COUNSELING ADULTS WITH ASPERGER‟S - School of Health ...

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Counseling Asperger‟s 44 practice strategies in the real world. Generalization is a difficult skill for individuals with Asperger‟s and having someone to prompt them to use their techniques in everyday life could be an invaluable tool. One way to engage the client in therapy is to provide structure. Individuals with Asperger‟s struggle with planning, organizing, and prioritizing; external structure can compensate for these weaknesses (Anderson & Morris, 2006). Be clear about details concerning where to wait, where to sit, the beginning and ending time of the session, etc. Set an agenda for each session, including appropriate topics of discussion (Ramsay et al., 2005). Be aware that the typical therapy hour may not be appropriate for this population. Clients may need shorter sessions because they are mentally exhausted due to the combined stressors of social interaction and CBT therapy. Conversely, clients may need longer sessions if they need extra time to process information or are particularly difficult to redirect from their restricted and repetitive interests (Anderson & Morris, 2006). In order to develop workable treatment goals that are relevant to the client, motivational interviewing techniques that delve into the client‟s desire to change and specific areas of social interaction that are difficult may be helpful. However, open-ended questions can be difficult for individuals with Asperger‟s. Use close-ended questions when possible, or give the client several possible answers they may choose from or use as a starting point when formulating their own answers (Ramsay et al., 2005). This strategy is especially helpful when clients generate solutions that are not socially appropriate and the therapist needs to take a more directive approach with concrete alternatives backed by logical evidence (Anderson & Morris, 2006). In some cases, it may be helpful to write down questions so that the client can visualize the question (Ramsay et al., 2005).
Counseling Asperger‟s 45 The use of visual strategies such as writing down questions, using diaries and diagrams, simple drawings, tape recording, and working together on a computer program are not only ways to communicate effectively, but also ways for the individual to distance him or herself from the uncomfortable personal interaction. According to Anderson and Morris (2006), a promising alternative to traditional therapy is computerized CBT. It works in terms of efficacy, (obtaining the information regarding situations, thoughts, and emotions to be worked on in CBT) and cost- effectiveness. One individual wrote on an internet forum requesting feedback from those with autism who had experienced CBT: One on one is really hard. I can talk to you like this because I am on a computer but if I met you face to face it would be hopeless. I would be unable to communicate very well at all. Most of the AS people I know can communicate best in writing like this. CBT by computer would be helpful (Anderson & Morris, 2006, p. 295). Another communication pitfall to be aware of is that of an expectation of reciprocity. Individuals with Asperger‟s may begin speaking about a topic of interest to them that is either inappropriate or boring, without noticing social cues indicating they are off topic or annoying. It is a good idea for the therapist to warn the client early in treatment that he or she may sometimes have to interrupt the client‟s monologue to ask for more information or provide feedback. It might be useful to together develop a symbol (raised hand) that means the therapist needs to interrupt (Ramsay et al, 2005). It is important to determine the appropriate time to begin giving feedback. Individuals with Asperger‟s are understandably sensitive to criticism and ridicule, especially by a professional and a stranger. Feedback about the content of conversations, in the spirit of mutual
Page 1 and 2: Running Head: COUNSELING ADULTS WIT
Page 3 and 4: TABLE OF CONTENTS Counseling Asperg
Page 5 and 6: LIST OF FIGURES Counseling Asperger
Page 7 and 8: METHODOLOGY Electronic Search Couns
Page 9 and 10: LITERATURE REVIEW Psychological and
Page 11 and 12: Counseling Asperger‟s 11 When com
Page 13 and 14: Counseling Asperger‟s 13 Of parti
Page 15 and 16: Co-Morbid Diagnoses Counseling Aspe
Page 17 and 18: DAMP Counseling Asperger‟s 17 DAM
Page 19 and 20: Counseling Asperger‟s 19 with Asp
Page 21 and 22: Counseling Asperger‟s 21 when ple
Page 23 and 24: Counseling Asperger‟s 23 person.
Page 25 and 26: Counseling Asperger‟s 25 ability,
Page 27 and 28: 4: Interpersonal problem-solving Di
Page 29 and 30: Counseling Asperger‟s 29 Informat
Page 31 and 32: Counseling Asperger‟s 31 characte
Page 33 and 34: Counseling Asperger‟s 33 Sims, in
Page 35 and 36: Counseling Asperger‟s 35 2. Worki
Page 37 and 38: Counseling Asperger‟s 37 working
Page 39 and 40: Counseling Asperger‟s 39 Results
Page 41 and 42: Counseling Asperger‟s 41 often at
Page 43: Counseling Asperger‟s 43 An effec
Page 47 and 48: Counseling Asperger‟s 47 American
Page 49 and 50: Counseling Asperger‟s 49 are held
Page 51 and 52: Counseling Asperger‟s 51 being re
Page 53 and 54: Counseling Asperger‟s 53 Before r
Page 55 and 56: Counseling Asperger‟s 55 expresse
Page 57 and 58: SUMMARY AND CONCLUSIONS Counseling
Page 59 and 60: REFERENCES Counseling Asperger‟s
Page 61 and 62: Counseling Asperger‟s 61 Dunn, W.
Page 63 and 64: Counseling Asperger‟s 63 Hillier,
Page 65 and 66: Counseling Asperger‟s 65 Mesibov,
Page 67 and 68: Counseling Asperger‟s 67 Stoddart

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