Strategies for Improving the Social Integration of Children with Asperger Syndrome

Abstract

There is general agreement that children with Asperger syndrome have difficulties in social integration with their peers. Our current understanding of the nature of these difficulties is explained and specific strategies are described that are designed to encourage greater competence in the skills that are necessary to achieve effective social integration. While we do not have any clear scientific evidence of whether and how these strategies are successful, they provide a source of ideas for future examination by academic research and provisional remedial programmes for practitioners.

Teasing, Ridiculing and the Relation to the Fear of Being Laughed at in Individuals with Asperger’s Syndrome

“…This may be one of the factors that contribute to the development of a fear of being laughed at among AS individuals. Furthermore, these individuals have been reported to have difficulties reading non-verbal cues (Asperger 1944;Attwood 2004), which may be highly important when distinguishing good-natured teasing from mean-spirited bullying. The particular importance of Theory of Mind in the context of bullying and teasing has recently been shown by Van Roekel et al (2010), who noted that the more often adolescents are bullied, and the less developed their Theory of Mind is, the more they misinterpret bullying situations as non-bullying.…”

“…He referred to, for example: ''….the language seems to be unnatural (…) which provokes derision'' (p. 114) or ''…they don't understand fun (…), one more reason why they get so often picked on'' (p. 127). In addition, there is also evidence from case and peer reports that children with AS were teased and laughed at by others because of their social naivety and behavior that might seem to be odd and awkward to other children (e.g., Attwood 2004;Carter 2009;Dubin 2007;Goodman 1987;Little 2002;Van Roekel et al 2010;Welkowitz and Baker 2005;Wing 1981). …”

“…Individuals with AS show marked deficiencies in social cognition, such as a reduced Theory of Mind and empathy, which results in difficulties in reading other people's minds (beliefs, thoughts, emotions, e.g., Baron-Cohen et al 1985;BaronCohen 1989BaronCohen , 2001). They even have difficulties reading other people's non-verbal cues such as body language (Asperger 1944;Attwood 2000) and initiating appropriate non-verbal communication (Wing 1981). Additionally, they have difficulties with change, prefer sameness, often have obsessive routines and may be preoccupied with a particular subject of interest (e.g., Frith 1991Frith , 2003.…”

Teaching Emotion Recognition Skills to Children with Autism

“…A number of attempts have been made to teach emotion recognition skills to children and adults with autism (Bölte, et al, 2006;Attwood, 2000;Golan & Baron-Cohen, 2006). …”

Pet Dogs Improve Family Functioning and Reduce Anxiety in Children with Autism Spectrum Disorder

“…Panic Attack and Agoraphobia and Social Phobia are also common symptoms of ASD; many individuals with ASD are aware of their inability to appropriately engage in social interactions, which results in social disconnection (Attwood 2000). It could be speculated that the dog provides a vehicle of support and acts as a deflector in social situations and that this reduces the intensity of social interactions, reducing social phobia and agoraphobia stemming from the fear of meeting others.…”