizations• Use theories, models & structures

1. Executive Functions • flexibility • relevance • experiential learning • goal focus2. Central Coherence3. Theory of Mind4. Emotional Intelligence • self-awareness

Knowledge Dimension: ProceduralKnowledge Dimension: ProceduralKnowledge Dimension: Procedural


AS impact

the ability to know how to do something

• Subject specific skills• Subject specific techniques• Knowledge of when to use these skills

1. Executive Functions • flexibility • relevance • experiential learning • goal focus2. Central Coherence3. Theory of Mind4. Emotional Intelligence • self-awareness • self-regulation • social-awareness • social-skills

Knowledge Dimension: MetacognitiveKnowledge Dimension: MetacognitiveKnowledge Dimension: Metacognitive


AS impact

the ability to know about cognition and the awareness and knowledge of one’s own cognition

• Strategic knowledge• Knowledge of cognitive tasks• Self knowledge

1. Executive Functions • flexibility • relevance • experiential learning • goal focus2. Central Coherence3. Theory of Mind4. Emotional Intelligence • self-awareness • self-regulation • self-motivation • social-awareness • social-skills

Factual Conceptual Procedural Meta-Cognitive

Definition: the information a student must know

Definition: the inter-relationships with which elements have to allow them to function together

Definition: the ability to know how to do something

Definition:the ability to know about cognition and the awareness and knowledge of one’s own cognition

Requires the ability to use:• Terminology• Details• Elements

Requires the ability to have:• Classify• Categorize• Use principles & generalizations• Use theories, models & structures

Requires the ability to have:• Subject specific skills• Subject specific techniques• Knowledge of when to use these skills

Requires the ability to:• Strategic knowledge• Knowledge of cognitive tasks• Self knowledge

AS impact:typically strong areas for students with AS

AS impact:1. EF• flexibility• relevance• experiential learning• goal focus2. ToM3. CC4. EQ• self-awareness

AS impact:1. EF• flexibility• relevance• experiential learning• goal focus2. ToM3. CC4. EQ• self-awareness• self-regulation• social-awareness• social-skills

AS impact:1. EF• flexibility• relevance• experiential learning• goal focus2. ToM3. CC4. EQ• self-awareness• self-regulation• self-motivation• social-awareness• social-skills

Knowledge Dimension

At what level on Bloom’s Analysis is he functioning?

typically it will be the lower end:answer rote questions

sequence

Higher order Bloom’s

easier on subject material that is of high interest

RNRI (restricted narrow range of interest)

IDGAS (“I don’t give a ....”)

Writing

Where do you place your bet?

•Legibility will be horrible.

•Legibility will be good.

Hans Asperger called the writing “atrocious”

Horrible penmanshipexcessively large letters

illegible handwriting

excess completion time

dislike handwriting

refusal to complete tasks using handwriting

often incorrectly perceived as noncompliant behavior

If writing becomes labor intensive, students may...

focus more energy on the handwriting process and not the quality of the content

produce the bare minimum

become habituated to think in fewest words possible

Motor difficulties exist

research documented

neuroanatomical differences exist in cerebellums

cellular and structural levels

may contribute to motor difficulties

2 primary difficulties in ASD

hypotonia

apraxia

both impact the individual’s ability to hold and use tools for writing

Macrographia exists

impedes performance

research suggests it is correlated with cerebellar anatomical abnormalities

Having to engage in handwriting is the most significant and serious impediment to academic participation for students with autism spectrum disorders in schools in North America today Dr. Richard Simpson, from a presentation at the ABA Conference on Autism, Boston, February 2007

graphomotor skills are significantly lower for students with ASD regardless of age or IQ

impacts written expression

just because some students with ASD can manipulate handwriting instruments doesn’t mean they all can

fear of failure increases anxiety & stress escalation of inappropriate behavior

concentration moves from content to task

documented via PET scans

blood & O2 are reduced

Deficits impact all areas of academic participation

many can perform other fine motor skills with ease

musical instruments

manipulating toys

Why?different neural pathways are involved

Does it make sense to continuously emphasize a skill that will likely never reach a level of proficiency sufficient to enable students to demonstrate what they know or think in an efficient and fluid manner?

Which strategy makes more sense?

Handwriting struggles

Intellectual output

More practice!

Handwriting struggles

Intellectual output

Computer!

Reasons for not wanting to use a computer

it’s not fairADA requires equal access

not all students need one

high costonly need word processing

used computer works fine

Alpha Smart

word-prediction softwarelimits need for key strokes

examples: Co-Writer 400

EZ Keys

WordQ

speech recognition software

Text

visual brainstorming softwareavailable for computer and PDA

he needs to know how to printdoes he?

only need to write name, address, phone

digital text is the norm for society

too time consumingfluency is not the immediate goal

software programs teach QWERTY

handwriting is a means of using a visual symbol system to convey a meaning to others

literacy is linked to the thought process

Literacy is not dependent upon handwriting

Ask the question...

Is the assignment a ...fine motor task or an

academic exercise?

What’s more important?

to write the answer?

to know the answer?

step #1: brainstorm ideas visually using Inspiration software

Writing Clinic

A Spooky Story ([email protected])

(Tim's e-mail [email protected])

settingplot

characters

exterior unusedold

broken windows

wind blowing in

and out

ripped shades

glass on floor

curtains

holes

blowing in and out the

window

worn down

rusty

decorative wrought

iron

handrail

broken shutters

wood

rotten

falling apart

paint is worn off

originally whitedirty black

hotel

interior

front door

knocker

man's headiron

rusty

held on with only one screw

dangles and moves

made of wood

maple

rotten

still looks brand new

ages quickly when a

ghost goes through it

porch

near the back

large roof

held up with

wooden posts

painted white

falling down

some are barely

hanging on

wooden floor

creaky

missing some

boardslooks

dangerous

located

trees

some lights still

working others are

not

lobby

bar

staircase

balconysleeping rooms

key holder

some are missing

behind the front desk

phones

still working

marble floors rugs

chairs

some missing

legs

hotel employees

bell hop cleaning lady

bartender

front desk clerk

atrium

goes to the top floor

glass skylight

broken

cobwebs

wood maple

filled with windows

view

dead trees

topiaries

gardener

glassware

on shelves behind bar

hanging from a

ceiling rack

some are broken

in the distance down the

hill is a old forgotten cemetery

grandmade of carved wood

rails

wooden

some broken

some steps are broken

through

allows for a scary view

down

goes up about 8-9

floors

brass railingrectangular

at the corners are heads with

open mouths

you can peer over

edge to first floor

similar but not exactly the same

all have the following

closet

queen sized bed

wooden floors

wallpaper

ripped

flowers

tornas by claws

furniture

desk and chair

personality

nice

40-50 years old

fat dresses

uniform

black and white tidy

name: Mrs. Annaleese

guests

detective

step #2: change view to outline format

step #3: develop an introductory sentence from a pattern guide

step #4: embellish it using M/S Word readability stats.

step #5: choose the best one

pattern guide for developing an introductory sentence:

use an active verb

ask a question

use an exclamatory sentence

open with an adverb

open with a prepositional phrase

put the verb before the subject

Use an active verb:Basic sentence:

“He sees the hotel.”

Embellished sentence:“He glimpses the hotel through a cluster of tangled green vines extending out on an unused rusted gate.”

Ask a question:“How could he get through this tangled cluster of green vines extending out on an unused rusted gate?”

Use an exclamatory sentence:“While walking along the dirt road, he suddenly glimpses the hotel through a cluster of tangled green vines extending out on an unused rusted gate!”

Open with an adverb:“Carefully trying not to cut himself, he hacks his way through a cluster of tangled green vines extending out on an unused rusted gate and glimpses the hotel off in the distance.”

Open with a prepositional phrase:

“Before pushing open the rusted gate covered with a cluster of tangled green vines, he thinks to himself how could he possibly get through to the other side?”

Put the verb before the subject:

“Pushing the tangled cluster of green vines off the unused rusted gate, he glimpses the hotel off in the distance.”

The Hotel that was Meant to Be

Carefully trying not to cut himself, young Blake hacks his way through a cluster of tangled green vines extending out on an unused rusted gate and glimpses the hotel off in the distance. Earlier he had been walking for what seemed like miles along a forgotten dirt road that came to a dead end where the tangled vines seemed to hide something. Pushing the gate open, he now sees a small hill with a hazardous looking narrow wooden bridge crossing what appears to be a withered moat. Too narrow for today’s cars, the bridge was probably built in the late 1800s. Leading up the hill towards the hotel are large stumps and dozens of dead trees whose bare branches are swaying in the wind creaking and cracking with every breeze. The dark, long, chilling shadows cast from the setting sun made him skittish and he could sense the goose bumps popping out throughout his body.

What about spelling?

fi yuo cna raed tihs, yuo hvae a sgtrane mnid too. Cna yuo raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs forwrad it.

But...

...bad spelling is viewed as poor intellect.

So...

... if you want people to have good thoughts

about you, then what do you have to do to

allow them to develop good thoughts

about you?

Rage

When I’m in a state of rage, I take myself to a quiet place;And when I’m in my quiet place I fight off angry dragons.And when those dragons are gone I canCome out of hiding.

Cory, 2005

Incredible 5-Point Scale

www.asperger.net

Behavioral interventions to reduce escalation of rage cycle

Myles and Southwick (2005)

1. Antiseptic bouncingdesigned to allow a student to “walk off” steam in a non-punitive way

2. Proximity control

teacher simply moves closer to student

doing so can be a calming agent

doesn’t interrupt any class activity

3. Signal interferencedesigned to redirect student to a more positive activity

procedure:teacher recognizes precursor

teacher uses non-verbal signal to indicate she is aware of situation

student responds by using pre-determined stress reducing task

4. Use of routines

redirect to visual schedule

especially useful when student is provided with contingency visual

2 more problems then read Star Wars!

5. Redirection

teacher directs student to focus on something other than the upsetting activity

offer student opportunity to cartoon situation to help in determining appropriate options

6. Use of cool zone

a predetermined location to allow student to escape stress

should be quiet and free of distractions

NEVER considered a time-out, punishment, or escape from class assignments

7. Acknowledge difficulty

simply acknowledging that a task is difficult can be reassuring

focus student on steps required for task completion

8. Go for a walk

student and adult go for a walk

adult listens with NO visual emotion

child is allowed to rant without punitive measure from adult

9. S.O.C.C.S.S.Situation-Options-Consequences-Choices-Strategies-Simulation

Situation:after the event, teacher identifies

who (were involved)

what (happened)

where (did it occur)

when (did it occur)

Options:teacher and student brainstorm variety of options

do not rule out any inappropriate responses

“shoot him, stab him...”

initially teacher may need to facilitate responses

Consequences:for every option, develop list of consequences

shoot him = go to jail

Choices:prioritize or Y-N rank

have student determine best option based on:

accomplishing goal

social appropriateness

Strategies:develop a plan of action

Simulation:practice!

implement problem-solving procedure

imagery

talking with another person about the plan

writing it down

role-playing

If you want more information, check

out my books

Are you In The Zone?

Timothy P. KowalskiIllustrated by Laura S. Kowalski

Pract ical Strategies for Assessment and

Treatment

Social-Pragmatic Successfor Asperger Syndrome and Other Related Disorders

Timothy P. Kowalski

Practical Strategies for

Assessment and Treatment

Asperger Syndromeexpla

ined

Illustrated by Laura S. Kowalski

Timothy P. Kowalski

Thank you for attending and don’t forget to attend tonight’s

Honor’s Ceremony

Reading · 2020. 6. 30. · Reading, Writing, & Rage: the 3 R’s of Asperger Syndrome ... to use a...

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