Hitchcock School in Webster Groves holds open house on October 13 to help parents learn about educational opportunities for children with Asperger’s Syndrome or other high functioning diagnosis on the autism spectrum

Do you know a child who

• • has trouble making or keeping friends?
• • spends significant time alone while at lunch or on the playground?
• • is often the target of bullies?
• • performs below potential in school?
• • is unable to resolve conflicts?
• • refuses to cooperate at home?
• • needs motivation and encouragement?
• • has trouble focusing and appears disorganized?
• • constantly forgets or loses schoolwork?
• • requires constant supervision?
• • is not living up to his or her potential?

If your child or a child you know encounters these challenges on a daily basis, there might be more going on than typical child restlessness. Asperger's Syndrome is a form of autism. People with Asperger’s Syndrome have difficulty communicating and socializing with others which may lead to anxiety and confusion. Children with Asperger’s Syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics.

“These children typically have underdeveloped interpersonal skills including nonverbal language, how to understand social cues and socially accepted behavioral mores,” says Catherine Horan Pilant, associate director of special education at Hitchcock School. “Students with Asperger’s Syndrome or another Autism Spectrum Disorder benefit from the direct instruction of these skills, often referred to as the ‘hidden curriculum.’ “

Children can improve in these areas over time with regular instruction. Kids can learn how to be successful in a group, how to have friends. A common trait among children with autism is a lack of understanding of others’ perspectives; they are unable to understand another’s point of view. With help, children can learn how to analyze and understand how others’ can have different perspectives.

“In my own professional experience, I have observed students making progress subsequent to a minimum of 190 minutes per week of direct instruction of social skills combined with the reinforcement of these skills generalized throughout all aspects of a school curriculum,” says Pilant.