Running head: ACHIEVING INDEPENDENCE WITH ASPERGER SYNDROME

Achieving Independence with Asperger Syndrome Skylar M. Macias Northern Oklahoma College

ACHIEVING INDEPENDENCE WITH ASPERGER SYNDROME Achieving Independence with Asperger Syndrome Asperger Syndrome (AS) is an Autism Spectrum Disorder (ASD) with characteristics primarily including impaired communication, imagination, and social interaction skills (Koning

& Magill-Evans, 2001). However, the presence of normal intellectual and language development is required when diagnosing an individual with AS (Myles & Simpson, 2002). Because of this relatively higher level of cognitive ability, individuals with AS have an increased potential in becoming independent. It is imperative that we assist these individuals in achieving such independence so they can attempt to live the most normal and happy life possible. In order to help these individuals overcome their impairments, we must first identify those impairments more precisely. On a broad scale, the characteristics of AS dont seem much different from other types of Autism, but when examined more closely it is easy to see that the symptoms are actually very specific. Abnormal social interaction doesnt necessarily come from selective isolation, but from the inability to change their behavior to the environmental demands, which results in isolation (Barnhill, 2001). Another obstacle to overcome is deficient communication skills. Practical communication is not usually a problem, but people with AS tend to severely struggle with social conversation (Barnhill, 2001). This further reinforces the possibility of independency, because practical communication is usually sufficient to cooperatively carry out simple tasks, which is a typical minimum requirement for most basic, entry-level jobs. Probably the most well-known symptom of AS is eccentric and unusual interest in typically only one topic. To give examples, Barnhill stated in 2001, They may develop an extreme interest in astronomy, meteorology, subways, bus timetables, or certain addresses, (p. 262). This extreme interest may be used to an advantage when stimulating conversation or finding a job in which the person can excel.

ACHIEVING INDEPENDENCE WITH ASPERGER SYNDROME Social struggles in people with AS can also be extrinsic. Studies show that peer victimization, the experience of being a target of peers aggressive behavior, is about 20-50%

more common in adolescents with ASD (Storch, Larson, Ehrenreich-May, Arnold, Jones, Renno, Fujii, Lewin, Mutch, Murphy, & Wood, 2012). This sort of treatment can likely be a major drawback in developing the social interaction skills necessary for living an independent life. Negativity from peers can also come in a non-aggressive way through isolation. Even when adolescents with AS actively attempt to interact with others, isolation is still usually a result due to the absence of understanding proper social behavior (Myles & Simpson, 2002). The persons peers probably feel awkward when attempting to communicate with them, which may lead to widespread avoidance of the person with AS. This too is detrimental to progress in developing social and communication skills. It takes away the opportunity to practice talking to people and learning how to sustain conversations. Experts have been developing several ways to help people with AS develop the social skills it takes to live independent lives. These methods of assisted development are usually employed as early in adolescence as possible, which is when they are most effective. In 2006, the staff at Enable Ireland Home Support and Respite Service conducted their first sleepover-therapy experiment on a group of six children aged 10 to 12 (Doody & OHalloran, 2013). This allowed social bonding and communication practice with several other children that have the same disorder. In later events up to 24 kids, ages nine to 19, were involved in the sleepover, and they were put in groups based on age and interests to maximize social interacting (Doody & OHalloran, 2013). As you can see, the staff started with smaller events and worked up to larger ones to give the children a sort of gradual learning curve. Gradually learning social skills may cut down on anxiety and optimize results. Doody and OHalloran (2013) assured, The results of

ACHIEVING INDEPENDENCE WITH ASPERGER SYNDROME the sleepover club project have exceeded all expectations. The children have gone far beyond their comfort zones to be part of their groups. They have become more confident in accessing mainstream activities, trying new experiences and developing lasting friendships, while having fun and learning in a safe environment. Results suggests that if intensive social development programs specializing in communication are implemented at an early age, the childs general

social development can be sped up and sometimes attain a normal rate (Girgis & Tantam, 2009). All of these compelling results prove that normality and independence is achievable in individuals with AS. As our understanding of Asperger Syndrome evolves, treating it is becoming easier and easier. We have proven that normality and independence is a realistic goal for individuals with AS. It is our duty to continue to conduct more research, and to implement the knowledge we have now to assist these disabled individuals to live happier, more fulfilling, and more comfortable lives through independence.

ACHIEVING INDEPENDENCE WITH ASPERGER SYNDROME References Arnold, E. B., Ehrenreich-May, J., Fujii, C., Jones, A. M., Larson, M. J., Lewin, A. B., Murphy, T. K., Mutch, P. J., Renno, P., Storch, E. A., & Wood, J. J. (2012). Peer Victimization in Youth with Autism Spectrum Disorders and Co-occurring Anxiety: Relations with Psychopathology and Loneliness. Journal of Developmental and Physical Disabilities, n.a.(n.a.) n.a. Barnhill, G. P.(2001). What is Asperger Syndrome?. Intervention in School and Clinic, 32(5), 259-265. Doody, O., & OHalloran, M. (2013). Helping Young People With Asperger Syndrome. Learning Disability Practice, 16(3), 14-18. Girgis, S., & Tantam, D. (2009). Recognition and Treatment of Asperger Syndrome in the Community. British Medical Bulletin, 89(1), 41-62. Koning, C., & Magill-Evans, J. (2001). Social and Language Skills in Adolescent Boys with Asperger Syndrome. Autism, 5(1), 23-36. Myles, B. S., & Simpson, R. L. (2002). Asperger Syndrome: An Overview of Characteristics. Focus on Autism and Other Developmental Disabilities, 17(3), 132-137.