Noun: Asperger syndrome (F84.5) (Asperger syndrome) Explanation:Seen in childhood, characterized by abnormalities in the nature of interactive social activities similar to typical autism, with limited, stereotyped and repetitive interests and activity content. The main difference from autism is the absence of delays or delays in verbal or cognitive development, but the appearance of clumsiness. It can continue into adolescence and into adulthood, with occasional psychotic episodes seen in early adulthood. Same as: childhood schizoid disorder. This is an article written by Yale University to teachers of children with AS, which describes the seven main features of Asperger’s syndrome for teachers and offers some strategies and suggestions on how to deal with these symptoms during teaching. Based on the authors’ experience teaching children with Asperger’s syndrome, some behavioral interventions and academic interventions are also suggested. The main text is as follows: Children diagnosed with Asperger’s syndrome present a special challenge in educational settings. In the eyes of his peers, the child with Asperger’s syndrome is eccentric and unusual, and his awkward social skills often make him a scapegoat. The awkwardness of mannerisms and the obsession with difficult subjects add to the eccentricity. Children with Asperger’s syndrome have difficulty understanding human relationships and the rules contained in social conventions. They appear naive and clearly lack common sense. Stereotypes and difficulty coping with change make them easily stressed and emotionally vulnerable. At the same time, children with Asperger’s syndrome (mostly boys) are of normal or superior intelligence and have a strong mechanical memory. They are able to concentrate on what they are interested in, which allows them to achieve good results later in life. Asperger’s syndrome is at the high end of the autism continuum. According to Van Kelvelen, children with low-functioning autism “live in their own world,” while children with high-functioning autism “live in our world, but in their own way. Naturally, not all children with Asperger’s syndrome are the same. Just as each child with Asperger’s syndrome has a unique personality, the “typical” Asperger’s syndrome is unique in each individual. Therefore, there is no precise classroom strategy that can be offered to every child with Asperger’s syndrome, just as there is no one educational approach that is appropriate for all children without Asperger’s syndrome. The following describes seven key characteristics that Asperger’s syndrome possesses, and then suggests some strategies and recommendations for how to deal with these symptoms in the classroom. (Strategies for classroom interventions are explained using examples from teaching experiences at the University of Michigan School of Child and Adult Psychiatric Medicine.) These suggestions are only broad in the sense of adapting them to the specific needs of each child with Asperger’s syndrome. I. Insist on sameness Very small changes can be overwhelming for children with AS syndrome. They are highly sensitive to stressors in their environment and sometimes engage in ritualistic behavior. They are anxious and have obsessive worry when they cannot anticipate what will happen. Stress, fatigue, and sensory overload can easily throw them out of balance. Suggestions made: 1. Provide a predictable, safe environment. 2. Minimize transitions. 3. Provide a consistent daily routine. In order to be able to focus on the task at hand, children with AS syndrome must understand the daily routine and what is expected of them. 4. Avoid the unexpected: Children must be adequately prepared for any change in routine, no matter how small, before a specific activity, before a change in schedule, or before any change in routine. 5. Expose the child to new activities, new teachers, classes, schools, and camps in advance as a way to reduce the child’s fear of the unknown and, if possible, to prevent excessive worry once the child learns of the change. (For example, when a child with AS changes schools, he or she should be allowed to meet the new teacher, tour the new school, and be informed of routines prior to the actual transfer. The original school should continue to assign homework for the first few days of the transfer so that he or she can become familiar with the child in the new environment. (The receiving teacher should find areas of particular interest and relevant books or activities for the child on his or her first day at school.) Children with AS are unable to understand the complex cues of social interaction; they are naive, extremely self-centered, and may dislike physical contact; they speak to others rather than with others; they cannot understand jokes, sarcasm, or metaphors; their vocal tone is contrived and monotonous; they use gaze and body language inappropriately; they are sensory retarded and inappropriate; they misinterpret social clues; inability to judge “social distance”; poor ability to start and sustain conversations; good language development but poor communication; sometimes labeled as “little professors” because of a very adult and pedantic speaking style; easily taken advantage of (unable to (unable to recognize that others are sometimes deceiving him or joking with him); often has a desire to be part of society. Recommendations: Keep children free from bullying and teasing; educate peers in older groups where children with AS are socially awkward that social problems in children with AS are a disability. Reward classmates who treat people with AS warmly. This will make the child a scapegoat for the person with AS and will encourage other students to put themselves in the shoes of the child with AS and be tolerant. Suggestions: 1. If children with AS are to be productive in the classroom, they must be provided with a great deal of controlled external structure. Assignments should be broken down into many smaller units, and teachers should provide frequent guidance and feedback. 2. Children with severe attention problems would benefit from a timed work schedule. A timed work schedule allows them to be more organized. Classroom work that is not completed within the allotted time (or that is not completed carefully within the allotted time) must be completed when it must be done on the child’s own time, such as during recess or during time that would otherwise be used to work on something that interests him or her. Children with AS are sometimes very disruptive, and it is important to give them clear expectations and provide structured procedures to teach them that obedience to rules will be positively reinforced. (Structured procedures motivate and benefit the child with AS, thereby increasing his or her self-esteem and reducing stress levels because the child feels competent.) 3. As for most children with AS, because they have poor attention spans, are slow and poorly organized, it is necessary to reduce their homework or classroom work load or/and to allow them time to stay in a recreational classroom in this classroom, the special education teacher provides them with the structure needed to complete homework or classroom assignments. (Some children with AS have poor attention spans and put parents under undue stress, and parents are expected to stay with their children every night to complete homework.) 4. 5. Come up with a non-verbal signal (such as a gentle tap on the shoulder) to use when the child is not paying attention. 6. Use a buddy system where the buddy sits with the child with AS so that the buddy can provide the child with AS to return to the task or regain attention to the lesson. 7. Teachers must actively encourage children with AS to abandon their internal thoughts and fantasies and return to paying attention to the real world. This is a constant battle because the comfort that comes from the internal world is more attractive than anything in real life. For small children, even free play needs to be structured as they become so engrossed in isolated, ritualistic fantasies that they become detached from reality. Encourage children with AS to play games with the same or two other children under close supervision, which should provide not only structure but also the opportunity to use social skills. Poor motor coordination Children with AS are physically awkward, with a stiff, clumsy gait that makes it difficult for them to successfully play games that require motor skills. They also have fine motor deficits that make writing difficult, reduce their writing speed, and affect their ability to draw. Recommendations: 1. Provide adaptive physical training programs for children with AS if their motor problems are severe in general. 2. Enroll children with AS in rehabilitative physical training programs rather than competitive physical education programs. The reason why children should not be forced to participate in competitive sports is because their poor motor coordination can cause frustration and invite teasing from fellow group members. Children with AS lack the social understanding to coordinate their actions with those of other members of their cohort 3. Children with AS may need scaled individualized programs that require tracing on paper, supplemented by movement graphics drawn on a chalkboard. Teachers should teach children to write letters and letter connections repeatedly by hand, or they can use small writing strips. If the child remembers the small writing strips, he will be able to say the structure of the letters independently. 4. Young children with AS will benefit from using instructions written on paper to help them control the size and format of the letters they write. This also requires forcing them to spend time writing. 5. When setting up timed units of work, it is important to take into account that children write slowly. 6. A child with AS may need more time than his or her peers to complete the exam. (Exams should be administered in a resource room that not only provides more time for the child, but also provides additional structure and teacher guidance to focus the child’s attention on the work being done.) IV. Academic Difficulties Children with AS usually have moderate to above-average intelligence (especially in speech), but lack high levels of thinking skills and comprehension skills. They are usually very unimaginative, their representations are concrete, and their abstraction skills are poor. Their pedantic style of speech and very rich vocabulary can give the impression that they can understand what they are saying, but in reality they are only mechanically imitating what they hear or read. Children with AS often have an extraordinary mechanical memory, but it is mechanical in nature, that is, they respond in a predetermined order like a tape recorder. Their problem-solving skills are poor. Recommendations: 1. They are provided with a well-designed, highly individualized chemistry program that allows for ongoing success. Children with AS need more encouragement to disobey their impulses. Learning should be rewarding, not anxiety-provoking. 2. Do not assume that a child with AS has understood something just because he repeats what he has just heard. 3. If the concept being taught is abstract, more explanation is needed and efforts are made to simplify the concept. 4. Use their outstanding memory skills: extracting information about facts is often their specialty. 5. They often have difficulty understanding emotional subtleties, the multiplicity of meanings, and the relationships presented in fiction. 6. Writing by children with AS is often repetitive, shifting from one topic to another and misusing the meaning of words. These children often fail to understand the difference between general knowledge and personal ideas, so they assume that teachers will understand their sometimes obscure expressions. 7. Children with AS usually have high reading repertoire skills but poor language comprehension. Do not assume that they have understood what they are reading just because they can read fluently. 8. Because children with AS do not make an effort to learn things that do not interest them, their academic performance is usually poor. He should be clearly and firmly required to complete his homework with high quality. He should be required to complete his homework carefully and within the time limit. Children with AS should be asked to revise poorly done classroom work during recess or at times when they are doing something they are interested in. Children with AS often have the intellectual capacity for regular instruction, but not the emotional resources to cope with the demands of the classroom. These children are prone to stress reactions due to their stereotypes. They have low self-esteem, are often hard on themselves, and do not tolerate making mistakes. Individuals with AS, especially adults, have a tendency to be depressed (there is evidence that adults with AS have high rates of depression). They often lose their temper and feel angry when they suffer stress or frustration. Children with AS rarely relax and are easily overwhelmed when things are not as they are stereotypically viewed. They have a hard time interacting with others and coping with the demands of daily life. Recommendations: 1. Provide a high degree of consistency to prevent emotional outbursts. Prepare these children for changes in daily routines to reduce stress levels (see “Resisting Change Section”). Children with AS often feel anger, fear, and frustration when faced with forced or unexpected changes. 2. Teach the child how to cope with stress when it overwhelms him, so that he can lose control of his emotions. Make a very specific, step-by-step list for him to follow when he is feeling frustrated. (For example: 1. Take three deep breaths; 2. Slowly count the fingers on the right hand three times; 3. Ask a special education teacher, etc.). Include on this list ritualized behaviors that make them feel comfortable. Write these steps on cards and place the cards in the child’s pocket so that they are readily accessible. 3. Emotions reacting to the teacher’s voice should be reduced to a minimum. Interactions with these children should be calm, predictable, and matter-of-fact, but at the same time should clearly demonstrate their empathy and patience. Asperger was a psychiatrist for whom AS was named. He noted, “Teachers who do not understand the need to teach [students with AS] what seems obvious become impatient and easily irritated.” Children with AS syndrome should not be expected to understand that teachers feel sad or depressed. In the same way that they cannot perceive the feelings of others, they cannot be aware of their own feelings. They usually mask their depression and deny their symptoms. 4. Teachers should be alert to changes in the child’s behavior that may indicate depression and should be aware of behavioral manifestations such as increased confusion, increased distraction, isolation, lowered stress threshold, persistent fatigue, crying, claims of suicide, and so on. In this situation, do not readily believe the child’s claim that he is fine on his own. 5. Report these symptoms to the child’s therapist or refer him/her to mental health counseling in order to assess his/her depression level and get him/her the necessary treatment. Because these children cannot assess their mood on their own and will not seek comfort from others, it is critical that depression should be diagnosed as soon as possible. 6. Teenagers with AS are particularly prone to depression. Adolescents highly value social skills, and students with AS are aware of what makes them different, and they have difficulty forming normal interpersonal relationships. Academic tasks also become increasingly abstract, and adolescents with AS may find assignments increasingly difficult and complex. In some cases, teachers may find that a student with AS no longer cries when faced with a math assignment and assume that he or she is doing better. In reality, however, his subsequent decrease in organization and productivity in mathematics is commensurate with his further retreat into his inner world to avoid math homework, so he is simply not doing any better. 7. Most importantly, every teenager with AS should have a member of an identified support group checking in on him at least once a day. This person should meet with the child once a day or gather information from other teachers to assess the child’s performance. 8. As soon as you discover that a child with AS is having difficulty in a particular area of learning, you should give him or her a helping hand. Compared to other children, these children are quickly overwhelmed and react more severely when they fail. Children with AS are emotionally fragile and need to be placed in highly structured special education classrooms with individualized academic programs. 10. These children need a learning environment where they can see themselves as capable and productive. Accordingly, if they are allowed to follow the crowd, they will not be able to grasp concepts or complete assignments, which will only lower their self-concept, drive them to withdraw, and cause them to develop depressive disorders. (In some cases, children with AS should be given individualized help rather than being placed in special education. Individual help can give emotional support and provide structure and ongoing feedback.) 11. Children with AS are easily overwhelmed by environmental stress and are poorly equipped to form normal interpersonal relationships, so, not surprisingly, they are “fragile and infantile. Compared to normal children, we immediately realize how different children with AS are and how hard they have to work to live in a world that does not recognize them and expects them to conform. Teachers play an important role in helping children with AS get along with others around them. Because children with AS are often unable to express their fears and anxieties, the help of an important adult makes them feel that it is worthwhile to give up a life of inner security and fantasy in favor of living in an external world of uncertainty. Professionals working with these children in schools must provide them with the external structure, organization and stability they lack. It is most important to use creative teaching strategies to educate children with AS, not only to help them achieve academic success, but also to help them feel less alienated from others and less overwhelmed by the demands of daily life. We all know that every person in the world is different, and this difference is not only reflected in external visible characteristics such as race, skin color, looks, height, fatness, thinness, nose height, etc., but also in many psychological characteristics including ability, personality, temperament, emotions, feelings and motivation. Some children are introverted and some are extroverted; some are good at talking and some are not; some are attentive and some are alert; some have high IQs and some are average. These are all things that we as parents are very familiar with. In our daily life, we are basically able to give targeted education according to these personality characteristics of our children, and our children also thrive in such education. However, there is a group of children who are so different that from the age of about 4 to 7 years old, parents and teachers will notice that the children seem to act childishly and inappropriately for their age; they tend to be inattentive, excited and hyperactive; they do things on their own, “self-centered”, and often ignore the instructions of teachers and parents. In kindergarten and first and second grade, they sometimes even walk out of the classroom during lessons; they have mood swings that are sometimes difficult to control; they are not very good at communicating with children, and some of them often have conflicts and fights with their classmates. If it were just the above, we would easily associate these children with ADHD. But when we continue to observe and understand, we will find that ①, these children actually have times when they are very focused, and they also have things that they are very interested in (excluding watching TV and playing computer games), such as train schedules, historical events, dinosaur evolution, etc.; ②, these children may have amazing memory, especially in mechanical memory such as word recognition and reciting poems; ③, the children may (3) The child may not be very good at school overall, but may have a deep understanding (or potential) of certain fields or subjects (e.g. biology, geography, nature, etc.); (4) The child and the children often have conflicts, but they are willing to communicate and communicate at heart, but because of the lack of communication skills, the communication always ends in failure, and the child may become lonely and moody; (5) The child may be interested in (6) Children sometimes seem to lack logic in their speech and do not particularly care about what they should say on what occasion, but their language skills are normal, and sometimes they can even say things that would “surprise” adults. However, the child’s language tends to be narrative or one-way, and less interactive, sharing or communicative. ⑧. The child tends to have poor classroom discipline, but he or she is the best follower of the rules he or she agrees with, and even gives the impression of being a perfectionist. ⑨. They also have poorer tolerance when it comes to frustration, and it is more common for them to exhibit major tantrums when they encounter frustration. ⑩.In addition, most of these children also have poor hand-eye coordination as well as fine motor skills, and hate writing assignments more. The child can say something orally but cannot write what he or she says in the workbook. The above-mentioned manifestations vary from child to child, and to varying degrees. Overall, these children give parents and teachers the impression of being self-centered, childish, distracted, moody, and strangely intelligent. He/she is a child with what is known as Asperger’s syndrome. Asperger’s syndrome is a not uncommon developmental behavior disorder in children, probably one in every 500 people. In fact, rather than being a disorder, it is more likely that these children have a very special brain. This type of child is a child with a very special personality. It is important to point out that although the child’s behavior is a bit strange, the child with Asperger’s syndrome is not a psychiatric disorder; although he or she gets into a lot of trouble in school, it is completely educable. And if educated properly, some children may be very successful in the future. British scholars have studied the biographies of famous people in history and concluded that Einstein, Newton, Michelangelo, John Nash and Bill Gates may also be people with Asperger’s syndrome. Einstein, for example, was a very poor student and dropped out of high school soon afterwards because he was “stupid”, and he only took one subject in mathematics in his university entrance exams. Therefore, we can say that among the many children with Asperger’s syndrome, some of them are actually special talents. What happens to children with Asperger’s syndrome today? Children with Asperger’s syndrome have had difficulty adapting in the past (Einstein is an example), and even more so today when “grades are life”; parents and teachers’ lack of knowledge about Asperger’s syndrome makes the child completely incomprehensible; the current educational requirements for the overall development of the student may make them encounter serious challenges. The potential hindrance of children with Asperger’s syndrome to other children makes it impossible for teachers to disregard the “right to education of other children”; the lack of teachers in schools makes it difficult to provide “individualized education” for these children. The medical and educational communities have long had limited knowledge and research on this disorder, and the tools available to parents and teachers are stretched to the limit. However, we must provide individualized education for these children, which is a requirement of education for all children and a requirement of the compulsory education law. On a higher level, the successful education of children with Asperger’s syndrome is a very beneficial work for families, schools and society, and it is possible that your child or student will become the next Einstein! What is even more gratifying is that in recent years there have been some new developments in child psychology, especially in the so-called “information processing psychology”, which has led to a new direction in our understanding of Asperger’s syndrome and has provided us with new tools for targeted educational strategies based on this theory. The new strategies are based on this theory. For the education of children with Asperger’s syndrome, we propose that the three principles of education must be followed, and we strongly recommend that parents should think about which of the following principles should I use to deal with any problematic behavior or special situation of their children? (i) Understanding and tolerance of children’s behaviors Both parents and teachers know little about Asperger’s syndrome. We must first understand them, acquire relevant knowledge about Asperger’s syndrome through various means (books, Internet); participate in relevant continuing education activities; and establish close contact with teachers and other parents to discuss and learn from each other’s experiences and lessons. It is clear that their problematic behaviors are not intentional misbehavior, not intellectual backwardness, not parent-teacher educational mistakes, not “lack of beatings”, and not much related to spoiling, but they are born with a special brain, with obvious problematic behaviors and also with potential natural endowments. We may notice the child’s problem behavior, but please also pay attention to the child’s natural endowment, which is our first step to understand the child; then, we must learn to tolerate the child, especially some trivial problem behavior, parents must firmly stop using scolding methods of education, this method may be “immediate”, immediately stop the child’s bad behavior, but in the long run, the damage to the child In the long run, it can be very harmful to the child, especially during adolescence, and can lead to avoidance, anxiety, depression, aggression and many other serious psychological problems. It is right for school teachers to treat all children equally, but for the problem behaviors of children with Asperger’s syndrome, they should treat them differently and give them some “face”. It is much better to give a warning, private conversation, or criticism for discipline violations than to shout at the child in class or to give a detention after school, and it is less likely to cause a breakdown of the whole lesson. It is important to note that punishment for copying homework can be very painful for children with uncoordinated Asperger’s syndrome and should be used with caution. (II) Correction of problem behaviors Although it is important to understand and tolerate, we are clear that problem behaviors of children with Asperger’s syndrome exist objectively, and some problems, especially behaviors that seriously interfere with classroom discipline and others’ learning, hurt others or hurt themselves, also need to be faced and solved by us. We cannot avoid these problems, nor can we avoid them. Although the concept of Asperger’s syndrome has only recently become known to us, effective methods to correct problem behaviors have been established through practice, and mutual communication between parents-teachers-medical staff can greatly improve our understanding of children with Asperger’s syndrome; on the basis of understanding, parents and teachers in their children’s education First of all, parents or teachers can use the “ABCDE method” to record the child’s problem behaviors in a special notebook, where A is the cause of the abnormal behaviors, B is the effect of the behavior, and C is the consequence of the behavior. A is the cause of the abnormal behavior, B is the manifestation of the behavior, C is the consequence of the behavior, D is the way we deal with the behavior, and E is the effect of our treatment measures; secondly, through such methods as “role-playing games”, “problem behavior (video) analysis” or “correct behavior demonstration” of the child’s problem behavior, parents or teachers can record the child’s problem behavior in a special notebook. Secondly, through forms such as “role-playing games”, “problem behavior (video) analysis”, or “demonstration of correct behavior”, the child’s interpersonal communication skills can be taught to a considerable extent and the child’s outgoing disruptive behavior at school can be reduced; timely and appropriate rewards for good behavior and mild and appropriate punishments for problem behavior (excluding scolding) can significantly change the child’s school performance; parents and teachers can give the child Giving children with Asperger’s syndrome more “choice” or a more consultative tone when giving instructions can significantly reduce oppositional defiance and make children more flexible rather than stubborn and rigid; and making learning and life as procedural as possible (following a more regular daily routine) can The child’s mood disorders can be significantly reduced; pharmacological interventions, when necessary, can also significantly improve the child’s symptoms of distraction, hyperactivity, and excitement. （The discovery of these abilities usually depends on the parents’ sensitivity and calmness of mind. This can be used as a basis for guidance and development. There is a lot of evidence that many people with Asperger’s syndrome tend to have careers as adults that are related to their special abilities from childhood and can be very good at them. For example, for children who like maps, parents can start playing with their children from maps, talking about countries, capitals, forests, biological species, animals, minerals, resources, and from countries to population, size, distance, shapes, and other math-related knowledge. Parents can start playing with their children from the map, talking about countries, capitals, forests, species of creatures, animals, minerals, resources, and from countries to population, size, distance, shapes, and other mathematics-related knowledge, and can also use English to label this knowledge, which may promote the child’s overall development to a certain extent, and can benefit from learning in language, mathematics, and English. If the child likes cars, start the communication and games with the child from cars in the same way. If the conversion is not successful, we still have to understand and tolerate that forced learning is often counterproductive. The fact is that each of us has unevenly developed abilities, except that children with Asperger’s syndrome are more prominent in the unevenness. From the point of view of future work, the impact of unevenness in certain abilities is not as severe as we might think. It is true that we still know very little about Asperger’s syndrome, and some issues are still subject to academic controversy, so we can still provide very limited help, but we are willing to work together with parents and teachers to help these special children successfully complete their schooling, realize their natural endowment, and become useful talents of the country.