Working with Children in the Autism Spectrum Disorder (ASD) Continuum;
Specifically Aspergers
This information from the latest brain research on individuals with ASD tools for working with the ASD/Aspergers child and a lack of insight on the experience of having Aspergers. Methods and resources will also be provided to assist those working with the Aspergers’ child.
Recent brain research findings suggests ASD is a developmental disorder caused by impaired regulation of a bundle of neurons in the brain stem that processes sensory signals from all areas of the body, bombarding the autistic with an over-load of stimuli. This scientific evidence directly points to the locus coeruleus-noradrenergic (LC-NA) system as being involved in autism. “The LC-NA system is the only brain system involved both in producing fever and controlling behavior,” says co-author Dominick P. Purpura, M.D., dean emeritus and distinguished professor of neuroscience at Einstein. (Dominick P. Purpura, M.D.), Albert Einstein College of Medicine, Bronx, NY, 4/29/2009, dominick.purpura@einstein.yu.edu.
The locus coeruleus has widespread connections to brain regions that process sensory information. It secretes most of the brain’s noradrenaline, a neurotransmitter that plays a key role in arousal mechanisms, such as the “fight or flight” response. It is also involved in a variety of complex behaviors, such as attentional focusing (the ability to concentrate attention on environmental cues relevant to the task in hand or to switch attention from one task to another). Poor attentional focusing is a defining characteristic of autism. “What is unique about the locus coeruleus is that it activates almost all higher-order brain centers that are involved in complex cognitive tasks,” Dr. Purpura, suggests the area of the brain that connects with the world around us are impaired or may be completely inactive.
Aspergers Syndrome is a Disintegrative Disorder. Aspergers can also be described as a brain disorder that primarily affects communication: receptive and expressive skills, social skills and behaviors. Sometimes individuals with autism also have repetitive language (called echolalia); or hand flapping, twirling or rocking. Some of the people with autism have little or no eye contact and seem to be uninterested in relationships- The autism spectrum is huge and it affects everybody differently.
Wado Ryu is a traditional style of Japanese Karate. Literally translated, “WA” means harmony or balance and “DO” means way or road in Japanese. For individuals on the ASD, a road or ‘way’ that is harmonious is at the core of what this population strives for. They are continuously out of “WA”, throughout most of their life, more so than those who do not experience this disconnection with the world. While we embrace the more current thinking of Long Term Athletic Development, we teach the etiquette and formalities found in traditional karate styles. We foster an environment of respect for individual effort and the effort of others, self confidence, personal strength and achievement of personal goals, (http://parkcitykarate.com/our-karate-style-wado-ryu/).
Applied Behavior Analysis (ABA)
Behavior analysis was originally described by B.F. Skinner in the 1930's, i.e., "operant conditioning"; this is the origins of ABA. The science of behavior analysis focuses on principles about how behavior works, or how learning takes place. One principle of behavior analysis is positive reinforcement. When a behavior is followed by something that is valued (a "reward"), that behavior is likely to be repeated. Through decades of the plethora of research, the field of behavior analysis has developed many techniques for increasing appropriate behaviors and reducing those that interferes with learning. Applied behavior analysis (ABA) is the use of those techniques and principles to address socially acceptable behaviors and to bring about meaningful behavior change for appropriate or desired behaviors. ABA professionals will strongly stress the need to have a trained behaviorist to apply the principals. It is of my opinion that if the steps are employed, there is consistency; parents, teachers and other services providers can see benefits from implementing ABA skills. The following is a basic outline of the ABA steps;
1. Assessment: This involves a pre-assessment, on-going data collection and a monthly post assessment. This can be completed very easily. The goal is find no more than 3 target behaviors that will be the subject of focus. The assessment will gather frequency and duration data of the desired target behavior (see recording sheet), is completed while the student participates in the learning setting. A second adult observes and records the data, while the teacher or sensei conducts routine lesson.
a. 3-30 minute intervals
b. Record the behavior in 5 minute segments-frequency
c. Duration information is gathered
d. Gather the same information on a comparison student (demonstrates desired behavior).
e. Review the data to determine meaningful goal
2. Meaningful Goals: Obtainable and manageable skills the student can experience success. Emphasis on skills that can be scaffold (slow or fast release). The student needs to be aware and participate in the goals setting.
3. Appropriate behavior needs to be taught. Skills broken down into small parts and taught from example and explanation. Because Aspergers is an ASD, it is a language based disconnection. Verbal explanations have little meaning unless it is coupled with modeling and repetition. An example:
i. (Target Behavior 1) Approaching the dojo-bowing to the sensei before entering the dojo. How do you want this look? (ABA begins) Model the appropriate behavior with verbal instruction, then have the student practice it 3< intervals. Each time the student does it correctly, they must be reinforced (as the rat in the maze).
ii. This can be verbal, but a visual reinforcement will have more meaning for our ASD students. This is where a chart, tickets, stickers, points must be used. “Good job/perfect/correct/well done!-you just earned 1-5 points”, while holding up the chart or the chart can be taped on the wall near the student, so they can see the tallies. Or a cup or envelope where the tickets can be dropped.
iii. Each student/child needs a different reinforcement menu and time between the reminder of the reinforcement and actually receiving it. One student may need less wait time for a reinforcer, at the end of class, end of the week or end of the month, or may need all of them.
Although you will be focusing approximately 3 target behaviors, ASD students struggle with social mores. It is important for everyone that interacts with the student reinforce, model and have the child practice appropriate social and communication skills. "It is not the techniques
you practice...It is the mind you train, using the techniques you practice. • Sensei Doug Jepperson
Suggested books:
*The Incident in the Night with the Dog
Song of the Gorilla Nation
Born On a Blue Day
A Wild Ride Up the Cupboard
http://my.uen.org/80553
http://sherijepperson.blogspot.com/
Further Suggestions:
Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting, or frightening. Children within the ASD are, by virtue of their disability, egocentric and have extreme difficulty reading the reactions of others; be as concrete as possible, facial expression and other normal social cues may not work. Avoid asking questions such as, "Why did you do that?" Instead, say, "I didn't like the way you -----------". They rarely understand sarcasms or other joking that most us get by a wink of the eye. They will usually attempt these behaviors to ‘fit in’ and fail miserably due to their disconnection to the social content.
Avoid figurative language when directly communicating with an autistic student; make your expectations simple and clear. Use only concrete terms, and reinforce those ideas with having the student observe another student doing it correctly. They have extreme difficulty with abstract or metaphor speaking. Avoid lengthy instructions, and break or "chunk" tasks and instructions into smaller tasks. Wait for the child to complete the first step before moving on to the next one.
Pre-prompting or primer; ASD students will find it easier to participate in classroom routines and activities when they have had the opportunity to prepare (mentally). Sometimes referred to as priming activities, such strategies can be used to prepare students for new activities or concepts, this can even giving the students a, 'heads-up' on the next activities or changes in the schedule
Routines and structure are more difficult to maintain during the chaos of celebrations, the ASD child must deal with stimulating visuals, sounds, smells, places and changes in their schedules. And, since many children with Aspergers are also sensitive to noise, touch and light, changes can become disorienting and overwhelming. This can mean a new level of stress and anxiety, thus increased inappropriate behavior.
Don't assume the student autism is disruptive to get attention. More often than not, students with autism react to their environment, and sometimes the reaction can be negative. Sometimes the student may be reacting to a sensory issue, and other times the student may be reacting to a feeling of fear. Sometimes a simple clarification can resolve the issue or a break from the environment for a few minutes, tell them to get a drink of water or move a towel to a place outside the environment.
Read the following quotes from Doug Jepperson’s Karate webpages, writing and materials, while keeping in mind the alienation the Aspergers child experiences on his/her path, from the rest of the world.
"True karate-do is this; that in daily life one's mind and body be trained and developed in a spirit of humility; and that in critical times, one be devoted utterly to the cause of justice." —Gichin
Funakoshi's Karate-do Kyohan.
I leave you with this last quote about the path we are all seeking, every time I read this, I am inspired, “For me there is only the traveling on paths that have heart, on any path that may have
heart. There I travel, and the only worthwhile challenge is to traverse is full length. And there I travel, looking looking,breathlessly. —Don Juan, Carlos Castaneda.
Don Juan understood Budo… http://jeppersonkaratedojos.com/images/PCKarate_Jan2
