SYMPTOMS OR

TELLING SIGNS
FURTHER YOUR ASPERGER'S
SPEECH DIFFERENCES UNDERSTANDING
DELAYED MOTOR
DEVELOPMENT SYNDROME
THE DEVELOPMENT OF
HARMFUL PSYCHOLOGICAL
BOOKS:
PROBLEMS LOOK ME IN THE EYE: MY DEFINITION:
DETAIL-ORIENTED LIFE WITH ASPERGER'S
PERSISTENCE & INTEGRITY A DEVELOPMENTAL DISORDER
BY JOHN ELDER
NOT SOCIALLY-DRIVEN RELATED TO AUTISM AND
FLAT & LOW EMOTION
ROBINSON
THE COMPLETE GUIDE TO CHARACTERIZED BY HIGHER
ASPERGER'S SYNDROME THAN AVERAGE INTELLECTUAL
(AUTISM SPECTRUM
ABILITY COUPLED WITH
DISORDER) BY TONY
ATTWOOD IMPAIRED SOCIAL SKILLS AND
UNIQUELY HUMAN: A RESTRICTIVE, REPETITIVE
DIFFERENT WAY OF PATTERNS OF INTEREST AND
SEEING AUTISM BY
BARRY M. PRIZANT ACTIVITIES.

WEBSITES:
HTTPS://WWW.AANE.ORG
WHAT TO LOOK FOR HTTPS://WWW.AUTISM-
SOCIETY.ORG/WHAT-
INTELLECTUAL OR
ARTISTIC INTEREST IS/ASPERGERS-
MASTERS OF ROUTINE SYNDROME/ASPERGERS-
POOR SOCIAL SKILLS RESOURCES/
CLUMSINESS HTTPS://WWW.AUTISMSPE
CANNOT MAKE EYE- AKS.ORG/TYPES-AUTISM-
CONTACT WHAT-ASPERGER-
CANNOT UNDERSTAND
HUMOR
SYNDROME
 ASPERGER'S IN THE
CLASSROOM
WHILE STUDENTS WITH
ASPERGER'S DO NOT HAVE
THE LEARNING DISABILITIES
THAT MANY STUDENTS WITH
AUTISM DO, THEY MAY HAVE
SPECIFIC LEARNING
DISABILITIES. THEY HAVE
FEWER DISABILITES WITH
SPEECH, BUT MAY HAVE
DISABILITIES WITH
UNDERSTANDING AND
PROCESSING LANGUAGE.
STUDENTS DO WELL WITH
ACTIVITY-BASED REWARD
SYSTEMS. THEY OFTEN GAIN
INTESE PLEASURE FROM
THEIR FAVORITE ACTIVITIES
AND IT CAN BE USED TO HELP
MOTIVATE THEM TO ENGAGE
IN THEIR HOME OR
CLASSWORK. THIS AVOIDS
NAGGING, FRUSTRATION,
AND NEGATIVE SOCIAL
STIMULI.
STUDENTS MAY NEED A
DEDICATED AID OR
PARAPROFESSIONAL. TO
HELP WITH THEIR SOCIAL
SKILLS, PAIR THEM UP WITH
A ROUTINE BUDDY OR GROUP
OF STUDENTS. SOCIAL
STORIES AND SCRIPTS ARE
ALSO VERY HELPFUL.
ACCOMMODATIONS AND POSSIBLE CAUSES
MODIFICATIONS GENETICS/FAMILY HISTORY
AS PRINCIPAL CAUSE
TERATOGENS AS POSSIBLE
KEEP ROUTINES IN THE
CLASSROOM CLEAR AND CAUSE
UNDERCONNECTIVITY OF
CONSISTENT
PROVIDE STUDENTS WITH NEURONS
BEING MALE
ADDITIONAL GUIDANCE
THROUGH UNSTRUCTURED BEING BORN TO OLDER
PARENTS
TIMES AND TRANSITIONS
GIVE AS MUCH BEING BORN 20+ WEEKS
PREMATURE
ADVANCED NOTICE AS
POSSIBLE WHEN YOU ARE HAVING OTHER MENTAL
HEALTH DISORDERS OR
AWARE OF A CHANGE OR
DISRUPTION IN THE MEDICAL CONDITIONS
STUDENT'S SCHEDULE
MODIFICATION TO THE POSSIBLE TREATMENTS
LENGTH OR FOCUS OF
SOME ASSIGNMENTS SOCIAL SKILLS TRAINING
HELP TAKING NOTES OR BEHAVORIAL SUPPORTS
TUTORING MEDICATION
STUCTURED AND REGULAR SPEECH-LANGUAGE
COMMUNICATION WITH THERAPY
FAMILY AND STUDENT SPECIAL EDUCATION
CLASSES
COGNITIVE BEHAVIORAL
HOW TO CALM THERAPY
YOUR STUDENT OCCUPATIONAL THERAPY
KEEP A LOW VOICE
SPEAK SLOW, USE FEW
WORDS
GIVE THEM CHOICES OF
ACTIVITES THEY CAN DO
TO FEEL BETTER