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ASPERGER CHILDREN IN MIDDLE SCHOOL SETTING 1
Running head: ASPERGER CHILDREN IN MIDDLE SCHOOL SETTING
Optimal Educational and Motivational Approaches to Children With Asperger Syndrome in Middle School
Heide AW Kaminski
Siena Heights University
March 2010
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Abstract
This research project is the result of a survey among educators in middle schools
across the State of Michigan and parents of children with Asperger syndrome. The
sampling was done by a haphazard selection of 30 cities/towns across Michigan, selected
from a list of 1,000 cities/towns. Cities were categorized into groups of population
100,000+, 50,000+, 10,000+, 5,000+ and <5,000. Six cities were randomly chosen from
each category. As the larger cities have more than one middle school building, for those
cities, one school was also chosen per haphazard sampling. I then mailed an explanation
of the survey and the questionnaires to the principal of each of the chosen middle schools
with an addressed and stamped envelope for return of the completed questionnaires,
asking for the principals to pass the questionnaires on to the special education teachers in
their building.
My research question was which educational methods are implemented at the
middle school level for children with Asperger syndrome and which methods seem to be
the most successful.
Upon analysis of the surveys, it can be concluded that teachers across Michigan are in
need of more education regarding children with Asperger syndrome and that parents feel
the same.
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Statement of the Problem
The purpose of the study was to identify which strategies are currently
implemented and to further identify which strategies seem to be the most successful, as
well as what education educators need further in order to understand the unique dynamics
of a child with Asperger syndrome
Hypothesis
Traditional approaches to behavior problems do not eliminate the behavior issues related
to Asperger syndrome and furthermore, since these children are often quite intelligent, we need
to focus on motivating them to stay in school and do well by acknowledging the autistic
behaviors and redirect them rather than to “punish” them away.
Methodology
Participants
Two surveys were sent to 30 randomly selected schools in Michigan. One was designed
for educators and one for parents of children identified with Asperger syndrome.
Instrument
Surveys were sent by regular mail with an email follow-up several weeks later. The surveys were
also offered online, accessible by a specific link. Fourteen educators and four parent surveys
were returned.
Sample questions for educators
1. List adaptations that you think might help a child with ASD
2. What information/training do you recommend would help you or other educators to
improve to improve your understanding of ASD?
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Sample questions for parents
1. What are your children’s emotional/social strengths and weaknesses?
2. What are you children’s academic strengths and weaknesses?
3. What would you like for educators to know more about children with Asperger
syndrome?
Procedure
Letters were sent explaining the research project to each participant. Surveys were
included with the letter asking the participants to respond. As the information was received, the
researcher grouped the responses into categories such as strengths, weaknesses, means of
adaptations in the classroom and need for further knowledge.
Literature Review
Literature in the area of autism spectrum disorders agrees that a “triad of
impairments” (Wing, 1993) is the main component that sets disorders in the spectrum
apart from others. As per the model of multiple intelligences (Bloch-Rosen, 1999),
individuals within the spectrum fall short in the areas of social, emotional and language
comprehension intelligence. As the functionality level within the spectrum increases the
appearance of language comprehension increases from being non-verbal to apparently
extremely well skilled with spoken language (Asperger, 1943) which can on the surface
mask the true ability of the individual to actually comprehend what he/she is saying
(Asperger, 1943). In the case of Asperger syndrome, the area of social skills is the main
ASPERGER CHILDREN IN MIDDLE SCHOOL SETTING 5
obvious shortcoming (Griffin, Griffin, Fitch, Albera, Gingras, 2006) as the limited ability
of things such as comprehending non-verbal cues and appropriate two-way interaction
remain prevalent in their daily functioning (Griffin, Griffin, Fitch, Albera, Gingras,
2006). As language delay does not appear to be a typical symptom in the higher
functioning levels of the autism spectrum (Barnhill, 2001) and socially inappropriate
behavior is not uncommon to younger children with normal development, the
identification of an individual falling into the spectrum is more difficult and commonly
does not occur until elementary and middle school age (Howlin, Asgharian, 1999) when
normal development suggests the increasing ability to comprehend social norms and non-
verbal cues. By the time a child is identified with Asperger syndrome, they generally
have already experienced a multitude of repercussions that impact the child’s emotional
well-being. As all individual within the spectrum have sensory issues (Smith Myles,
Simpson, 2002) and due to the deficit in the ability to respond socially appropriate and/or
to identify emotions (Smith Myles, Simpson, 2002), the general response to such stimuli
is expressed in ways that society in general frowns upon. The law states that a child with
autism cannot be punished in the same manner as a normal developed child if the
offensive behavior is a direct result of the disability (Kamoroff, P. The Autism & Special
Education Law Coloring Book, pg. 82). At the higher functioning level within the
spectrum this is often difficult to determine. As the child matures, begins to understand
his/her disability and is learning strategies to overcome most of them, the question
whether a behavior is strictly autism-related, part of a normal development such as
puberty or pure defiance becomes increasingly difficult to answer.
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A child who is identified with Asperger syndrome in middle or high school is most likely
to already have experienced a multitude of repercussions for behaviors they had little or
no control over, thus having gone through years of negative reinforcement. Negative
reinforcement, research suggests, does not have a great effect on long-term elimination or
reduction of undesirable behaviors (Kamoroff, P. The Autism & Special Education Law
Coloring Book).
In middle school, socially acceptable behaviors are in higher demand and expected of
children with a normal development. Additionally, this time in a child’s life is made more
complicated with the onset of puberty. It is difficult for any child to deal with this added
stressor in their lives and having a disability such as Asperger syndrome puts more stress
on an already stressed child (Howlin, 2004, Smith Myles, year?). The autism spectrum is
an extremely puzzling disorder which has been under constant research for what is
included in the spectrum (Frith, 2004), what are the causes (Baron-Cohen, 2004) and how
to effectively help these individuals cope with a productive daily life (Dodd Inglese,
2009). Academically, at the lower levels of functioning, it is difficult to assess the true
intelligence level, mostly due to the limited ability to communicate effectively. Devices
such as a “talking machine” (http://autismgames.blogspot.com/2009/05/talking-to-others-
and-talking-to.html) and the ability of non-verbal individuals with autism to utilize these
devices, suggests that their IQ is much higher than it may appear at first. There are also
plenty of examples of individuals with autism who have gone on to achieve great
academic success once their ability to communicate has been improved (Temple Grandin,
Emily Beshlian). We also have examples in history of individuals who have achieved
great success and were post-mortem identified as probably having had autism or
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Asperger syndrome, such as Warhol, Einstein and Hitchcock (http://www.asperger-
syndrome.me.uk/people.htm). One question for further research then would be: what was
done in their early years by parents and educators that contributed to their success?
Patience, determination and a tough-love approach may be part of this as the example of
Helen Keller’s success shows in very effectively coping with a series of severe
disabilities.
An additional issue in determining the appropriate approach to individuals in the autism
spectrum, as is with other disabilities as well, is the common appearance of co-morbid or
conglomerate conditions, meaning the co-existence of other disabilities that may or may
not be a result of the primary condition. A physical impairment such as deafness or
blindness certainly contributes to the challenges in helping an individual with Asperger
syndrome to succeed. This would be an example of a co-existing condition that is not
caused by Asperger syndrome. Other disabilities such as clinical depression or anxiety
disorders can be a result of inappropriate treatment in earlier years (Barnhill, 2004)
In conclusion, it is this researcher’s opinion that to this day, individuals with Asperger
syndrome are at the greatest risk for decreasing success rates in the middle school years.
These years are heightened in stress levels and potential for developing co-morbid
conditions due to the onset of puberty and improper approach for treatment resulting in
academic failure and failure in obtaining acceptable social skills. Research for the most
effective approaches – which vary from individual to individual, but it should be doable
to find a common thread – is of great importance to assist these individuals with an
increasing identified population become productive adults in our society.
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Results
Based on the responses to the questions in the survey, many educators feel the knowledge
they have is not sufficient and parents agree. However, a good start is in place. Educators have
identified a number of areas where they feel they have discovered effective means of adaptations
in order to make the child with Asperger syndrome more successful in the school setting. Parents
clearly identify strengths and weaknesses that comply with the assumption that children with
Asperger syndrome can be quite intelligent and their academic failures often can be traced back
to social/emotional short-comings, which, if responded to appropriately, can be compensated for.
“People are always looking for the single magic bullet that will totally change
everything. There is no single magic bullet.”
~ Dr. Temple Grandin, PhD, professor at the Colorado State University who has high-
functioning Autism
First Finding
Figure 1
Means and areas of adaptations as identified by educators
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Figure 2
Three major areas were identified:
Visual – including many, many charts explaining expectations
Writing – these children are capable of writing, however, often refuse to do much writing due to
several underlying issues, one way to accommodate this is by letting them dictate their sentences
or accepting one or two word answers rather than a complete sentence.
Transition – this means several minutes ahead, reminders of what changes are coming and things
such as letting the child leave a classroom a little bit early in order to avoid the hallway chaos.
Second Finding:
Parents Identified Effective and Ineffective Approaches
EFFECTIVE
• Treating child with respect
• Providing physical and mental space during/after incidents
• Check for sensory issues as possible cause for incidents
• Smaller classrooms
• Recognize specific needs
INEFFECTIVE
• “coaching” the child
• Speaking down to the child
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• Suspensions and other similar negative consequences
Third finding
Strengths and Weaknesses as identified by parents
Figure 2
Academic strengths include math and science, weaknesses are mostly related to writing.
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The only social strength that was listed was the ability to communicate with adults, the
weaknesses are related to social and emotional immaturity and sensory issues.
“We have lost a lot of barriers that have to do with skin color and various other kinds of
characteristics. But there is still not, I think, enough recognition of mental diversities. And we
don’t all have to think alike to be communal and to live in a productive and satisfying world.”
~ Nobel Laureate in Economics Vernon Smith, February 25, 2005 referring to his personal
challenges with Asperger Syndrome on CNBC.
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What Further Research is Recommended?
“Exceptional human beings must be given exceptional educational treatment, treatment,
which takes into account their special difficulties. Further, we can show that despite
abnormality, human beings can fulfill their social role within the community, especially if they
find understanding, love and guidance."
~ Dr. Hans Asperger, Viennese Child Psychiatrist who first identified this disorder in 1941
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