How to help a child with Asperger Syndrome?

We explain the psychological and social keys to stimulate learning in these children.

This is a question often asked by teachers and parents: How to help a child with Asperger Syndrome, both in their social life and at school?

To answer this question we will provide a brief and clear explanation of what Asperger's Syndrome is and how we can help affected children, both in the classroom and at home and in their personal lives.

What is Asperger Syndrome?

Asperger's Syndrome is a neurobiological disorder that is part of a group of conditions called autism spectrum disorders.

The term "spectrum disorders" refers to the fact that the symptoms of each disorder may appear in different combinations and in varying degrees of severity: two children with the same diagnosis, despite having certain behavioral patterns in common, may have a Wide range of skills and abilities.

More information: "Asperger's syndrome: 10 signs of this disorder".

Difficulties and limitations caused by this neurobiological disorder.

Males are more likely to present with this disorder and are usually diagnosed between 3 and 9 years of age. The main characteristics can be mentioned in four major areas, each presenting weaknesses, but also strengths. Let's see:

1. Social relationships 2.

Difficulty in understanding the rules of social interaction, often does not share their feelings, concerns and has difficulty developing empathy. StrengthsThey tend to show themselves as sincere, objective, noble, faithful and loyal people.

2. Communication and language

Difficulty to initiate and maintain a conversation, the sentences are short and literal, sometimes seeming rude, and it is difficult for them to connect with the interlocutor. StrengthsThey have a large technical vocabulary, enjoy word games and sometimes have great memory skills.

3. Mental flexibility and imagination

Difficulty in being flexible or relaxed, worry about unusual things to the point of obsession, tend to be repetitive on a subject and tend to be perfectionists. StrengthThey become experts in what they like, are researchers par excellence and are very loyal to their areas of interest.

4. Coordination and fine motor skills

Motor retardation and clumsiness are present.

5. Other areas that may present particularities

Unusual sensitivity to sensory stimuli (light, sounds, textures).

Tips for helping a child with Asperger's

Here are some recommendations a series of recommendations focused on helping the child with Asperger's Syndrome in areas that most often present difficulties in the educational center: social relationships and classroom work.

1. Children with Asperger Syndrome and social relationships

Children with Asperger Syndrome should be taught explicitly all those aspects that most people learn intuitively. Social relationships are fundamental for these children to develop their abilities and their life in community.

Here are some recommendations, observations and several recommendations, observations and tips for support in this area..

• GreetingHow to use the right tone, what to pay attention to, what gestures to use, and how to use them. These types of skills can be taught through dramatizations that emphasize the codes to be acquired.

• Engaging in conversationHow to give the other person a turn, when it is your turn to talk, end a conversation, how to know if the other person is interested. Which topics can be related to the conversation and which are not conducive. An object or sign can be used to guide their interventions in the conversation, as well as television programs.

• Keeping a conversation goingThey should be taught how to determine when someone is joking, uses metaphors, and what to say at that moment, how to detect how the other person feels about a certain expression or reaction, and what to do about it, how to differentiate if someone does something on purpose (not by accident) and how to respond. These types of skills can be more easily developed through role play that allows them to think from the other person's point of view. It is important how these experiences can help them in their daily lives.

• Language and oral comprehensionThey may also have difficulty understanding colloquial language, as they tend to understand communication literally. Consequently, more "exact" sentences should be used (e.g. "I am hot" and not "I am dying of heat"). In addition, we should emphasize our messages so that they are understood, using positive rather than negative forms ("we must remain seated" rather than "we must not get up from the chair").

• Create a "circle of peers" that will help them feel more confident to join the group. For this, it is first necessary to count on the collaboration and understanding of the limitations of these people, delegate activities or occupations that allow them to feel more relaxed and willing to interact and, at the same time, encourage peers to serve as models in learning specific skills, such as: how to make a greeting between friends, how to use their hands, how to place their feet and body, as well as the use of facial expressions according to the conversation or environment/activity.

• Gradually the degree of relationship and cooperation can be increased.To this end, work on aspects such as: physical proximity, tolerance, patience. Respecting the "withdrawal" spaces is important. That is, do not force them to stay in a group.

• They learn their communicative skills by imitation (intonation, posture, attitude) without having the necessary intuition to adapt it to a certain environment. For example, they may speak to children as if they were adults, because they were taught to speak to communicate with their parents. In these cases, recordings can be used to gradually show them what their language should be, depending on the variables. And, in addition, providing spaces to practice them, can be accompanied by the "circle of peers" to support them, trying that they themselves can observe the areas to be improved. Cases of speaking too loudly, too softly, too fast, too slow, too monotonous... can be exemplified.

• Explicit rules are vital to guide group activities.It should be made clear what the purpose of group work is.

• Conversations must be clear, transparent, without double meanings.without double meanings, irony or any kind of confusion in the sense of the sentence. Ideas should be transmitted without leaving anything "between the lines" so that they can be understood. The purpose to be communicated should be made very clear.

• Explanations or instructions should be simple, short, concrete, and delivered slowly.concrete, and transmitted slowly. We should try to call the child's attention before starting the conversation, try to have the child close and mention his name, thus reducing the chances of him being distracted and not understanding the explanations. We must try to systematize the instructions so that the steps or points to be transmitted are clearly defined. We can help with visual clues, drawings or signs.

• To teach them to detect when they are angry or frustrated to define the behaviors that are not allowed and the strategies to channel them. Have an "emergency protocol" with the steps to follow in case of triggering and disruptive situations.

• If we have to point out inappropriate behavior, let's do it in a neutral way. and always make it clear to them what is the correct way and the consequences. Let's check if they understood the explanation. Do not insist on making eye contact.

2. Helping a child with Asperger's at school

In the school environment, children with Asperger Syndrome may present several specific difficulties and limitations. That is why teachers must be aware of this disorder to be able to adapt some criteria to help children with Asperger's, always hand in hand with educational psychologists and other professionals.

The mission is that these children are integrated in the best possible way in the classroom dynamics, and that they can follow the courses with the best results.and that they can follow the courses with the minimum possible obstacles, developing some of their virtues and intellectual potentialities. Here are some tips for this purpose.

• Let us try to incorporate in their academic curriculum the interests that the person has expressed. and use his fixation on that topic in different areas and subjects (e.g., in Spanish we can let him write about spaceships, in math he can take the measurements of the spaceship, etc.). When he finishes the daily work, he can devote himself to his personal project.

• Let's place him in a place free of distractionsHe can feel that he is working individually. Orient him to the materials he needs for each lesson, preferably by making a list and placing it in a fixed, accessible place. Preferably in a fixed place.

• Set short-term goalsclearly defining the quality of the work we expect from the child. Also, let's inform him/her about the time he/she should spend in each activity, helping him/her with a clock destined only for him/her. We can use incentives as rewards.

• Remember to always use attractive visual material (pictograms, maps, diagrams, computer use, schedules, lists...). When the child starts work, let's establish a signal (for example, a green circle on the desk and a red circle when he/she must finish).

• When developing material, let's introduce key wordsWhen developing material, introduce key words, symbols, or specific cues that will allow the child to remember the information. When assessing their work, do not use open-ended questions. Whenever possible, set closed-ended questions that allow the child to recall the specific information and provide the child with the key words or symbols previously mentioned. Using oral assessments can facilitate the task. Also, provide extra time to finish homework or tests.

• The work material should be expandedThe work material should be enlarged, and it should be clearly indicated where the answers or the work area should be placed.

• Make sure he has the necessary and organized work material.. Sometimes it is helpful to define materials with colors that represent a particular subject.

• Offer support to the child with Asperger's with a partner who encourages him to finish the work, but try to help him to be able to do it on his own.We try to help him/her to be able to do it on his/her own. It is important to emphasize his abilities and accomplishments.

• Pay attention to emotional indicatorsTry to prevent possible alterations in his mood. Let us avoid criticism and punishment as much as possible, and replace them with positive reinforcement, praise and reward.

Bibliographical references:

• Dorado Moreno, M. (2005). Another way of looking: memoirs of a young man with Asperger's syndrome.
• Peeters, T. (2008). Autism: from theoretical understanding to educational intervention.