HIGH FUNCTIONING

AUTISM SPECTRUM
DISORDER
Formerly Known as Asperger’s Syndrome

Mary Burton
The Basics
◦ It was formerly known as Asperger’s Syndrome until 2013
when it was reclassified to become part of the broad
category of Autism Spectrum Disorder (ASD).
◦ Since it is a high functioning type of Autism, the
symptoms are less severe than other forms of Autism
(WebMD, n.d.).
◦ Symptoms of High Functioning ASD include:
◦ Lack of eye contact
◦ Awkwardness in social situations
◦ Missing social cues, such as body language and facial
expressions
◦ Showing few emotions
◦ Focusing in on a single topic and talking about it over and over
◦ Disliking Change (WebMD, n.d.)
The Basics
◦ Unlike those with lower functioning forms of Autism,
children with high functioning ASD want to have
interactions with others but often appear socially
awkward or do not understand social rules.
◦ They do not have a speech delay, but their speech is
often unusual, lacking inflection, too loud, or high-
pitched. Also, they often do not understand sarcasm or
humor (Autism Society, n.d.).
The Basics
◦ The causes of ASD are unknown,
but a few possibilities are
◦ Genetics: Younger siblings of a child
with the disorder are more likely to
have it.
◦ Brain Changes: Studies have shown
differences in the temporal and
frontal lobes between children with
ASD and those without.
◦ Environment: Mothers exposed to
certain chemicals and viruses while
pregnant were more likely to have a
child with ASD (Marks, 2018).

Photo Credit: http://autismia.com/about-autism/

In The Classroom
◦ Most kids with High Functioning ASD can be
taught in a regular classroom, but there will be
some challenges.
◦ The following are symptoms that can prove
challenging to a teacher as well as strategies to
help them overcome these obstacles
(“Teaching Students,” n.d.).
Sensory Processing
◦ Students with High Functioning ASD are often
hypersensitive or hyposensitive to certain stimuli.
◦ For those with hypersensitivity, it is important to figure out
what is irritating to them and then make it less irritating. For
example, if a student is easily distracted by sights or
sounds, it might help to give the student his or her own
study area away from the stimuli.
◦ Those who are hyposensitive may make irritating noises,
unaware that they are bothering others. It is important for
a teacher to calmly remind the student to tone it down
rather than scold him or her (“Teaching Students,” n.d.).
Obsessive Focus
◦ They will often become focused on a particular subject
and that subject only. It is important not to try to take
away the interest, however.
◦ Try to incorporate that interest to the subject you are
trying to teach them.
◦ For example if a student likes Sci Fi, have him or her do a
book report on a book in that genre or teach him or her
the parts of the body using an alien’s body as an example.
◦ It also might be a good idea to let him or her do an extra
credit project related to his or her interest (“Teaching
Students,” n.d.).
Low Frustration Threshold
◦ Students are often naturally gifted in some subjects and
not gifted in others, so they become frustrated when
they recognize these academic gaps.
◦ These frustrations may lead to a meltdown
◦ The first thing is to try to avoid these meltdowns in the first
place.
◦ Try to avoid the things that trigger a meltdown as much as
possible. If these triggers cannot be avoided, such as for an
assignment, modifying or adapting the assignment may
help.
◦ If a meltdown does occur, teach the student ways to calm
themselves down, such as going for a walk or taking a
break (“Teaching Students,” n.d.).
Executive Functioning Gaps
◦ Students with High Functioning ASD may be forgetful or
disorganized because of a deficiency in their ability to
complete multi-step tasks.
◦ It may help to provide these students with a visual to do list
at the front of the classroom or on notecards that they can
carry around (“Teaching Students,” n.d.).

Photo Credit: https://www.helpguide.org/articles/autism-learning-disabilities/does-my-child-have-autism.htm

Resources for Teachers
◦ There are many resources available to teachers of
students with ASD, including the high functioning type.
Since most of these students are in regular classrooms
and not special education classes, these resources are
important.
◦ National Autism Resources has lots of classroom supplies
to help students on the Autism Spectrum, including
sensory tools, visual supports, and calming products
(“Classroom Materials Teaching Supplies” n.d.).
Resources for Teachers
◦ The Organization For Autism research (OAR) has a
Teacher’s corner on their website to educate teachers
about Autism in order for them to better support their
students in the classroom. In Particular, they have a 6
steps to success page for those with High Functioning
ASD (listed under Asperger’s Syndrome).
◦ These 6 steps are: Educate yourself, Reach out to the
parents, Prepare the classroom, Educate peers and
promote social goals, Collaborate on the educational
program development, and Manage behavioral
challenges (“6 steps to Success” n.d.).
Applied Behavioral Analysis
◦ Applied Behavioral Analysis or ABA is a therapy used for
children and adults with Autism.
◦ ABA "focuses on improving specific behaviors, such as
social skills, communication, reading, and academics as
well as adaptive learning skills, such as fine motor
dexterity, hygiene, grooming, domestic capabilities,
punctuality, and job competence” (“Applied Behavioral
Analysis,” n.d.).
◦ My younger sister who has High Functioning ASD is
enrolled in an ABA program, and her social skills have
improved tremendously since she started.
Applied Behavioral Analysis
◦ ABA is based on various learning and behavioral
theories.
◦ An ABA therapist knows “how human behaviors are
learned and how they can be changed over time”
(“Applied Behavioral Analysis,” n.d.).
◦ An ABA program is customized for the needs of each
individual and is continually monitored and adjusted as
needed.
◦ Some goals that can be met using ABA include
language skills, social skills, and motor skills (“Applied
Behavior Analysis (ABA)” n.d.).
Applied Behavioral Analysis
◦ The Knapp Center for Childhood Development, located
in Boardman, Ohio, has developed its own ABA
curriculum (this is where my sister receives her ABA
therapy).
◦ This curriculum spans across four books and is used for
children as young as one year old up to young adults.
◦ The Video on the following slide shows how these books
are implemented as well as success stories for students
who are in the program (“Our Curriculum,” n.d.).
Applied Behavioral Analysis
References
◦ 6 Steps to Success: Asperger Syndrome. (n.d.). Retrieved October 21, 2018, from
https://researchautism.org/education/teachers-corner/6-steps-to-success-asperger-
syndrome/.
◦ Applied Behavior Analysis. (n.d.). Retrieved October 21, 2018, from
https://www.psychologytoday.com/us/therapy-types/applied-behavior-analysis.
◦ Applied Behavior Analysis (ABA). (n.d.). Retrieved October 21, 2018, from
https://www.autismspeaks.org/applied-behavior-analysis-aba-0.
◦ Autism Society. (n.d.). Asperger's Syndrome. Retrieved October 14, 2018, from
http://www.autism-society.org/what-is/aspergers-syndrome/.
◦ Classroom Materials Teaching Supplies. (n.d.). Retrieved October 21, 2018 from
https://www.nationalautismresources.com/classroom-materials-teaching-supplies/.
◦ Marks, J. (2018, March 20). What Factors Raise Your Risk for Asperger's Syndrome? |
Everyday Health. Retrieved October 14, 2018, from
https://www.everydayhealth.com/aspergers/what-are-causes-risk-factors- aspergers-
syndrome/.
◦ Our Curriculum. (n.d.). Retrieved October 21, 2018, from http://knappcenter.org/sample-
page/our-curriculum/.
◦ Teaching Students with Asperger's Syndrome. (n.d.). Retrieved October 19, 2018, from
https://www.educationcorner.com/teaching-students-with-aspergers-
syndrome.html.
◦ WebMD (n.d.). Asperger's Syndrome. Retrieved October 14, 2018, from
https://www.webmd.com/brain/autism/mental-health-aspergers-syndrome#1.