By Dot Lucci
When “typical” children are asked: “What’s your favorite class at school?” many will say “Recess!” Most children love recess. They are in charge. Freed from arbitrary adult rules, they get to play and run around, burn off energy etc.
Children with Asperger’s Syndrome (AS), however, may have another perspective. For them, recess is fraught with many difficult issues. Compared to academic periods, recess is unstructured, language-laden, sensorially overwhelming, chaotic, child-centered, open-ended, and often features competitive sports and games. The stress caused by the combined social, sensory, and language demands of recess often lead children with AS to withdraw or exhibit difficult behaviors. The very freedom that other children welcome, children with AS experience as an anxiety-provoking lack of rules, order and structure. They don’t know what to do, and they feel unsafe.
It is up to the rest of us—both adults and peers—to make recess a more organized and pleasurable experience for children with AS. In order to achieve this, we first need a more comprehensive understanding of recess and its many facets. Then we can use our understanding as the basis of explicit and implicit instruction in relationship-building, social skills, play skills, and communication skills for the child with AS. We will also need to study and perhaps address issues in the general school culture.
Before setting goals or implementing a recess plan for a student with AS, it is important to assess where recess fits into the bigger picture of the student’s overall needs. Some children with AS use recess as “down time:” a time to decompress, regroup, and get ready to face the remaining portion of their day. These children usually choose to be alone, not interacting with their peers or adults. They may or may not choose to “do anything” at recess. They may walk around the perimeter of the playground, swing on the swings, or engage in other solitary activities. This activity or lack of activity may be “just what the doctor ordered.”
Only after careful observation and analysis can a teacher know if this is a “useful” way for a child to spend his or her recess time. Remember, recess is about children having fun, choosing what to do, “burning off energy” and the like. It is the same for our children with AS; they may just choose to do it in ways that are different than their peers. Allow them this choice. If we ignore the child’s legitimate needs and choices, all of our attempts at soliciting interaction or play will meet with resistance. For children whose most pressing need is for a break from the social world at recess time, our job is to help them to blend in, rather than standing out by engaging in behaviors that may set them apart too markedly from their peers. Maybe their needs will change in the future, but for now we can just need to offer them appropriate, discreet ways to spend time alone while they recharge their batteries.
Now let’s turn our attention to the children with AS who do want to play and have fun with the other kids at recess—but don’t know how. Many times children with AS want to play at recess and “be one of the guys,” but they lack the necessary skills and knowledge. They try to get involved, but their efforts are often misdirected and they may end up “shooting themselves in the foot.” For example:
Their efforts and failures to connect make recess a “pressure cooker” situation that causes these children much anxiety and turmoil. The good news is that we adults can help students with AS decipher the hidden structure of recess, and teach them the unwritten rules social rules and skills they need to participate successfully. We can also enlist the help of their peers.
There are many concrete strategies which can assist children with AS at recess; however the most important ingredient is being socially connected. Having a social relationship with a peer or peers is essential. (For one approach to promoting social relationships between an AS student and his or her classmates, please see the “Buddy of the Week” article in this newsletter.) It is these relationships that help set the stage for further growth and improved interaction. Once a child with AS does have at least one social peer relationship, s/he needs to work on specific skills to further develop the friendship and to be able to participate at recess.
We need to teach children with AS a myriad of social skills, both individually and in dyads or small groups, and using both explicit and implicit instructional methods. Critical to instruction is to teach the “Big Picture”—why do we do what we do—and the details. Children with AS need to be taught to see both the forest and the trees. Otherwise, they may become “sea conch shells,” echoing the social rules, courtesies, and behaviors, but lacking a true understanding and therefore being unable to apply them effectively. Teaching children with AS social skills at their social and emotional developmental level is essential to having them climb the social awareness ladder. Children with AS have limited social referencing, joint attention, emotional reciprocity, and other theory of mind skills. Always have theory of mind development and instruction as part of the program. This area is essential to social and emotional development and relationship building.
The above topics are extremely important in helping children with AS become socially and emotionally more secure and competent. They are also long term and systemic in nature, involving other adults and therapists, parents, and the school community as a whole. They are worth striving for and engaging in as long term goals if they are not currently being done in your school.
Meanwhile, in the short term there are many concrete strategies and techniques that teachers and aides can put in place to help make recess a more enjoyable place for kids with AS. Some specific teaching methods include: previewing and reviewing techniques, direct instruction, visual supports, videotaping, behavior charts, peer buddies, and mentoring, “Circle of Friends.” There are also the powerful tools created by Carol Gray and described in her books: Social Stories, Social Cue Questionnaires, and Comic Strip Conversations.
First and foremost get out to recess and be a detective! Observe recess, gathering information about the student with AS and the other students as well.
By answering these questions you begin to understand the playground rules and politics, and can incorporate them into your instruction. This information guides your thinking and work with the student with AS.
You can gather further information about the student’s needs by creating a Social Cue Questionnaire, and using the results to write social story. A Social Cue Questionnaire is a series of questions about a specific topic that the student with AS is having trouble with, for example: playing Tag, playing with more than one person, playing with different people, sharing a friend etc. From the student’s answers to these questions you can pinpoint what aspect of the situation the student with AS is misinterpreting, and then write the social story to alleviate the problem. Sometimes, a social story is all that is needed to facilitate play at recess. However, more often than not a multi-faceted approach is needed.
Another technique is to preview and review the games that are played at recess. Teach specific games (Four Square, Tag etc) that the student with AS is interested in learning. This teaching includes the big picture and the details: why children like to play this game, what’s the objective, what are the rules and guidelines etc. This teaching may involve a social story, watching and videotaping the game being played by others, and practicing the game in a preview and review model. In the naturally occurring game things move too fast; the child with AS doesn’t know what is relevant to attend to, and easily gets lost. Videotape other children playing the game, and have the student watch it in a 1-1 session or small group. Point out to the student relevant happenings and the social content. This will help the student with AS know what is important later when s/he is directly engaged in the game. Another technique is to teach the game with a small group of students in a quiet setting and at a slower pace, to assist the child with AS in understanding the rules, purpose and moves. This can happen during therapy sessions, before school, or in an Adapted Physical Education class. One to three classmates agree to assist in playing the game and teaching the student with AS. Videotape this practice game and then review it with the student with AS. Once the student has successfully played the game in the small group, he can then try playing the game at recess.
Watching a video of recess and the games children are playing, and analyzing it for many aspects of social interaction, gives the student with AS practice in scanning a social scene to see what is happening, noticing how social interactions happen etc. The focus of the videotaping should be individualized and based on the student’s needs.
Teaching children with AS to be observers of social skills is also a powerful exercise. During this activity an adult and a student with AS choose something/someone to observe. They may choose to watch two students picking sides for a soccer game, a group of children playing cards, students waiting in line etc. Whatever the situation, the adult becomes a “sports announcer,” calling a play by play of the social world, directing the student’s attention to the social and language content of the event. You and the student can focus on the non-verbal and verbal behavior of one particular child, or of everyone involved in the situation. This activity points out for the student with AS what is relevant about the situation in terms of social awareness. It helps the student with AS guide her/his attention and focus. Later these observations can be discussed for their relevance to the specific situation and the broader social world.
Deciding who to play with and what to play before getting to the playground can also be helpful. The student can ask a friend to play and be connected before leaving the classroom. Providing a poster or chart of possible recess choices right near the door is also a way to help the student with AS get organized and decide what s/he wants to do before going out. The chart does not bring unwanted attention to the student with AS; it may help other students, too.
If the classroom has a basket of outdoor toys, you can help the student with AS get involved by asking him or her to carry the basket out to the playground. If children are allowed to bring things from home to play with, this is another way to encourage student interaction. For instance, swapping trading cards is a great way for children with AS to become a part of things or even a leader.
Structuring recess to involve other types of activities (i.e. chalk, board games, drawing etc) that are not as “physical” can be beneficial. In this way children with different interests are included at recess. Many children prefer this type of play to the more active games of recess.
You can also create individual behavior charts to encourage students with AS to play with others at recess. The student earns 3 points by participating with others, 2 points by watching others, or 1 point by playing alone. The choice is up to the child. Make a Choice Board, where the student trades in points for desired rewards. A social connection is the best reward for participation as it is natural as opposed to setting up rewards which are artificial. However, sometimes extrinsic rewards may be needed to encourage the student to take risks and be more social.
This takes us to the issue of the school’s culture. The adults in a school are responsible for promoting civility in the building and on the playground by:
A school-wide social program such as the Socially Responsive Classroom, that sets appropriate behavioral expectations, and that teaches students social skills and encourages their use, establishes a positive atmosphere that helps everyone. A positive, accepting classroom/school culture goes a long way toward fostering kind and caring relationships among all students. In such an environment, friendships develop “even” with kids who are on the margins. However, those programs that meet for 30 minutes once a week do little good unless they are reinforced on a daily basis. Students need to practice and consolidate their new social skills until they become second nature. Social skills which are embedded in every aspect of the daily life of the school have the greatest impact and the most lasting effects. Many classrooms have behavior plans that can be reinforced at recess as well. For example, class-wide “acts of kindness” are reinforced when a teacher insists that all children get to participate in a game, rather than permitting some to be excluded.
There are many tools and techniques to help children with AS at recess. I’ve only listed a few here to help guide your thinking. These techniques provide the student with AS with the knowledge and skills needed to participate at recess. However, these skills and knowledge can only be truly activated when the student with AS feels safe and supported in his or her school community. Always remember that to help students with AS it is important to “walk in their shoes”—to take their perspective. By being a good detective and a good observer you begin to walk in their shoes; ultimately this will assist you in helping the student with AS have more fun at recess.
I can’t stress enough the idea that in order for any of us to grow and change we need to feel safe and supported. The most important ingredient of all is therefore to create an atmosphere of mutual respect and caring in which social connection can develop and be fostered. Schools that embed social skills in daily life, and that set a tenor of peace and caring, allow all students to feel safe and cared for. This is most important for students with AS. It provides the preconditions and the context in which specific instructional techniques can most effectively help them be more successful at recess.
Dot Lucci, C.A.G.S. is an AANE board member and frequent contributor to the AANE News. She works as an educational consultant with schools and families all over the U.S. Her office number is 508-872-6331.
By Peter J. Martinelli
This article is a general review of the pertinence of social security disability benefits to impairments presenting limitations associated with Asperger Syndrome. The author, an administrative law judge for the office of hearings and appeals of the social security administration, submits this article in his private capacity, without official support or endorsement of the Social Security Administration. The article should not be construed as an official statement of the Social Security Administration.
One cannot watch television too long without being assailed with an ad from an attorney advising of our rights to disability benefits under the Social Security Act, and the attorney’s ability to assist in obtaining such benefits. The purpose of this article is to take a specialized area of law, and explain certain aspects as to be more understandable, particularly as pertinent to limitations associated with Asperger Syndrome and the Autism spectrum. This edition will speak to adult disability. Benefits for children may be discussed at a later date.
At the outset it must be understood that there are two basic types of disability benefits. Those commonly referred to as “Title II” benefits are based upon contributions to the Social Security Trust Fund by the person applying for benefits, or, in some cases one responsible for the applicant’s support. The complications of the latter type of claim are beyond the scope of this article, but alerts one that inquiry about Title II benefits should be made even when applying for disability benefits without a work background. The contributions that pay for these benefits are found on your pay stub under the denotation “FICA” among the deductions to your pay.
The other type of benefits are those commonly known as “SSI,” that is Supplemental Security Income. These benefits are paid out of the general tax funds, and are designed to supplement a person’s income such as to reach a certain level deemed the least one needs to live.
The above speaks to the non-disability eligibility requirements for disability benefits, and generally lead to few controversies. It is the disability aspects of eligibility, which supplies the bulk of grist for the litigational mill. That is the same for both programs. I will, in explaining this element of eligibility, refer to standard language appearing in many decisions evolving from this litigation, as the decisions are designed to be understood by applicants, and provide an understandable explanation of the law.
What is “Disability?”
For adults, most decisions explain to the litigant that:
The general issue is whether the claimant is entitled to a period of disability and Disability Insurance Benefits under Sections 216(i) and 223 of the Social Security Act (and/or Supplemental Security Income benefits). The specific issue is whether he/she is unable to engage in any substantial gainful activity by reason of any medically determinable physical or mental impairment expected to result in death, or that has lasted or can be expected to last for a continuous period of not less than 12 months.
As can be gleaned from that explanation, the question is whether one is able to perform in any position. That is generally measured by the existence of a significant number of jobs in the national economy that would accommodate the individual’s properly established limitations. To be properly established those limitations must be caused by a medically determined impairment. Three points which often give rise to misunderstanding in this definition are:
The last two of these points is most pertinent to the applicant with Asperger Syndrome. The ability to perform a function is not the same as the ability to get along in the workplace. Thus the latter must be specifically brought up as a limiting factor as to the number of jobs that exist for a specific claimant. In other words, to succeed in collecting benefits the claimant must be unable to perform work because the jobs within her/his physical, mental and vocational capacity would also require interaction with more people than the claimant is capable of interacting with. The third point is particularly problematic, as marketability is not a factor for purposes of eligibility, and may be the factor most likely to keep someone with Asperger Syndrome from employment. Getting by the hiring interview is probably the biggest hurdle for that group, yet that block to getting a job is not a qualifying factor. The question is: If the individual gets by the interview, can she/he do the job. Thus, a claimant capable of doing simple, repetitive tasks, such as unskilled assembly work, despite having a low probability of hire, would not qualify as disabled.
Again, using language generally found in decisions, we find the use of a five-step, sequential analysis, using the word claimant to describe the person applying for benefits:
The first step means simply that if the claimant is working, and earning around $700 per month in a setting other than a sheltered workshop, it is presumed the individual is not disabled.
The second step means the medically determined impairments must significantly impede one’s ability to work.
The third step refers to a rarely applicable situation, in which certain very serious ailments, when accompanied by specific, objectively verified signs and symptoms, are presumed to create limitations precluding any work.
The fourth step means that if, after taking into consideration all of the limitations attributable to properly established medically determined impairments, the person can still do her/his former job, disability is not established. The ability to do “previous relevant work” refers to work the claimant did within 15 years of the time benefits are sought. The claimant could be found capable of past relevant work either as actually done, or as generally done in the national economy. Thus, if the claimant performed a task in a manner more difficult that the norm, the norm will be the measuring stick.
The last step means that, if the individual cannot do a past job, the Social Security Administration must show that other jobs exist in significant numbers in the national economy, that will accommodate any of the claimant’s limitations.
Peter Martinelli lives in Western Massechusetts. His daughter Marie Martinelli was a graduate intern at AANE during 2001-2002; she is currently living in Colorado.
By Anne Reel
In order to facilitate friendship and understanding in my son’s first-grade classroom, we started a Buddy-of-the-Week program. My son is now entering the 4th grade in a middle elementary school. He has high-functioning autism. The program has helped him make friends and helped his classmates understand how to be his friend. The best thing about the program is that the Buddy skills have carried over outside the classroom and school. As one non-classmate noted to his mother after a birthday party my son attended, “Everybody is nice to him.”
Where to begin
The first step of the Buddy program is to meet with the immediate team prior to the start of school to explain the goals of the program. The three key players in the program are the teacher, the aide, and the school adjustment counselor. Our three main goals for the program are:
On the first day of school the teacher briefly explains what the Buddy-of-the-Week program is and posts a sign-up sheet with the responsibilities listed. The teacher tells the class that sometimes the child needs a helper and that the program is totally voluntary. S/he can ask previous classmates to tell the class how they helped the child and ask who of these children would like to be the first Buddy. Usually these children are honored and eager to show the new classmates what to do, and they may all want to be the first Buddy. In that case, a name is drawn out of a hat. The sign-up sheet looks like this:
Buddy-of-the-Week Sign-Up SheetResponsibilities
- Say hello to the child at the beginning of school.
- Help the child in line.
- Eat snack and lunch with the child.
- Play one game at snack and lunch recess with him/her.
- Give the child a compliment each day.
WEEK NAME SUBSTITUTE Sept. 4-6 Sept. 9-13 Sept. 16-20 Sept. 23-27
We added on a substitute list this year because if a Buddy was absent, the other children flocked around the aide eager to take his/her place. The substitute list takes the pressure off the aide.
The aide explains the details of the Buddy responsibilities for the Buddy and models them for him/her. For example, my son does not always respond to a greeting or request if he is engaged in an activity. The aide models how to greet him in a way that assures his attention:
A complete list of responsibilities is detailed at the end. This list changes each year depending on the interests and abilities of the child.
If there is enough time, the teacher can pass out an information sheet for the children to fill out. This sheet looks like this:
[picture of child here]
Name: Age: Address: Favorite Game: Favorite Food: Favorite Video Games: Favorite Sport: Pets: Sisters or Brothers:
The aide takes a picture of each child and attaches it to the info sheet. The child has a sheet filled out as well. The aide and the child make the sheets into a Buddy Book and keep it in the classroom. At the beginning of each week the aide, the child and the Buddy go over the Buddy’s and child’s info sheets, adding or changing information as the year progresses. If possible, I arrange to have the Buddy over to play during his/her week. This hasn’t always been possible with everyone’s busy schedules, but it helps to reinforce friendship. I sometimes have the Buddy and one of his/her class friends over to make sure I have as many children over from the class as possible. The play date only lasts about an hour or so and I plan a craft or baking activity according to the interest of the Buddy. I ask the Buddy’s parent about likes and dislikes before the play date.
This Buddy Book is helpful in finding common interests for the child and other children in the classroom. For instance, it gives ideas for topics of conversation, games to play and activities such as drawing, sharing books or writing stories.
Open House
Another way to make things go smoothly is to talk about the Buddy program to the parents at open house night. I explain to the parents a little bit about my son and tell how autism affects him. I also invite people’s questions or comments during the year if they have any. Since many of the parents volunteer in the classroom, this information helps them feel more comfortable interacting with my son. I also tell them I would like to have their children over to play sometime.
Class Meetings
During the first few weeks of school the adjustment counselor visits the classroom once a week to address friendship skills. S/he arranges to come in at a time the child will be out of the classroom for a special activity (i.e., PT, OT, Speech, a special library visit). At times I have picked up my son early in order to facilitate the class meeting. The adjustment counselor talks about making friends, activities and interests, strengths and weaknesses, similarities and differences, etc. S/he then turns the topic to the child, pointing out some of the things discussed as it relates to him/her. It is good to have the aide present, if possible, so s/he can help explain some of the child’s actions, idiosyncrasies and special interests. If all three of the team are new to the child, the parent should be present at the meeting to give accurate information about the child. It might also be better to have that specific information meeting a month into the school year as everyone gets to know the child.
At the specific meeting the team invite the children to talk openly about things they’ve observed about the child. For instance, sometimes my son will speak out of turn or jump up to get something or make a silly remark. Talking about these things helps the children feel comfortable with them. The adjustment counselor, teacher, and aide assure the children that they understand why the child does certain things and that the whole class can help teach the child what to do in different situations. They emphasize being positive with the child and praising him/her when the child does a good job. As the school year progresses the adjustment counselor visits less frequently or on an as-needed basis.
Each year the Buddy-of-the-Week program changes to fit the age, interests, and abilities of the child, the style of the teacher and aide and the rest of the children in the classroom. As more and more children participate in this program they model friendship skills to people inside and outside the classroom. My son benefits immensely from this program. He acquires the modeled friendship skills and becomes increasingly involved in a supportive school and community.
Buddy-of-the-Week Responsibilities
- Greet the child every morning by saying, “Hi, _______. I’m your buddy this week.” To get the child’s attention:
Say the child’s name and gently tap him/her once on the shoulder.
Wait (count 5 seconds) for him/her to look at you.
If the child doesn’t look, try again.
Then talk to him/her.- If there is time before school, you may tell the child a joke, read or play a game with him/her.
- Give the child at least one compliment a day. Wait for him/her to say thank you. Remember, get the child’s attention first.
- During snack give the child two choices for recess. For example, say, “_______, should we play on the swings or play tag at recess?” Some things the child likes to do at recess are:
- Outdoor Recess
- 1. Swing.
2. Play with the hula-hoop.
3. Play tag.
4. Play catch.
5. Play basketball.- Indoor Recess
- 1. Play with Play-Doh.
2. Draw.
3. Play Connect Four.
4. Play checkers.- Eat lunch with _______.
Before lunch, wash up at back sink. B. Go to lunch early with the child and the aide.
Sit at the same table. At lunch, the child will ask you what you are having for lunch. Tell him/her and then ask the child what s/he is having for lunch.- On Friday the Buddy goes to lunch and recess at the Adjustment Counselor’s with the child and the aide.
by a Parent
My son is a 15 year old boy who just started high school. In middle school, my son had excelled in academics (all A's) with the IEP accommodations of a full-time aide (who acts as an executive secretary), and modification of homework. He is, however, challenged by the sensory-overload at school and by homework. He also has impairments in gross motor coordination, so he chooses not to participate in sports. Outside of school, he prefers to stay at home and usually avoids social situations and crowds. He has only one friend that he sees regularly. He is a loner but enjoys computer technology & games, science fiction, history (particularly WW2), as well as some aspects of physics & outer space science. His three greatest assets are his broad knowledge base, his sense of integrity, and his awesome sense of humor!
Despite efforts by myself and the school system to plan ahead for my son’s transition to high school, ninth grade got off to such a rocky start that I was afraid he might refuse to attend school. We had an IEP meeting scheduled that I knew would provide an opportunity to advocate for my son’s needs and share my knowledge of him with school personnel. To prepare myself, I attended a meeting of AANE’s Parents of Teens Support Group. I was hoping I could get some ideas to improve my son’s situation. Dania and the parents at the meeting gave me a lot of great suggestions.
Going into the meeting, I had one other great asset: my town’s Director of Special Education, who had helped my son succeed in middle school, had promised me her full support. At the IEP annual meeting, she kept her word and supported every accommodation request. She was pivotal in asking the right questions, so that team members understood why the accommodations were necessary and fair in spite of the fact that this is unprecedented at this high school. This is what I requested, and what the school agreed to provide:
Editor's Note: Each high school student with AS is different; not all teens would need or want all of the supports listed above, while there are other possibilities not included on this list. Other supports to consider are:
- One skilled central person the student can go to wityh questions or problems, e.g. a school social worker
- Permission to arrive early at school and enter the building
- Extra time between classes
- Pragmatic social language, social skills group, or friendship groups or peer mentoring program
- Encouragement to join groups where a skilled adult can "coach" social skills informally, such as a club in the student's area of interest, e.g. cartooning, chess, school paper, or drama
- A work/study or volunteer job with a skillful supervisor, e.g. in the school library, computer lab, etc.
For more wonderful ideas and strategies, see these books:
Bolick, Teresa: Asperger Syndrome and Adolescence: Helping Preteens and Teens Get Ready for the Real World · 2001 Fair Winds PressMyles, Benda Smith & Adreon, Diane: Asperger Syndrome and Adolescence: Practical Solutions for School Success · May 17, 2001, Autism Asperger Publishing Co.Tanguay, Pamela B. and Thompson, Sue: Nonverbal Learning Disabilities at School: Educating Students with NLD, Asperger Syndrome, and Related Conditions · Jessica Kingsley Publishers, ISBN 1853029416, 2002