The Autism Society Event and Education Recordings Archive

Individuals with Asperger’s Syndrome (AS) may understand and respond to the world differently than others. This session presents an overview of adolescents with Asperger’s Syndrome and identifies successful strategies that can be used by counselors, social workers, educators, and parents to establish a working relationship, promote self-esteem, and reduce student stress. Participants will leave with the critical ingredients and strategies necessary to support the middle school or high school student with AS and their families. Session Content Description (Abstract 500-2000 words)
Details of Content: Many terms have been used to describe the typically developing adolescent: moody, immature, irresponsible, sexual, confusing, and ego-centric. Certainly the adolescent stage of life is difficult for many teens and can be especially problematic for adolescents with Asperger’s Syndrome. Difficulties with understanding their own self-esteem and self-concept come at a time when their world is thrown into an upheaval as we change the makeup and focus of our schools. Students move from smaller to larger schools, to inflexible schedules, multiple teachers, and to rigid requirements for fitting in with peers. Although Erikson (1968) claimed that identity development and emotional development occurred during the stage of adolescence, other researchers state that identity formation begins in early childhood and is a lifelong task (Graham 2004). While emotional development includes an array of topics, the presenters believe that three areas are most influential: (a) friendships, (b) the parent- child relationship, and (c) cultural/ environmental conditions.
This session will begin by exploring each of these areas in detail. The difficulty in establishing friendships is a defining characteristic of AS. For example, an individual with AS may need to learn that an acquaintance is not a friend; a girl who smiles at you may not necessarily be your girlfriend.  This may be a difficult concept for an individual with AS to comprehend. In addition, adolescents with AS may be so desperate for friends that they may engage in inappropriate and dangerous behaviors to become a member of a group. Presenters will identify how individuals with AS may perceive the world of friendships and discuss strategies to promote healthy relationships with peers.
Next, the parent-child relationship will be discussed. Parents of children with AS with “good intentions” may attempt to fill the void when friendships are lacking. The parental supports that should have naturally given way to supports from close friends may not occur. For this reason, parents frequently continue to solve problems, make decisions, and ask the questions for their child with AS. Presenters will identify strategies for assisting parents as they assist in the personal growth of their child. In addition, they will discuss strategies that professionals can implement in middle school and high school to promote needed friendships. When these strategies are implemented and successful, it can result in improved academic success, increased social interactions, and improved problem-solving skills.
Following this, the presenters examine the third area, environmental conditions, that may affect student success, self-esteem, and self concept.  One environmental condition that may affect success is the presence of discrimination that students with AS may face both within the classroom and in the social arena.  While previous studies have shown that prejudice and discrimination can have an effect on persistence for minority students, it is not known whether students with AS face similar challenges (Cabrera et al. 1999). Presenters will examine environmental conditions that may inhibit success for the adolescent with AS and present strategies to reduce these environmental conditions.
Adolescents with Asperger's Syndrome face both the typical problems of adolescence and those associated with being as perceived as “different.” Although they can be difficult to engage in typical therapy, teachers or parents may refer them to counseling because they can foresee the potential benefits. The adolescent might resist, doubting the advantages, and worrying about the stigma of seeing a mental health professional. Their resistance can be challenging, but this transitional period between childhood and adulthood might be the last window of opportunity for helping them navigate the neurotypical world.  Unfortunately, counselors and educators are seldom given the tools to handle the myriad possible difficulties families and individuals with AS may encounter. When counselors are asked to help families cope with a specific issue, they must take into account all of the individual member's experience within that family and help facilitate change within the family system. Ms. Spampinato, a licensed counselor working with individuals with AS and their families, will present findings from her practice as a therapist on the development of the adolescent with AS and describe how the counseling session can benefit adolescents and caregivers.        

Contribution to Best Practice/ Advances to the Field of Autism:
The Centers for Disease Control (CDC 2007) currently reports that autism spectrum disorders (ASD) may affect as many as 1 in 150 births in the United States. These alarming numbers have stunned families, overwhelmed schools and service agencies, and provided a wealth of research, most of which have investigated the cause of autism and effective interventions that may reduce symptoms. While these areas remain critical, fewer studies have looked at the lives of adolescents with Asperger’s Syndrome as they navigate adolescence and become independent young adults. 
   It is important for parents, counselors, and educators to understand how the emotional development of adolescents with Asperger’s Syndrome may differ from typically developing teens. In addition, it is important for them to know what strategies will reduce stress, promote friendships, and increase self-esteem.  This is especially important since today more high school students living with Asperger’s Syndrome may consider continuing their education in a community college or four year university. To be successful in higher education, they need to acquire skills in middle school and high school that can be used when there are fewer external supports in place for them.
The transition to college is a difficult process for most young adults (Browning & Miron, 2007).  Parents share equally in the difficulty as they are an integral part of their child's education throughout elementary, middle, and high school.  Students with AS have had a significant amount of parent or adult involvement throughout their education through IEP's, conferences, psychological testing and evaluation.  Parents have been socialized into this process and are often times unprepared in allowing their adult children to function independently in a college environment. 
 When students and parents are unprepared in college, the risk of failure rises significantly and the pressure to perform can become a severely anxiety provoking situation.  Frequently students reach out for assistance in college via the Disability Support Services office or a tutor; however, if they are uncertain of their needs, the assistance may prove to be unsuccessful.  Students with AS must be prepared to present their needs to professors, friends, and even university personnel in order to increase the odds of a successful transition and hopeful graduation.
 A significant amount of transition work should be done throughout the high school years to prepare students for the independence and self understanding necessary for college life.  Guidance counselors coupled with school personnel should be trained in this transition work in order to promote success.  Parents should be a part of the transition training process in the high schools as well.  Successful transitioning families can then mentor those new families who embark on the same journey.
The information in this session will promote a greater understanding of adolescents with AS and their families. The numbers of students with AS continue to increase with the majority now being in our middle schools. Information needs to be disseminated that examines successful strategies that can be implemented in middle school and high school and then utilized in higher education settings. With that information, individuals with AS then have an increased opportunity for experiencing success as young adults.

Learning Objectives: