Asperger Information: Targeting Information to Parents and Professionals

"THE TARGET" Newsletter

Rewind…Social situations gone wrong…we want a "do-over"!
Presents a social situation "gone wrong" and discusses changes (a "do-over") that might promote a more positive interaction…

Rewind…Social Situations Gone Wrong…We Want a Do-Over!

Take a look at the following social situation:

Marty is a sixth grader diagnosed with Asperger Syndrome. He has an Individualized Educational Plan, which includes a Behavioral Intervention Plan with positive behavioral supports. Marty participates in general education classes and maintains a B average. He has some difficulty dealing with the social requirements of group work. Marty's teachers usually make sure that he is placed in a group with students who are considered more accepting and tolerate. When they manipulate his groups in this way, Marty is usually able to complete group assignments with minimal difficulty.

During history class, the group assignment includes making dimensional maps out of a sticky paste and water mixture. Marty refuses to participate after touching the materials. He calls the assignment "stupid, dumb, and a waste of time." The other group members become frustrated with him and call him names when the teacher isn't around. They exclude him from the rest of the assignment and report to the teacher his refusal to help. When the teacher questions Marty about his behavior he becomes very upset and starts to exhibit signs of an impending meltdown. Later, during gym period, a friend of one of the students in Marty's history group "accidentally" trips Marty during the mile run.

Let's have a do-over:

Marty is a sixth grader diagnosed with Asperger Syndrome. He has an Individualized Educational Plan (IEP), which includes a Behavioral Intervention Plan with positive behavioral supports. Marty participates in general education classes and maintains a B average. He has some difficulty dealing with the social requirements of group work. Marty's teachers usually make sure that he is placed in a group with students who are considered more accepting and tolerant. When they manipulate his groups in this way, Marty is usually able to complete group assignments with minimal difficulty.

During history class, the group assignment includes making dimensional maps out of a sticky paste and water mixture. Based on the history teacher's prior experiences with Marty and assessment information provided in Marty's IEP, she is aware that Marty has an aversion to handling certain types of substances because of their texture, temperature or odor. Consequently, she anticipates that Marty might have problems handling the sticky mixture and has a private discussion with him about the assignment the day before she plans for his class to engage in this task. She offers Marty the opportunity to feel the substance ahead of time and/or to have an alternate responsibility specified for him to complete.

Marty looks at the mixture and decides to accept an alternate role for the group project. The next day when the groups are given their assignment, the teacher makes sure that everyone understands their role in the group. Marty excels at drawing and is assigned to outline the map before the mixture is applied. He does an excellent job and the other group members appreciate his contribution. He also creates a key for the map while most of the group works with the mixture. Marty feels good about his participation and receives positive feedback from the other group members.

Rebekah Heinrichs, MSN, Ms Ed
Asperger Information
http://www.aspergerinformation.org
Please cite author information when using this article for educational purposes.

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