How many of you have Asperger Syndrome and what works for your needs?

Answer 1

There are a number of general principles of school management for most children with PDD of any degree which apply to AS, as well:

The classroom routines should be kept as consistent, structured, and predictable as possible. Children with AS often don't like surprises. They should be prepared in advance, when possible, for changes and transitions, including things such as schedule breaks, vacation days, etc.
Rules should be applied carefully. Many of these children can be fairly rigid about following "rules" quite literally. While clearly expressed rules and guidelines, preferably written down for the student, are helpful, they should be applied with some flexibility. The rules do not automatically have to be exactly the same for the child with AS as for the rest of the students–their needs and abilities to conform are different.
Staff should take full advantage of a child's areas of special interest when teaching. The child will learn best and show greatest motivation and attention when an area of high personal interest is on the agenda. Teachers can creatively connect the child's interests to the teaching process. One can also use access to the special interests as a reward to the child for successful completion of other tasks or adherence to rules or behavioral expectations.
Most students with AS respond well to the use of visuals: schedules, charts, lists, pictures, etc. In this way they are much like other children with PDD and Autism.
In general, try to keep teaching fairly concrete. Avoid language that may be misunderstood by the child with AS, such as sarcasm, confusing figurative speech, idioms, etc. Work to break down and simplify more abstract language and concepts.
Explicit, didactic teaching of strategies can be very helpful, to assist the child gain proficiency in "executive function" areas such as organization and study skills.
Insure that school staff outside the classroom, such as physical education teachers, bus drivers, cafeteria monitors, librarians, etc., are familiar with the child's style and needs and have been given adequate training in management approaches. Those less structured settings where the routines and expectations are less clear tend to be difficult for the child with AS.
Try to avoid escalating power struggles. These children often do not understand rigid displays of authority or anger and will themselves become more rigid and stubborn if forcefully confronted. Their behavior can then get rapidly out of control, and at that point it is often better for the staff person to back off and let things cool down. It is always preferable, when possible, to anticipate such situations and take preventative action to avoid the confrontation through calmness, negotiation, presentation of choices, or diversion of attention elsewhere.

A typical treatment program generally includes:[5]

social skills training, to teach the skills to more successfully interact with others;
cognitive behavioral therapy, to help in better managing emotions that may be explosive or anxious, and to cut back on obsessive interests and repetitive routines;
medication, for co-existing conditions such as depression and anxiety;
occupational or physical therapy, to assist with sensory integration problems or poor motor coordination;
specialized speech therapy, to help with the trouble of the "give and take" in normal conversation; and,
parent training and support, to teach parents behavioral techniques to use at home.