Using a Team Approach to Address

Bullying of Students with Asperger's

Syndrome in Activity-based Settings
Mary Jo Garcia Biggs, Cynthia Simpson, and Mark D. Gaus

The rate of bullying among individuals with disabilities is alarming. Because ofthe social
and motor deficiencies that individuals with Asperger's syndrome (AS) often display, they
are frequently targets of buUying.The physical education setting often consists of a larger
number of students than the typical academic instructional setting. This increase in the
number of children may foster a breeding ground for bullying of students with limited
physical abilities or poor social skills. Understanding AS and bullying will enable social
workers and educators to engage in team problem solving to teach children with AS the
skills needed to address bullying issues if they encounter them.This approach is particularly
beneficial to those students with AS being educated in the general physical education
setting. The team approach is most effective when a social worker takes an active role in
the process.

KEY WORDS: activity-hased settings; Asperger's syndrome; bullying; team approach

I am often asked if and how I was bullied at
school. It is difficult to answer because not
only was I bullied but often I was seen as the
bully. People perceived me as a scary bully
because I didn't know what appropriate play
was since no one ever told or taught me. I
also tended to play more imaginative games
and less physical or strenuous games. When I
wasn't viewed as the buUy, I was being bullied
by other kids. Usually it was verbal comments
about my weight, my slow speed, or something
else equally cruel. I was also bullied because
I would stem in and out of class, and they
would find a big kid making funny sounds
and movements with his hands disturbing.The
problem was, in most of my classes my teachers
were either too busy or far away to deal with
the bullying. Sometimes they even allowed it
knowingly! It was these classes where I didn't
care and would try to escape the situation,
(personal communication with J.Williams, co-
teacher. Humble Independent School District,
Humble, Texas, January 4, 2009)
they were bullied. There are several reasons for
this. Individuals with AS often can be naive, be
overly trusting, and have a strong desire to be
included (Blacher & Lauderdale, 2008).
BULLYING AND STUDENTS WITH AS
As previously noted, the rate of bullying among
students is alarming. Results of a study con-
ducted in 2001 on 16,000 sixth- to lOth-graders
from schools within the United States indicted
that approximately 30 percent reported moder-
ate or frequent involvement in bullying (Nansel
et al., 2001).The same study showed that male
students were more likely to be either victims
or perpetrators in the bullying experience. The
reality is that the "effects of bullying may linger
long into the victims' adulthood" (San Antonio
& Salzfass,2007,p.32).Most educators recognize
the need to address bullying issues and have
created antibullying programs to increase a safe
school environment. However, students with
disabilities, particularly those with AS, are often
victims of bullying, and their special needs are
seldom addressed in such programs.

T
he rate of bullying among individu-
als with disabilities is alarming. Little
(2001) reported that over 75 percent
of children with Asperger's syndrome (AS) felt
Children and adolescents with Asperger's syn-
drome often find themselves socially isolated
or caught in the middle of conflicts related

CCC Code: 1532-8759/10 $3.00 ©2010 National Association of Social Workers 135
 to their (a) lack of understanding of the rules
of social behavior, (b) lack of awareness of
accepted social protocol, (c) lack of common
sense, (d) propensity to misinterpret social
cues and unspoken messages, and (e) display
of socially unaccepted responses. (Simpson &
Myles, 1998,p. 149)
These specific deficits may result in social
isolation or aggressive behaviors. If aggressive
behaviors are displayed by students with AS,
they may "be easy targets for bullies and peer
derision" (Simpson & Myles, 1998, p. 150).
AntibuUying program seldom address the needs
of those students identified as having specific
disabilities such as AS.
Students with disabilities are often targeted as
victims because of their lack of social skills and
low self-confidence. "Children with disabilities
are at least twice as likely to be bullied than their
non-disabled peers" (Marini, Fairbairn, & Zuber,
2001, p. 175). Supporting this notion,Wainscot,
Naylor, SutclifFe, Tantam, and Williams (2008)
found that individuals with AS were bullied on
a regular basis and were buUied much more than
their peers. During breaks and lunch time, these
students were often alone. "There are common
reports of peers who have bullied and provoked
individuals with Asperger's syndrome to engage
in inappropriate behaviors" (Simpson & Myles,
1998, p. 150).The acts of bullying that children
with AS often experience can lead to a poor
self-image and clinical levels of depression or
anxiety (Blacher & Lauderdale, 2008). Aalsma
and Brown (2008) related the victimization to
significant psychosocial effects throughout ado-
lescence and into young adulthood. These acts
may lead to the individual that is being bullied
wishing not to attend school (Myklebust, 2002).
This, along with coexisting physical deficits that
children with AS may have, leads one to assume
that these same children wiU not want to par-
ticipate in physical education or extracurricular
sports activities.
PHYSICAL DEFICITS AND AS
I remember when I was in junior high school
and I realized that I was not able to perform
the same skills as other students in my class
136
did. I always thought that my skill level was
the same, but once I realized this, I started to
withdraw. Nobody really encouraged me to
use the skills that I had and several times, my
teachers would just let me sit out and not par-
ticipate. I think they meant well, but this only
isolated me more, (personal communication
with J.Williams, January 4, 2009)
Children with AS are often described as dis-
playing motor clumsiness and awkwardness.
In addition, it has been reported that children
with AS have poor motor ability and social
deficits. As coexisting conditions, these deficits
may contribute to difficulties in the physical
education setting.
The physical ability of children with AS is
often lower than that of their peer group, and
motor impairments have been found to exist
within the autism spectrum (Jansiewicz et al.,
2006). It is uncommon for children with AS to
possess highly athletic skills, as these children
rarely display general gross motor precocity
(Silverman & Weinfield, 2007). Green et al.
(2002) found that children with AS had motor
impairments, consistent with various studies
indicating that children with AS have a high
prevalence of clumsiness. In this research, all
participants with AS were diagnosed as having
motor impairments. Freitag, Kleser, Schneider,
and von Gontard (2007) added that individuals
with high-functioning autism and AS had im-
pairments in dynamic balance and diadochoki-
nesis. In addition, many children with AS often
have a coexisting condition of developmental
coordination disorder (Elder et al., 2006).
Along with the deficits in motor skills that
children with AS may display, by definition,
children with AS possess social deficits. These
social deficits, paired with physical deficits, can
create even more challenges for students with
AS when they participate in the physical edu-
cation setting. Physical performance and social
interaction often work together as children
experience opportunities to play and com-
municate with peers through various games
that require or use physical activity. Myles
and Simpson (2002) explained that the social
deficits inherent in students with AS include
Children & Schools VOLUME 32, NUMBER 3 JULY 2010
difficulties in participating in age-expected
interactions such as play and large-group in-
struction (physical education settings).
This information is of particular interest
to those individuals interested in examining
relationships involving bullying in the physical
education setting.The ability to perform motor
skills at a competent level is necessary as they are
often the underlying components necessary to
be successful in many of the games and activities
used in the physical education setting. Children
with AS often look clumsy and uncoordinated
when performing simple tasks such as walk-
ing or catching a ball (Rinehart et al., 2006).
Children with unsteady gait, slow movements,
or less stamina are often viewed by bullies as
being weak and become the target or verbal
or physical abuse (Flynt & Morton, 2004).To
further exacerbate this issue,
it appears that individuals with developmental
disabilities are keenly aware of their limited
capability to access and assert power or control
over their lives.This raises serious issues about
the implication and importance of making
sure there is a effective intervention to address
these types of peer harassment. (Marini et al.,
2001, p. 188)
It is important that the physical education
instructors do everything necessary to control,
deter, and stop all bullying from occurring
within the setting.
PHYSICAL EDUCATION AND
EXTRACURRICULAR ACTIVITIES
I never participated in any youth sports, al-
though my parents encouraged me to. I think
this caused me to miss an important part of my
childhood and if I could go back, I would give
it a try, even if I wasn't that good. I really needed
the support of people outside of my family to
encourage me to take chances and get involved
outside of school, (personal communication
with J.Williams, January 4,2009)
Often the same physical constraints that limit
a child with AS in successfully participating in
the physical education setting without support
GARCIA BIGGS, SIMPSON, AND GAUS / Usinga Team Approach to Address Bullying of Students with Asperger's Syndrome
limit that child in what he or she can participate
in outside of the school setting. Community-
based programs are of a competitive nature, and
this is a definite barrier for individuals with AS
(Pan & Frey, 2006). Parents of children with AS
may not seek out opportunities for their child
to participate in outside activities. This is pos-
sibly due to fears of social exclusion by peers
and awareness that a child's physical abilities may
limit successful participation in the activity at
hand. Unfortunately, this reahty is coupled with
the fact that these individuals are often found
ineligible for programs such as Paralympics and
Special Olympics, placing them in a situation in
which they are indeterminate about the various
extracurricular components available in society
(Pan & Frey, 2006).
"Physical activity patterns in youth with
[autism spectrum disorders] are probably dif-
ferent from peers who are afforded greater
opportunities to be active" (Pan & Frey, 2006,
p. 598). Although it has been disputed that
motor delays exist in students with AS, there
appears to be evidence indicating that this is a
potential problem (Myles & Simpson, 2002).
In assessing physical activity of children with
autism, it has been noted that one of the major
concerns is that this population needs more
opportunities to participate in extracurricular
activities adapted to their various needs. "It is
difficult for parents to provide transportation,
pay fees, or attend events when there are few
programs for which their children with [autism
spectrum disorders] can participate" (Reid,
2005, p. 6).Very few extracurricular programs
have staff trained in the specific needs of chil-
dren with AS. Families may find themselves
seeking additional support services (indicated
later) to assist them in finding resources and
programs that have the facilities and capabili-
ties to successfully include children with AS in
extracurricular programs.
SUPPORT SERVICES
My personal philosophy is that Autism is not
a disease that needs to be cured; rather it is a
difference, which can/should be addressed with
appropriate interventions designed to enable us
to cope and become successful, independent
137

If I could tell physical education teachers
one thing, it would be to understand that
we may not be interested in team sports or
certain kinds of activities, but that doesn't
mean we don't want to do anything.
adults, (personal communication with J.Wil-
liams,January 4, 2009)
In the school setting, the social worker's
"specialty in social work is oriented toward
helping students make satisfactory adjustments
and coordinating and influencing the efforts
of the school, the family, and the community
to achieve this goal" (NASW, 2002). Using a
multidisciplinary approach, a social worker can
arrange a team meeting to include the student,
physical education teacher, special education
teacher, general education teachers, physical
therapist, occupational therapist, campus admin-
istrator, parents, school counselor, and any other
community member or individual the student or
parent would like to invite. The facilitated team
meeting would be designed to develop interven-
tion plans for the student. Each discipline would
identify their role with the student, describe the
strengths of the student, and present a theo-
retical framework of their discipline. When all
members understand and accept the theoretical
frameworks and perceptions of other individuals
on the team, common ground is more easily
established. The various thought processes help
to shape the most appropriate approaches, with
direction from the student.
If I could tell physical education teachers one
thing, it would be to understand that we may
not be interested in team sports or certain kinds
of activities, but that doesn't mean we don't
want to do anything. For me, I had to fmd the
activities I enjoy; they weren't the same as what
others wanted for me. (personal communica-
tion with J. Williams, January 4, 2009)
Valuing the skills and knowledge of a variety
of individuals to design an intervention helps
138
to ensure the student's safety and make him or
her feel welcomed by teachers and peers. It will
bring about the most effective intervention to
rely on the accountability of those designing the
approach. The intervention must also address
the student's levels of cognitive understanding,
around which the intervention will be designed
and implemented. The type of intervention
designed for the student must be presented to,
and developed with, that student.
The physical education teacher can work
with the student in designing a fitness program
that will improve skills and enhance the physi-
cal education experience.The special education
teacher and adapted physical education teacher
have the expertise in adapting or modifying in-
struction. Using a strengths-based approach, the
social worker can help the student to recognize
his or her skills and act as an advocate for the
student regarding difficult decisions on his or
her level of commitment to the established plan
(Garcia Biggs, Simpson, & Gaus, 2009).
The teachers can be involved in a range of
topics related to the intervention, such as the
monitoring of peer relationships. Administra-
tors can provide support in areas such as policy
development, enforcement, and the level of
support and commitment needed to ensure
success of the intervention. Specifically, this
support can include the "implementation of a
zero tolerance policy for bullying within school
limits and support through classroom visits and
private meetings as needed" (Garcia Biggs et al.,
2009, p. 41). Parental involvement can assist in
creating a more positive commitment to helping
students with AS succeed. A commitment from
all those involved in the child's instruction can
create a new level of communication, opening
the door for students and families to feel less
ahenated in the intervention process.
DISCUSSION
Most practitioners, educators, and parents agree
that there is a tremendous need to address bul-
lying behavior. There is a general impression
that bullying in schools is being addressed by
school systems, but for students with disabili-
ties, those interventions are often limited. In
particular, students with AS may find bullying
Children &Schoob VOLUME 32, NUMBER 3 JULY 2010
to be a pervasive occurrence that leaves last-
ing impressions long after the initial incident.
Consequently, it is imperative to curtail those
occurrences and provide an intervention early
in the students' school careers.
Students with AS often experience difficulty
when interacting with peers in the physical
education setting.This, paired with poor motor
coordination, such as unsteady gait, and social
deficits, results in a higher frequency of bul-
lying by their peers. In the earlier statements
by James Williams, a recent college graduate
with AS, he reported that although his family
sought opportunities for him to participate in
outside activities, he wished others would have
been equally encouraging. Had James wanted
to participate in extracurricular activities, those
opportunities might have been limited, because
often, specific opportunities for students with AS
are not readily accessible.The opportunities that
do exist are those developed for typically devel-
oping peers. Social deficits and possible motor
deficits may pose a challenge for students with
AS who want to participate in these activities
at a successful level.
Team Approach
As advocates for students with AS, school liaisons,
such as a school social worker and the indi-
vidualized educational plan (IEP) team, could
seek out opportunities for students with AS,
such as James, to participate in extracurricular
activities adapted for various needs by enlisting
the help of the community. The school social
worker is the ideal person to coordinate with the
case manager and other IEP team members to
develop a team approach to address and design
effective interventions with and for a child with
AS. There should be a coordination of services
that address social skills interventions to nourish
and promote the social skills development of
students with AS as well as services that nurture
skill development.
The school social worker can augment edu-
cational and community supports to provide a
safe educational environment for students with
AS by using a team approach. A coordinated
team approach, while enhancing the self-deter-
mination of students with AS by allowing them
GARCIA BIGGS, SIMPSON, AND GAUS / Using a Team Approach to Address Builying ofStudents with Asperger's Syndrome
to be active participants in their own service
planning, has proven beneficial in the success
of intervention plans. An effective approach
should include commitments from the student,
school social worker, case manager, physical
education teacher, special education teacher,
general education teachers, physical therapist,
occupational therapist, administrators, parents,
and the community.
Intervention Strategies
Several interventions can be used to reduce
circumstances of bullying children with specific
disabilities, including AS. Interventions should
target not only prevention strategies, but also
designing interventions for perpetrators and
teaching victims the social skills needed to
remain calm and report bullying events. These
interventions can be effective only if they are
implemented by all members involved in the
planning process. A few strategies that can be
used in the educational setting to reduce bully-
ing acts or assist students with AS in addressing
bullies in the educational setting are identified
in Table 1.
Designation of effective interventions for chil-
dren diagnosed with AS may be established by
seeking common ground among the disciplines.
A social worker, whose foundation involves a
strengths-based perspective, may be the miss-
ing link in creating a common thread among
the student, physical education teacher, special
education teacher, general education teachers,
physical therapist, occupational therapist, ad-
ministrators, parents, and community. There is
a need to embrace expertise among the various
disciplines in the school setting to improve the
overall school climate, particularly to enhance
the social climate of physical education class-
rooms (and students) in general.
Effective interventions may be devised by
the collaborative team to reduce the instances
of bullying in the educational setting, includ-
ing those instances involving students with AS.
Recognizing that students with AS are more
susceptible to becoming victims of bullying
because of lack of social skills and possible
deficits in specific motor skills is the first step
in beginning an antibullying program that
139
 Table 1: Bullying Interventions
1. Provide staff development to school personnel so that they can be aware ofthe specific needs of children with Asperger's syn-
drome (AS) in relation to bullying. The staff development should focus on not only the characteristics of bullies and victims, but
also the prevalence and types of bullying that occur. A strong emphasis should be placed on how individuals with social deficits
are at a greater tisk of bullying. Involve community leaders in staff development when addressing the specific needs of students
with disabilities in relation to extracurricular and community activities. Teachers can be a student with AS's strongest advocate
when addressing on-campus bullying.
2. Educators should enforce a no tolerance for bullying policy for all students and enforce the policy to the full extent.
3. Establish a buddy system to assist the child with AS. This will allow for another individual with higher social Functioning to
identify "life-threatening" bullying instances. This individual should be selected by an adult, with input from the student with
AS.
4. Teach children with AS specific areas where they are most vulnerable to being bullied, identifying these locations will help the
student with AS to avoid instances in which limited visibility by adults exists. Once these specific areas are indentified, the child
with AS can be instructed about ways to avoid these areas and be provided with alternative sites where he or she is less likely to
encounter bullying acts.
5. Role play bullying situations in which the student with AS is specifically taught to respond to bullying. Prevention of bullying
is a primary goal, but it cannot be relied on in every instance. Children with a limited ability to understand social cues may
misinterpret acts of teasing and bullying as attempts by peers to establish friendships. Reading social cues can pose difficulty for
children with AS and should be practiced on a regular basis.
6. Teach children with AS that safety exists in numbers. Students should be encouraged to play in areas near peers ot where large
numbers of students are present. Children with AS should be encouraged to participate in supervised activities. Supervised activi-
ties not only provide a safe house from bullying, but also create opportunity for social interactions.
7. ff acts of bullying take place, they must be investigated. Simply asking the child to ignore verbal taunts is not addressing the
issue at hand. Students who are perpetrators in bullying acts (toward students with or without disabilities) must receive conse-
quences as outlined by the student code of conduct.
8. When developing games and activities for use in instructional and physical education settings, avoid activities that are exclu-
sionary in nature. For example, a physical educator can select teams instead of having students select teams. Some children with
AS are the last picked for activities that involve sports/athletic skills due to poor gait, balance, and motor coordination. Activities
should be designed to include all children.
9. Educators should avoid elimination games—for example, games such as knock out, in which skill level determines the last
student remaining in the game. This type of game may signal a child out for being seen as being "weaker" than his or her peers.
Students perceived in this manner are often targets of bullying acts.
10. If bullymg acts occur, teachers can use the opportunity to talk with the child or children performing the act of bullying to
educate them not only about the ill effects it has on the child being bullied, but also about how that behavior can be detrimental
to the child performing the act if used in society.
11. Educators should talk with children about individual differences and how these differences are not to be exploited. Teaching
all children that everyone deserves to be treated with respect may help in reducing the number of incidents.
12. All children should be encouraged to report acts of bullying. Reminding students ofthe benefits that a safe environment
has on their own well-being could help them commit to reporting bullying events. It is important not only for the child who is
bullied to report it, but for the children who see it occurring toward other individuals, especially a child with AS who may be
reluctant or fearful to speak up, to report it as well.

includes children with specific disabilities.
Schools cannot afford to ignore the tolerated
injustices against students with AS. Educators,
with the guidance of a school social worker,
must incorporate the role of supervision—
particularly in physical education classes and
at recess and lunch periods. "By combining
education about bullying and establishing
consequences for continued bullying, schools
not only will neutralize bullying; they also
might prevent it" (Scarpaci, 2006, p. 174) .When
bullying issues are addressed in the school
setting, student needs may vary, but, with the
assistance of a team approach to design effec-
tive interventions, repeated acts of bullying can
be eliminated.
The incorporation of a social worker in
multidisciplinary planning adds an additional
level to programming that addresses the unique
needs of adolescents with AS. Many school
personnel do not possess the specific training
to address AS in relationship to physical educa-
tion. Social workers can play an integral role in
the development of an effective intervention
program targeting bullying in children who
have disabilities, specifically AS, by providing

140 Children drSchools VOLUME 32, NUMBER 3 JULY 2010

 the training and education necessary to make
informed decisions and plans. They understand
not only the need to address bullying issues in
children with disabilities, but also the importance
of coUaboratively establishing relationships with
school administrators, family support teams,
teachers, and family members.
As previously stated, intervention programs
often fail to address the issues of bullying of
children with disabihties, particularly AS. As
part of the collaborative efforts between school
teachers (including special educators), commu-
nity service providers, and physical educators,
the social worker can facilitate discussion sur-
rounding students with AS. Educators sometimes
need to be educated on developing an awareness
about relationships of attitudes and behaviors,
both consciously and unconsciously, and un-
derstanding on how they are interpreted by the
students they serve. Facilitated discussion can
bring to light how reactions and the quickness
of responses to a specific incident set the tone
for repeated bullying or decreased incidents.
There are a variety of ideas for educators,
school districts, social workers and communi-
ties to implement and incorporate as they move
toward reducing bullying targeted at children
with disabilities, particularly AS. One area is to
provide a confidential method for students to
report bullying; however, it is activism and com-
munication that lies at the heart of any change.
Understanding AS and bullying will enable
educators to engage in team problem solving
to teach children with AS the skills needed to
address buUying issues if they encounter them.
Creating dialogues between all parties involved,
including at the legislative levels, can assist in the
continuum of improvement. Social workers and
educators can begin by making a conscious effort
to be aware of how their behavior and reactions
can encourage or reduce future incidences. Ul-
timately, it is important to remember that each
student is unique, as is each situation, ffi
REFERENCES
Aalsma, M., & Brown, J. (2008). What is bullying? Jouma/
ofAdolescent Health, 43, 101-102.
Blacher,J., & Lauderdale, S. (2008). Children with
Asperger syndrome and bullying: "Don't laugh at
me, don't call me names." Exceptional Parent, 3S(8),
62-63.
GARCIA BIGGS, SIMPSON, AND GAUS / Usinga Team Approach to Address Bullying of Students with Asperger's Syndrome
Elder, L. M., Caterino, L. C , Chao,J., Shacknai, D., & De
Simone, G. (2006). The efficacy of social skills treat-
ment of children with Asperger syndrome. Education
andTreatment of Children, 29, 635-663.
Flynt, S., & Morton, R. (2004). Bullying and children
with disabilities.JoMma/ of Instructional Psvchologv, 31,
330-333.
Freitag, C , Kleser, C , Schneider, M., & von Gontard,
A. (2007). Quantitative assessment of neuromo-
tor function in adolescents with high functioning
autism and Asperger syndrome. Jouma/ ofAutism and
Developmental Disorders, 37, 948-959.
Garcia Biggs, M. J., Simpson, C. G., & Gaus, M. D.
(2009). A case of bullying: Bringing together the
disciplines [Practice Highlights]. Children & Schools,
3Í, 39-42.
Green, D., Baird, G., Barnett, A., Henderson, L., Huber,
J., & Henderson, S. (2002).The severity and nature
of motor impairment in AS:A comparison with
specific developmental disorder of motor func-
tion. Joumo/ of Child Psychology and Psychiatry, 43,
655-668.
JansiewicE, E., Goldberg, M., Newschaffer, C , Denckla,
M., Landa, R., & Mostofsky, S. (2006). Motor signs
distinguish children with high functioning autism
and Asperger's syndrome from controls. JOMOM/ of
Autism and Developmental Disorders, 36, 613-621.
Little, L. (2001). Peer victimization of children with
Asperger's spectrum disorder. Jowr/ia/ of the American
Academy of Child and Adolescent Psychiatry, 40,
995-996.
Marini, Z., Fairbairn, L., & Zuber, R. (2001). Peer harass-
ment in individuals with developmental disabilities:
Towards the development of a multi-dimensional
bullying identification model. Developmental
Disabilities Bulletin, 29(2), 170-195.
Myklebust,J. O. (2002). Inclusion or exclusion?Transition
among special needs students in upper secondary
education in Norway. European Journal of Special
Needs Education, Í 7(3), 251-263.
Myles, B. S., & Simpson, R. L. (2002). Asperger syn-
drome: An overview of characteristics. Focus on
Autism and Other Developmental Disabilities, Í7(3),
132-137.
Nansel,T. R., Overpeck, M., Pilla, R. S., Ruan,W.J.,
Simons-Morton, B., & Scheidt, P. (2001). Bullying
behaviors among US youth: Prevalence and associa-
tion with psychosocial adjustment.J/lM/í, 285,
2094-2100.
National Association of Social Workers. (2002). NASW
standards for school social workers. Retrieved from
https://www.socialworkers.org/practice/standards/
NASW_SSWS.pdf
Pan, G., & Frey, G. G. (2006). Physical activity patterns
in youth with autism spectrum disorders.Joi/rna/ of
Autism and Development Disorders, 36, 597—606.
Reid, G. (2005). Understanding physical activity in
youths with autism spectrum disorders. Palaestra,
2î(4),6-7.
Rinehart, N.,Tonge, B., Bradshaw,J., Iansek, R., Enticott,
P, & McGinley,J. (2006). Gait function in high-
functioning autism and Asperger's disorder:
Evidence for basal-ganglia and cerebellar involve-
ment? European Child and Adolescent Psychiatry, 15(5)
.256-264.
San Antonio, D., & Salzfass, E. (2007). How we treat
one another in school. Educational Leadership, 64(8)
32-38.
Scarpaci, R.T. (2006). Bullying: Effective strategies for its
prevention. Kappa Delta Pi Record, 42(4), 170-174.
141
Silverman, S. M., & Weinfeld, R. (2007). School success
for kids with Asperger's syndrome. Waco,TX: Prufrock
Press. Customize the Power of Your
Simpson, R., & Myles, B. (1998). Aggression among
children and youth who have Asperger's syndrome: NASW Membership
A different population requiring different strategies.
Preventing School Failure, 42(4), 149-153.
Wainscot,J.J., Naylor, P., Sutcliffe, P,Tantam, D., &
Williams, J.V (2008). Relationship with peers
and use ofthe school environment of mainstream
secondary school pupils with Asperger syndrome
(high-functioning autism):A case-control study. ¿lialtv Prac^^Kection
International Journal of Psychology and Psychological
Vierapy, 8{\), 25-38.

Mary Jo Garcia Biggs, PhD, LCSM{is associate professor,

Texas State University-San Marcos, San Marcos,TX. Cynthia
Simpson, PhD, is associate professor, Sam Houston State
University, Huntsville, TX. Mark D. Gaus, EdD, is associ-
ate professor, Sam Houston State University, Huntsville,TX.
Address correspondence to Mary f o Garcia Biggs, Texas State
University-San Marcos, 601 University Drive, San Marcos,
TX 78666; e-mail: mh56@txstate.edu.

Original manuscript received Juiy 7, 2009

Final revision received Juiy 24, 2009
Accepted July 29, 2009

As a social worker in the field of child welfare,

current information on trends and policy issues
affecting practice and service delivery is a must.
NASW's Child Welfare Specialty Practice Section
(SPS) links you with the key information,
resources, and expertise you need to stay at the
forefront of your practice specialty:
PRACTICE HIGHLIGHTS
• Specialized newsletters

S hare your practice experience provid-

ing exemplary services to individuals
and families in school settings, especially,
involving interdisciplinary collaboration.
Provide a brief review of the literature
and tell how what you did builds on it,
describe your program, and indicate what
you learned from your experience. Articles
should be typed double-spaced and no
longer than six pages. Send one hard copy
and one CD-ROM to Practice Highlights,
Children & Schools, NASW Press, 750 First
Street, NE, Suite 700, Washington, DC
20002-4241.
• Practice updates
• Opportunity for FREE CE credits by reading
Intersections in Practice, the SPS annual
bulletin
• Members-only Web-based products
designed to enhance your professional
development within the child welfare
community
JOIN TODAY!
Go to www.socialworkers.org/sections or call
202.408.8600 ext. 476.
*You must be a current NASW member tojo 1 0 Specialty
Practice Section.

#NASW.
National Association of Social Workers
Specially Praclice Sections

www.socialworkers.org/sections
202.408.8600 ext. 476

142 Children & Schools VOLUME 32, NUMBER 3 JULY 2010

Copyright of Children & Schools is the property of National Association of Social Workers and its content may
not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use.