The Autism Society Event and Education Recordings Archive

While the DSM-IV has generated a classification system for Asperger’s Disorder, it primarily focuses on problematic behaviors. Psychology has been biased toward identifying what is wrong with individuals and less about the anatomy of optimal functioning and the enhancement of strengths and gifts. This session presents a classification system based on the strengths and gifts of individuals with Asperger’s Syndrome. Six character strengths will be discussed and participants will learn how to recognize and promote these strengths. Session Content Plan:

Positive psychology is the study of the conditions that contribute to optimal functioning of individuals. During the past 50 years, the interest in positive human characteristics have receded into the background as our society has focused more on an individual’s weaknesses, problems, and disorders. This has been especially true as we note the classification system for individuals with Asperger’s Syndrome. This session begins with an overview of the need to classify individuals and the desire to label individuals in regards to their areas of need instead of their compensational strong points.

One of the presenters, a young man with Asperger’s Syndrome, will highlight how the presence of the negative labeling system affected his self-esteem and overall level of happiness.

Following an historical view of classification systems and the presenters observations, the session leaders will discuss a new classification system that highlights six broad categories of strengths and virtues based on the work of two positive psychologists. These strengths and virtues include:

• Wisdom (love of learning, creativity)
• Courage (persistence, honesty)
• Humanity (kind, loving, social intelligence)
• Justice (fair, loyal)
• Temperance (able to forgive, self-regulate)
• Transcendence (appreciate beauty, hopeful, spiritual)

.Within each of these six areas, presenters will describe the character strengths that define the virtues as they apply to individuals with Asperger’s Syndrome. Three virtues are described below:

• Wisdom: The virtue of Wisdom can be accomplished by such strengths as creativity, curiosity, and love of learning. For students with Asperger’s Syndrome, Love of Learning can be a strength as they appear to have an uncanny ability in obtaining and storing information on specific topics. Unfortunately, professionals may view it negatively and say, “He asks too many questions.” A more positive approach would be to say “He likes to learn new things; He is open to new experiences…he inquires….he questions”. Attendees will learn how to promote love of learning for individuals with AS and how to increase flexibility in thinking.

• Humanity: Another example is the virtue of Humanity. Humanity is the ability to show compassion toward others. While it may appear that individuals with Asperger’s Syndrome appear indifferent to the suffering of those in their immediate environment (siblings, parents, etc.) they frequently take on more global ethical and moral issues, such as global climate changes. Unfortunately, professionals may also view this virtue negatively and say, “He only cares about himself...he doesn’t think about others.” A more positive approach would be to say, “He is very concerned about global issues”. Humanity, therefore, may be viewed as a strength and attendees will learn ways to promote and nurture humanity in individuals with AS.

• Transcendence is another virtue that will be discussed. Transcendence usually develops during the time of adolescence and young adulthood and requires that the individual see the world beyond themselves. Transcendence occurs as individuals gain a sense of spirituality and a connectedness to something greater than themselves. Results of a study on the presence of spirituality in young adults with Asperger’s Syndrome will be presented and attendees will learn strategies to promote a sense of spirituality and transcendence in individuals with AS.

Contributions to Best Practice:

While the DSM-IV does provide information regarding areas of need, too frequently this assessment becomes the document that describes the individual with AS.Most information describing individuals with AS include terms such as “disorder”,”disturbance”, “abnormal”, and “dysfunctional”. While there is certainly a need to address the needs of these individuals, there is also a need to examine an individual’s strengths and gifts. It is also important for professionals to understand how and why concepts of disorder and disturbance have taken center stage.

The recent positive psychology movement has recognized the imbalance and encourages research in areas that have been previously neglected, such as looking a hope, curiosity, laughter, and gratitude. As we examine Best Practice for students with AS, we need to recognize that a balance needs to take place between an individual’s needs and their gifts and strengths.

This “positive movement” can also contribute to Best Practice since recent studies have demonstrated that negative outcomes are associated with low self-esteem and focusing on human strengths can actually help prevent stress and improve self-esteem. Since students with AS are aware of these terms that describe them, the use of negative terms can result in reduced self-esteem. If self-esteem is enhanced, then students with AS are more apt to be motivated in the academic arena and in socialization. Therefore, there is a need to ensure that individuals with AS have an opportunity to experience their strengths and to use them to address areas of need.

This positive outlook may also affect how professionals view the individual with AS. When teachers view the student with AS in a deficit mode, then they limit their expectations for that individual and fail to see the gifts they contribute.

This positive look at one’s strengths and virtues is not meant to erase previous work on characteristics of AS that may appear to be negatively written. Rather, the aim is to increase human resilience and strength as we build on existing knowledge.

As we look at the future of Best Practice, we need to understand that individual strengths and virtues are dependent on positive communities. Instead of viewing the weaknesses of our students, teachers, paraprofessionals, service providers, administrators, and parents must nurture the individual’s strengths in a supportive environment and be willing to see compensational strong points within areas of need. These strengths will allow for the best possible education and overall development of each individual.

Learning Objectives: