Conclusion+and+Resources

= Conclusion and Resources =

Many teachers fear the "meltdown". While a meltdown is possible with any student, they are very possible with an AS/ASD student. They will never be completely preventable because a teacher only has the ability to influence what happens in their classroom. The remaining twenty three hours of the day a student is exposed to many uncontrollable variables, any one of which could be the catalyst for a meltdown in the classroom. Nothbohm(2005) stresses that meltdowns cannot be eliminated entirely but they are preventable. The key is for open communication between teacher and parents to identify the triggers of a student's meltdowns and do as much as possible to prevent the student from experiencing these triggers. The most common triggers for AS/ASD students are: (Nothbohm, 2005, p69, 79-80)
 * 1) Sensory overload
 * 2) Emotional exhaustion/event in classroom not related to them
 * 3) Frustration, disappointment
 * 4) Failure to accommodate for cognitive ability
 * 5) Change in schedule/routine When you know a change is approaching, spend time prepping the student for it. This helps teach the student to roll with the punches and better handle unexpected changes

Nothbohm's trigger list also serves as an excellent reminder of the key factors that a teacher of an AS/ASD student must account for in their classroom community and classroom management.

Strong classroom management as well as open communication can influence many of these triggers. Prepping the student for the school year, adhering to proper classroom management techniques for AS/ASD students, and teaching social skills within the classroom can help the teacher and the student to have a successful partnership in the classroom. Many teachers express anxiety when faced with teaching their first AS/ASD student. This anxiety is unparalleled by the anxiety that that same student may face over transitions and social interactions on a daily basis. More importantly, a teacher has a tremendous ability to create a positive learning environment for their student and to ensure that they are learning in a safe, compassionate, respectful classroom. On the other hand, the AS/ASD student must face the same environment with limited cognitive control, sensory impairment issues, and social skill deficits. If a teacher is able to overcome their initial anxiety and implement proven management and cognitive strategies, they will find that their teaching experience with an AS/ASD student is richer, fuller, and more unique than with any other student that they will teach. The video below was created by an individual with Asperger's Syndrome. While I may not agree with all of the aspects of Asperger's in this video being a positive, it certainly helps review main ideas and serves to help view the traits as assets rather than liabilities. media type="youtube" key="HyT5R7yX5hQ" height="385" width="640" Aspger's Syndrome, The Positives

The availability of other online resources for Asperger's Syndrome/Autism Spectrum Disorder is growing on a daily basis. Three current web resources for follow up, research, and to connect with community supports are:

Autism Speaks:
I linked the resource page which provides access to personal blogs, state resources, websites, spanish resources, and further research on Asperger's or Autism.

The OASIS(Online Asperger's Syndrome Information and Support center)
The OASIS at MAAP has articles, research, forums, and support groups for every stage of life for a person with Asperger's Syndrome. Teachers may find this helpful as it includes a few special articles such as: How to survive the holidays and other large family gatherings? While not specifically an education issue, articles like this do translate to large special events at schools.

My Asperger's Child
I think there are tremendous benefits to being aware of what a large community of parents are saying, reading, and sharing about Asperger's syndrome. Many of our parents rely upon websites such as this for information, answers, and support. While not always as scientifically sound and/or research based as other sites it represents a large portion of the Asperger's Syndrome family community and an educator can learn from this dialog.

= References = Asperger’s Syndrome Resource Library. (2005-2010). //Autism Speaks//. Retrieved July 10, 2010, from Autism Speaks website: http://www.autismspeaks.org/‌community/‌resources/‌aspergers.php

Atwood, T. (2006). //Asperger’s Syndrome: A Guide for Parent’s and Professionals//. Philadelphia, PA: Jessica Kingsley Publishers. (Original work published 1998)

Barnhill, G. P. (2005, November). Asperger Syndrome: A Guide for Secondary School Principals. //Principal Leadership, 5// (3), 11. Retrieved from Proquest database.

Division of Birth Defects, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention. (2010, May 13). Autism Spectrum Disorders(ASDs). In //Center for Disease Control and Prevention//. Retrieved July 13, 2010, from http://www.cdc.gov/‌ncbddd/‌autism/‌data.html

Hutton, MA, M. (n.d.). //My Asperger’s Child//. Retrieved July 11, 2010, from Blogger.com website: http://www.myaspergerschild.com/

Klein, M. (2008, April/‌May). All About Autism. //Current Health 1, 31// (8), 12. Retrieved from Proquest database. (1459592671) Basics of autism study and identification.

Koegel, L. K., & LaZebnik, C. (2009). //Growing Up On the Spectrum: A Guide to LIfe, Love, and Learning for Teens and Young Adults with Autism and Asperger’s//. New York, NY: Penguin Books.

Nothbohm, E. (2005). //Ten Things Every Child With Autism Wishes You Knew//. Arlington, Tx: Future Horizons.

Online Asperger Syndrome Information Support center. (n.d.). //www.aspergersyndrome.org//. Retrieved July 12, 2010, from www.aspergersyndrome.org. Last updated 1/‌24/‌2010.

Safran, J. S. (2002, May/‌June). Supporting Students with Asperger’s Syndrome in General Education. //Teaching Exceptional Children//, 60-66. Retrieved from http://www.knpd.org/‌mittsfita/‌dokumenti/‌asperger_classroom.pdf.

White, S. W., & Roberson-Nay, R. (2009, March 4). Anxiety, Social Deficits, and Loneliness in Youth with Autism Spectrum Disorders. //Journal of Autism and Developmental Disorders//, (39), 1006-1010.

Williams, K. (1995). //Understanding the Student with Asperger Syndrome: Guidelines for Teachers//. Manuscript in preparation, University of MIchigan Medical Center Child and Adolescent Psychiatric Hospital. Retrieved from My Deep Blue database.

Http://www.youtube.com/watch?v=HyT5R7yX5hQ. //Uploaded on April 3, 2010. Accessed July 19, 2010.//