Fighting_VVG Back_RP :_: Helping_VVG Students_NN2 with_IW Special_JJ Needs_VVZ Build_NN1 Skills_NN2 In_II31 response_II32 to_II33 the_AT well-publicized_NN1 ,_, sometimes_RT tragic_JJ consequences_NN2 of_IO bullying_VVG in_II schools_NN2 and_CC communities_NN2 across_II America_NP1 in_II recent_JJ years_NNT2 ,_, most_DAT states_NN2 have_VH0 now_RT passed_VVN anti-bullying_JJ legislation_NN1 ._. 
Many_DA2 of_IO these_DD2 laws_NN2 specifically_RR define_VV0 bullying_NN1 ,_, mandate_NN1 anti-bullying_JJ education_NN1 ,_, and_CC hold_VV0 school_NN1 personnel_NN2 accountable_JJ for_IF reporting_VVG bullying_NN1 incidents_NN2 ._. 
While_CS this_DD1 is_VBZ a_AT1 positive_JJ step_NN1 in_II the_AT right_JJ direction_NN1 ,_, parents_NN2 of_IO children_NN2 with_IW developmental_JJ disabilities_NN2 and_CC other_JJ special_JJ needs_NN2 may_VM wonder_VVI what_DDQ they_PPHS2 can_VM do_VDI to_TO protect_VVI their_APPGE children_NN2 and_CC prepare_VVI them_PPHO2 for_IF situations_NN2 they_PPHS2 may_VM encounter_VVI in_II integrated_JJ classrooms_NN2 ._. 
For_IF military_JJ families_NN2 who_PNQS have_VH0 children_NN2 with_IW special_JJ needs_NN2 ,_, the_AT concern_NN1 is_VBZ even_RR greater_JJR ._. 
Frequent_JJ relocations_NN2 mean_VV0 that_CST their_APPGE sons_NN2 and_CC daughters_NN2 are_VBR often_RR the_AT "_" new_JJ kids_NN2 ,_, "_" without_IW friends_NN2 or_CC support_VV0 groups_NN2 ,_, and_CC therefore_RR may_VM be_VBI more_RGR likely_JJ to_TO be_VBI bullied_VVN ._. 
This_DD1 article_NN1 gives_VVZ readers_NN2 an_AT1 inside_JJ look_NN1 at_II one_MC1 family_NN1 's_GE experience_NN1 and_CC offers_NN2 insights_NN2 on_II what_DDQ parents_NN2 can_VM do_VDI to_TO help_VVI their_APPGE children_NN2 with_IW special_JJ needs_NN2 develop_VV0 skills_NN2 and_CC strategies_NN2 to_TO deal_VVI with_IW bullies_NN2 ._. 
At_II first_MD glance_NN1 ,_, 12-year-old_JJ Ryan_NP1 does_VDZ not_XX look_VVI like_II a_AT1 boy_NN1 who_PNQS would_VM be_VBI teased_VVN or_CC bullied_VVN by_II his_APPGE classmates_NN2 ._. 
He_PPHS1 's_VBZ big_JJ and_CC strong_JJ and_CC friendly_JJ and_CC funny_JJ ._. 
But_CCB Ryan_NP1 has_VHZ Asperger_NP1 's_GE Disorder_NN1 ,_, a_AT1 developmental_JJ disability_NN1 that_CST makes_VVZ communication_NN1 and_CC social_JJ interactions_NN2 very_RG challenging_JJ for_IF him_PPHO1 ._. 
And_CC ,_, because_CS his_APPGE father_NN1 ,_, Tom_NP1 Sass_NP1 ,_, is_VBZ a_AT1 Captain_NN1 in_II the_AT Navy_NN1 ,_, Ryan_NP1 's_GE family_NN1 moves_VVZ a_AT1 lot_NN1 ._. 
In_II recent_JJ years_NNT2 ,_, Tom_NP1 ,_, Ryan_NP1 's_GE mother_NN1 Pam_NP1 ,_, and_CC his_APPGE two_MC sisters_NN2 Megan_NP1 and_CC Emma_NP1 have_VH0 lived_VVN in_II Italy_NP1 ,_, Germany_NP1 ,_, Virginia_NP1 ,_, and_CC Hawaii_NP1 ._. 
They_PPHS2 are_VBR now_RT living_VVG in_II the_AT Greater_NP1 Boston_NP1 area_NN1 while_CS Tom_NP1 is_VBZ stationed_VVN at_II the_AT U.S._NP1 Naval_JJ War_NN1 College_NN1 in_II Newport_NP1 ,_, Rhode_NP1 Island_NNL1 ._. 
His_APPGE family_NN1 's_GE frequent_JJ relocations_NN2 have_VH0 made_VVN it_PPH1 difficult_JJ for_IF Ryan_NP1 to_TO build_VVI friendships_NN2 ._. 
"_" It_PPH1 's_VBZ hard_JJ to_TO make_VVI friends_NN2 when_CS you_PPY 're_VBR new_JJ ,_, "_" says_VVZ Pam_NP1 ._. 
"_" It_PPH1 's_VBZ harder_JJR to_TO develop_VVI those_DD2 core_NN1 friends_NN2 who_PNQS support_VV0 you_PPY and_CC make_VV0 you_PPY less_RRR of_IO a_AT1 target_NN1 ._. 
It_PPH1 's_VBZ easier_JJR to_TO bully_VVI a_AT1 child_NN1 without_IW friends_NN2 than_CSN a_AT1 child_NN1 who_PNQS is_VBZ part_NN1 of_IO a_AT1 social_JJ group_NN1 ._. "_" 
Ryan_NP1 is_VBZ not_XX your_APPGE typical_JJ seventh_MD grader_NN1 ,_, but_CCB he_PPHS1 is_VBZ a_AT1 typical_JJ adolescent_NN1 with_IW Asperger_NP1 's_GE Disorder_NN1 ._. 
He_PPHS1 has_VHZ a_AT1 very_RG active_JJ ,_, inquisitive_JJ mind_NN1 and_CC his_APPGE interests_NN2 include_VV0 ancient_JJ civilizations_NN2 ,_, puppetry_NN1 ,_, mime_VV0 ,_, medieval_JJ weaponry_NN1 ,_, and_CC collecting_VVG magic_JJ cards_NN2 ._. 
He_PPHS1 speaks_VVZ in_II a_AT1 more_RGR formal_JJ manner_NN1 than_CSN his_APPGE classmates_NN2 ,_, often_RR wears_VVZ a_AT1 beret_NN1 to_II school_NN1 ,_, and_CC drinks_NN2 out_II21 of_II22 a_AT1 canteen_NN1 instead_II21 of_II22 a_AT1 water_NN1 bottle_NN1 ._. 
"_" Kids_NN2 notice_VV0 he_PPHS1 's_VBZ different_JJ ,_, "_" says_VVZ Pam_NP1 ._. 
Making_VVG friends_NN2 has_VHZ always_RR been_VBN challenging_VVG for_IF Ryan_NP1 ,_, especially_RR in_II unstructured_JJ settings_NN2 such_II21 as_II22 the_AT lunchroom_NN1 ,_, the_AT playground_NN1 ,_, or_CC anywhere_RL kids_NN2 are_VBR "_" hanging_VVG out_RP ._. "_" 
"_" He_PPHS1 does_VDZ n't_XX really_RR know_VVI how_RRQ to_TO socialize_VVI or_CC just_RR be_VBI with_IW kids_NN2 ,_, "_" says_VVZ Pam_NP1 ._. 
"_" When_CS other_JJ kids_NN2 are_VBR just_RR 'hanging_VVG out_RP ,_, '_GE Ryan_NP1 will_VM go_VVI off_RP and_CC pursue_VVI his_APPGE own_DA interests_NN2 ._. "_" 
When_CS he_PPHS1 does_VDZ make_VVI an_AT1 effort_NN1 to_TO interact_VVI with_IW other_JJ students_NN2 ,_, he_PPHS1 is_VBZ likely_JJ to_TO try_VVI and_CC engage_VVI them_PPHO2 in_II conversations_NN2 or_CC make-believe_JJ play_NN1 around_RG one_MC1 of_IO his_APPGE favorite_JJ subjects_NN2 --_JJ dragons_NN2 ,_, for_REX21 example_REX22 ._. 
Because_CS it_PPH1 is_VBZ difficult_JJ for_IF Ryan_NP1 to_TO understand_VVI social_JJ nuances_NN2 ,_, he_PPHS1 may_VM not_XX understand_VVI when_RRQ his_APPGE peers_NN2 try_VV0 to_TO avoid_VVI him_PPHO1 or_CC change_VV0 the_AT subject_NN1 ._. 
This_DD1 results_VVZ in_II certain_JJ challenges_NN2 that_CST Ryan_NP1 must_VM learn_VVI to_TO navigate_VVI ._. 
Bullying_NN1 and_CC Other_JJ Challenges_NN2 For_IF some_DD children_NN2 ,_, being_VBG bullied_VVN may_VM mean_VVI being_VBG punched_VVN or_CC hit_VVD ;_; some_DD are_VBR victims_NN2 of_IO "_" cyberbullying_VVG "_" via_II the_AT Internet_NN1 ._. 
According_II21 to_II22 the_AT Health_NN1 Resources_NN2 and_CC Services_NN2 Administration_NN1 (_( HRSA_NP1 )_) ,_, "_" Bullying_NN1 happens_VVZ when_RRQ someone_PN1 hurts_VVZ or_CC scares_VVZ another_DD1 person_NN1 on_II purpose_NN1 and_CC the_AT person_NN1 being_VBG bullied_VVN has_VHZ a_AT1 hard_JJ time_NNT1 defending_VVG himself_PPX1 or_CC herself_PPX1 ._. 
Usually_RR ,_, bullying_NN1 happens_VVZ over_RP and_CC over_RP ._. "_" 
For_IF Ryan_NP1 ,_, being_VBG bullied_VVN means_NN being_VBG consistently_RR left_VVN out_II21 of_II22 a_AT1 group_NN1 (_( another_DD1 HRSA_NN1 example_NN1 of_IO bullying_NN1 )_) ._. 
His_APPGE classmates_NN2 sometimes_RT say_VV0 unkind_JJ things_NN2 to_II him_PPHO1 or_CC talk_VV0 about_II him_PPHO1 behind_II his_APPGE back_NN1 ,_, which_DDQ makes_VVZ Ryan_NP1 feel_VVI isolated_JJ and_CC unhappy_JJ ._. 
"_" For_IF Ryan_NP1 ,_, being_VBG bullied_VVN is_VBZ kids_NN2 ignoring_VVG him_PPHO1 ,_, kids_NN2 not_XX playing_VVG with_IW him_PPHO1 ,_, kids_NN2 telling_VVG him_PPHO1 he_PPHS1 can_VM not_XX play_VVI with_IW them_PPHO2 and_CC excluding_VVG him_PPHO1 ,_, "_" says_VVZ Pam_NP1 ._. 
"_" He_PPHS1 's_VBZ very_RG sensitive_JJ to_II not_XX being_VBG included_VVN ,_, to_II being_VBG excluded_VVN ._. 
He_PPHS1 does_VDZ n't_XX always_RR understand_VVI why_RRQ and_CC that_DD1 's_VBZ hard_JJ for_IF him_PPHO1 ._. "_" 
This_DD1 kind_NN1 of_IO bullying_NN1 has_VHZ been_VBN a_AT1 problem_NN1 for_IF Ryan_NP1 since_CS elementary_JJ school_NN1 ._. 
But_CCB ,_, according_II21 to_II22 Pam_NP1 ,_, when_CS he_PPHS1 was_VBDZ younger_JJR ,_, other_JJ children_NN2 seemed_VVD to_TO be_VBI more_RGR tolerant_JJ and_CC accepting_VVG of_IO his_APPGE differences_NN2 --_NN1 even_CS21 when_CS22 he_PPHS1 acted_VVD out_RP ._. 
In_II his_APPGE second-grade_JJ classroom_NN1 in_II Hawaii_NP1 ,_, however_RR ,_, he_PPHS1 became_VVD so_RG disruptive_JJ that_CST he_PPHS1 was_VBDZ moved_VVN into_II a_AT1 special_JJ education_NN1 classroom_NN1 ._. 
A_AT1 very_RG bright_JJ boy_NN1 who_PNQS has_VHZ always_RR been_VBN on_II grade_NN1 level_NN1 academically_RR ,_, Ryan_NP1 disliked_VVD this_DD1 placement_NN1 because_CS it_PPH1 made_VVD him_PPHO1 feel_VVI isolated_JJ and_CC different_JJ ._. 
"_" Ryan_NP1 wants_VVZ to_TO be_VBI like_II everyone_PN1 else_RR ,_, "_" says_VVZ Pam_NP1 ._. 
"_" He_PPHS1 does_VDZ n't_XX want_VVI to_TO be_VBI pulled_VVN out_II21 of_II22 class_NN1 ._. 
He_PPHS1 does_VDZ n't_XX want_VVI extra_JJ attention_NN1 paid_VVN to_II him_PPHO1 ._. "_" 
By_II the_AT time_NNT1 he_PPHS1 was_VBDZ in_II fourth_MD grade_NN1 ,_, Ryan_NP1 was_VBDZ back_RP in_II a_AT1 regular_JJ classroom_NN1 with_IW a_AT1 dedicated_JJ ,_, one-on-one_MC aide_NN1 ._. 
After_CS a_AT1 turbulent_JJ fifth_MD grade_NN1 year_NNT1 --_JJ feeling_NN1 singled_VVD out_RP because_II21 of_II22 the_AT attention_NN1 of_IO a_AT1 one-on-one_MC aide_NN1 --_NN1 he_PPHS1 had_VHD a_AT1 successful_JJ sixth_MD grade_NN1 experience_NN1 ._. 
One_MC1 reason_NN1 it_PPH1 was_VBDZ a_AT1 better_JJR year_NNT1 for_IF Ryan_NP1 was_VBDZ that_CST his_APPGE aide_NN1 became_VVD a_AT1 classroom_NN1 resource_NN1 for_IF all_DB of_IO the_AT students_NN2 while_CS also_RR providing_VVG him_PPHO1 with_IW the_AT one-on-one_MC help_VV0 he_PPHS1 needed_VVD with_IW subjects_NN2 that_CST were_VBDR challenging_VVG for_IF him_PPHO1 ._. 
"_" We_PPIS2 noticed_VVD an_AT1 improvement_NN1 in_II his_APPGE verbalizing_NN1 when_CS he_PPHS1 entered_VVD middle_JJ school_NN1 ,_, "_" Pam_NP1 says_VVZ ._. 
"_" Before_II that_DD1 ,_, I_PPIS1 do_VD0 n't_XX think_VVI he_PPHS1 really_RR understood_VVN things_NN2 that_CST were_VBDR going_VVG on_RP ._. 
It_PPH1 's_VBZ taken_VVN time_NNT1 for_IF us_PPIO2 to_TO teach_VVI him_PPHO1 to_TO be_VBI open_JJ to_II talking_VVG about_II what_DDQ 's_VBZ challenging_VVG at_II school_NN1 ._. "_" 
Pam_NP1 and_CC Tom_NP1 are_VBR devoted_JJ parents_NN2 who_PNQS do_VD0 everything_PN1 they_PPHS2 can_VV0 to_TO help_VVI Ryan_NP1 succeed_VVI at_II school_NN1 ._. 
When_CS something_PN1 upsetting_VVG happens_VVZ ,_, they_PPHS2 try_VV0 to_TO help_VVI him_PPHO1 deal_VVI with_IW the_AT situation_NN1 ._. 
"_" I_PPIS1 help_VV0 him_PPHO1 try_VVI to_TO process_VVI it_PPH1 and_CC form_VVI a_AT1 more_RGR accurate_JJ understanding_NN1 of_IO what_DDQ has_VHZ happened_VVN ,_, to_TO see_VVI the_AT other_JJ child_NN1 's_GE point_NN1 of_IO view_NN1 ,_, so_CS he_PPHS1 may_VM handle_VVI future_JJ circumstances_NN2 better_RRR ,_, "_" says_VVZ Pam_NP1 ._. 
As_CSA he_PPHS1 has_VHZ matured_VVN ,_, Ryan_NP1 has_VHZ become_VVN more_RGR aware_JJ of_IO the_AT social_JJ repercussions_NN2 of_IO his_APPGE reactions_NN2 ._. 
"_" That_DD1 was_VBDZ huge_JJ this_DD1 past_JJ year_NNT1 ,_, "_" says_VVZ Pam_NP1 ._. 
"_" Before_II that_DD1 ,_, when_CS he_PPHS1 was_VBDZ frustrated_VVN ,_, or_CC things_NN2 were_VBDR overwhelming_JJ ,_, or_CC kids_NN2 were_VBDR not_XX kind_NN1 ,_, he_PPHS1 would_VM just_RR stop_VVI thinking_NN1 and_CC react_VVI ._. 
Emotional_JJ control_NN1 has_VHZ been_VBN the_AT most_RGT challenging_JJ thing_NN1 for_IF him_PPHO1 ._. 
Making_VVG Plans_NN2 ,_, Building_NN1 Skills_NN2 Ryan_NP1 's_GE parents_NN2 assist_VV0 him_PPHO1 with_IW these_DD2 kinds_NN2 of_IO issues_NN2 ,_, and_CC so_RR does_VDZ Adam_NP1 Feinberg_NP1 ,_, Ph.D._NNA ,_, BCBA-D_NP1 ,_, senior_JJ educational_JJ consultant_NN1 for_IF May_NPM1 Institute_NN1 ,_, who_PNQS works_VVZ closely_RR with_IW Ryan_NP1 and_CC his_APPGE family_NN1 ._. 
Adam_NP1 helps_VVZ Ryan_NP1 gain_VVI the_AT emotional_JJ control_NN1 and_CC develop_VVI the_AT social_JJ skills_NN2 he_PPHS1 needs_VVZ to_TO be_VBI able_JK to_TO make_VVI friends_NN2 ._. 
He_PPHS1 also_RR helps_VVZ Ryan_NP1 with_IW academics_NN2 ,_, including_II organizing_VVG his_APPGE time_NNT1 and_CC his_APPGE homework_NN1 ._. 
When_CS he_PPHS1 works_VVZ with_IW Ryan_NP1 ,_, Adam_NP1 uses_VVZ research-validated_JJ applied_JJ behavior_NN1 analysis_NN1 (_( ABA_NP1 )_) techniques_NN2 such_II21 as_II22 positive_JJ reinforcement_NN1 ,_, teaching_VVG in_II small_JJ steps_NN2 ,_, prompting_VVG ,_, and_CC repeated_JJ practice_NN1 ._. 
ABA_NP1 has_VHZ been_VBN endorsed_VVN by_II the_AT National_JJ Institutes_NN2 of_IO Health_NN1 and_CC has_VHZ been_VBN identified_VVN by_II the_AT Surgeon_NN1 General_NN1 of_IO the_AT United_NP1 States_NP1 as_II the_AT most_RGT effective_JJ way_NN1 to_TO treat_VVI autism_NN1 spectrum_NN1 disorders_NN2 (_( ASD_NP1 )_) ,_, including_II Asperger_NP1 's_GE Disorder_NN1 ._. 
According_II21 to_II22 the_AT National_JJ Autism_NN1 Center_NN1 's_GE National_JJ Standards_NN2 Report_NN1 (_( 2009_MC )_) ,_, data_NN collected_VVN through_II hundreds_NNO2 of_IO studies_NN2 indicate_VV0 that_DD1 ABA_NN1 is_VBZ a_AT1 highly_RR effective_JJ method_NN1 to_TO teach_VVI children_NN2 and_CC adolescents_NN2 with_IW ASD_NP1 ._. 
ABA_NP1 is_VBZ the_AT only_JJ treatment_NN1 reimbursed_VVN by_II TRICARE_NP1 's_GE Extended_JJ Care_NN1 Health_NN1 Option_NN1 (_( ECHO_NN1 )_) and_CC Enhanced_JJ Access_NN1 to_II Autism_NN1 Services_NN2 Demonstration_NN1 (_( "_" tutor_NN1 "_" )_) programs_NN2 for_IF military_JJ families_NN2 who_PNQS have_VH0 children_NN2 with_IW ASD_NP1 ._. 
"_" Adam_NP1 is_VBZ amazing_JJ ,_, "_" says_VVZ Pam_NP1 ._. 
"_" He_PPHS1 might_VM come_VVI up_RP with_IW a_AT1 plan_NN1 of_IO what_DDQ the_AT teachers_NN2 can_VM do_VDI ,_, what_DDQ we_PPIS2 can_VM talk_VVI to_II the_AT teachers_NN2 about_RP ,_, and_CC how_RRQ Ryan_NP1 can_VM manage_VVI his_APPGE recess_NN1 or_CC lunchtime_NNT1 so_CS he_PPHS1 's_VBZ more_RGR socially_RR involved_VVN ,_, so_CS he_PPHS1 's_VBZ not_XX so_RG isolated_JJ and_CC subject_II21 to_II22 bullying_NN1 ,_, "_" says_VVZ Pam_NP1 ._. 
"_" Adam_NP1 helps_VVZ him_PPHO1 develop_VVI friendship_NN1 skills_NN2 ._. 
We_PPIS2 talk_VV0 about_II what_DDQ Ryan_NP1 can_VM do_VDI at_II lunchtime_NNT1 ._. 
Maybe_RR every_AT1 day_NNT1 he_PPHS1 can_VM approach_VVI one_MC1 friend_NN1 and_CC talk_VVI to_II that_DD1 one_MC1 friend_NN1 ._. 
Or_CC maybe_RR he_PPHS1 can_VM seek_VVI out_RP someone_PN1 who_PNQS might_VM have_VHI common_JJ interests_NN2 ._. 
We_PPIS2 might_VM have_VHI a_AT1 plan_NN1 that_CST Ryan_NP1 does_VDZ this_DD1 on_II a_AT1 daily_JJ basis_NN1 and_CC then_RT we_PPIS2 measure_VV0 how_RGQ successful_JJ it_PPH1 was_VBDZ ._. "_" 
"_" Ryan_NP1 's_GE specific_JJ interests_NN2 and_CC his_APPGE desire_NN1 to_TO make_VVI friends_NN2 often_RR collide_VV0 ,_, "_" explains_VVZ Adam_NP1 ._. 
"_" Socially_RR ,_, his_APPGE biggest_JJT challenge_NN1 is_VBZ a_AT1 lack_NN1 of_IO engagement_NN1 with_IW other_JJ kids_NN2 ._. 
He_PPHS1 often_RR gets_VVZ stuck_JJ within_II his_APPGE own_DA interests_NN2 and_CC he_PPHS1 zeros_VVZ in_RP on_II a_AT1 topic_NN1 that_CST he_PPHS1 really_RR wants_VVZ to_TO talk_VVI about_II ._. "_" 
To_TO help_VVI Ryan_NP1 develop_VVI his_APPGE social_JJ skills_NN2 ,_, his_APPGE parents_NN2 arrange_VV0 get-togethers_VVZ with_IW other_JJ children_NN2 ,_, and_CC Adam_NP1 helps_VVZ him_PPHO1 work_VVI on_II interacting_VVG with_IW them_PPHO2 in_II an_AT1 appropriate_JJ way_NN1 ._. 
"_" Specifically_RR ,_, Ryan_NP1 needs_VVZ to_TO ask_VVI the_AT other_JJ kids_NN2 what_DDQ they_PPHS2 want_VV0 to_TO do_VDI ,_, "_" says_VVZ Adam_NP1 ._. 
"_" That_DD1 's_VBZ something_PN1 Ryan_NP1 had_VHD to_TO learn_VVI --_JJ to_TO ask_VVI if_CSW there_EX was_VBDZ something_PN1 they_PPHS2 wanted_VVD to_TO play_VVI ._. 
And_CC then_RT Ryan_NP1 has_VHZ to_TO engage_VVI in_II that_DD1 activity_NN1 before_II engaging_VVG in_II one_MC1 of_IO his_APPGE own_DA ._. "_" 
Pam_NP1 and_CC Tom_NP1 's_GE involvement_NN1 in_II Ryan_NP1 's_GE activities_NN2 also_RR helps_VVZ him_PPHO1 develop_VVI social_JJ skills_NN2 ._. 
As_II a_AT1 soccer_NN1 coach_NN1 and_CC a_AT1 Boy_NN1 Scout_NN1 leader_NN1 ,_, Tom_NP1 has_VHZ had_VHN the_AT opportunity_NN1 to_TO turn_VVI some_DD potentially_RR volatile_JJ social_JJ interactions_NN2 that_CST are_VBR a_AT1 normal_JJ part_NN1 of_IO team_NN1 sports_NN2 and_CC group_NN1 activities_NN2 into_II teaching_VVG moments_NN2 ._. 
By_II taking_VVG leadership_NN1 roles_NN2 in_II some_DD of_IO Ryan_NP1 's_GE activities_NN2 ,_, Pam_NP1 and_CC Tom_NP1 have_VH0 had_VHN repeated_JJ opportunities_NN2 to_TO teach_VVI Ryan_NP1 how_RRQ to_TO navigate_VVI through_RP and_CC not_XX get_VVI stuck_VVN in_II social_JJ scenarios_NN2 that_CST are_VBR difficult_JJ for_IF him_PPHO1 ._. 
Experts_NN2 agree_VV0 that_CST teaching_VVG social_JJ skills_NN2 to_II children_NN2 with_IW Asperger_NP1 's_GE Disorder_NN1 and_CC other_JJ ASDs_NN2 is_VBZ an_AT1 important_JJ step_NN1 in_II bullying_VVG prevention_NN1 ._. 
If_CS children_NN2 with_IW ASD_NN1 can_VM learn_VVI to_TO interact_VVI with_IW their_APPGE peers_NN2 in_II a_AT1 reciprocal_JJ way_NN1 on_II a_AT1 regular_JJ basis_NN1 ,_, they_PPHS2 can_VM develop_VVI lasting_JJ friendships_NN2 ._. 
And_CC when_CS typically_RR developing_JJ peers_NN2 have_VH0 repeated_VVN positive_JJ interactions_NN2 with_IW classmates_NN2 who_PNQS have_VH0 ASD_NN1 ,_, they_PPHS2 may_VM begin_VVI to_TO overlook_VVI or_CC even_RR value_VVI their_APPGE differences_NN2 ._. 
A_AT1 Team_NN1 Effort_NN1 As_II a_AT1 member_NN1 of_IO Ryan_NP1 's_GE Individualized_JJ Education_NN1 Plan_NN1 (_( IEP_NP1 )_) team_NN1 ,_, Adam_NP1 attends_VVZ meetings_NN2 at_II Ryan_NP1 's_GE school_NN1 ,_, along_II21 with_II22 his_APPGE parents_NN2 ,_, therapists_NN2 ,_, teachers_NN2 ,_, and_CC other_JJ school_NN1 personnel_NN2 ._. 
Together_RL ,_, they_PPHS2 work_VV0 on_II addressing_VVG Ryan_NP1 's_GE needs_NN2 and_CC helping_VVG him_PPHO1 have_VHI successful_JJ academic_JJ and_CC social_JJ experiences_NN2 at_II school_NN1 ._. 
Determining_VVG what_DDQ social_JJ skills_NN2 should_VM be_VBI prioritized_VVN for_IF inclusion_NN1 on_II a_AT1 student_NN1 's_GE IEP_NN1 can_VM be_VBI difficult_JJ ._. 
A_AT1 social_JJ skills_NN2 assessment_NN1 may_VM identify_VVI multiple_JJ skill_NN1 deficits_NN2 ._. 
Parents_NN2 may_VM identify_VVI certain_JJ skills_NN2 they_PPHS2 would_VM like_VVI to_TO see_VVI addressed_VVN ,_, while_CS educators_NN2 may_VM outline_VVI other_JJ areas_NN2 to_TO target_VVI ._. 
But_CCB which_DDQ skills_NN2 are_VBR most_RGT important_JJ ?_? 
When_CS bullying_NN1 is_VBZ a_AT1 concern_NN1 ,_, it_PPH1 is_VBZ important_JJ to_TO consider_VVI targeting_VVG those_DD2 skills_NN2 that_CST are_VBR most_RRT valued_VVN by_II the_AT student_NN1 's_GE peer_NN1 group_NN1 ._. 
"_" We_PPIS2 're_VBR trying_VVG to_TO find_VVI some_DD after-school_JJ clubs_NN2 he_PPHS1 might_VM like_VVI that_DD1 would_VM expose_VVI him_PPHO1 to_II some_DD new_JJ interests_NN2 ._. 
We_PPIS2 want_VV0 to_TO expose_VVI him_PPHO1 to_II activities_NN2 that_CST other_JJ kids_NN2 his_APPGE age_NN1 group_NN1 typically_RR like_VV0 ,_, "_" says_VVZ Adam_NP1 ._. 
Adam_NP1 also_RR talks_VVZ with_IW Ryan_NP1 about_II what_DDQ he_PPHS1 can_VM do_VDI if_CS he_PPHS1 feels_VVZ that_CST he_PPHS1 is_VBZ being_VBG bullied_VVN ._. 
"_" Sometimes_RT ,_, he_PPHS1 should_VM just_RR ignore_VVI a_AT1 negative_JJ comment_NN1 ,_, "_" says_VVZ Adam_NP1 ._. 
Looking_VVG to_II the_AT Future_JJ "_" Moving_NN1 forward_RL ,_, "_" continues_VVZ Adam_NP1 ,_, "_" Ryan_NP1 needs_VVZ to_TO become_VVI aware_JJ of_IO what_DDQ kinds_NN2 of_IO support_NN1 he_PPHS1 needs_VVZ ._. 
Self-awareness_NN1 is_VBZ a_AT1 new_JJ focus_NN1 for_IF him_PPHO1 ._. 
It_PPH1 's_VBZ important_JJ that_CST he_PPHS1 recognize_VV0 that_CST things_NN2 he_PPHS1 may_VM find_VVI challenging_JJ are_VBR important_JJ skills_NN2 for_IF him_PPHO1 to_TO work_VVI on_RP to_TO ensure_VVI his_APPGE future_JJ success_NN1 ._. "_" 
"_" I_PPIS1 think_VV0 self-advocacy_JJ skills_NN2 are_VBR very_RG important_JJ for_IF Ryan_NP1 too_RR ,_, "_" says_VVZ Pam_NP1 ,_, "_" because_CS his_APPGE success_NN1 is_VBZ going_VVGK to_TO rely_VVI on_RP how_RGQ well_RR he_PPHS1 can_VM advocate_VVI for_IF himself_PPX1 out_RP there_RL in_II the_AT world_NN1 in_II31 terms_II32 of_II33 his_APPGE own_DA relationships_NN2 ,_, supporting_VVG himself_PPX1 ,_, finding_VVG a_AT1 career_NN1 ._. 
I_PPIS1 think_VV0 that_DD1 's_VBZ our_APPGE ultimate_JJ ,_, long-term_JJ goal_NN1 for_IF him_PPHO1 ._. "_" 
Ryan_NP1 may_VM have_VHI a_AT1 lot_NN1 of_IO careers_NN2 to_TO choose_VVI from_II ,_, according_II21 to_II22 Adam_NP1 ._. 
"_" I_PPIS1 could_VM see_VVI him_PPHO1 being_VBG an_AT1 archeologist_NN1 ,_, or_CC a_AT1 cartoonist_NN1 ,_, or_CC maybe_RR having_VHG a_AT1 career_NN1 in_II the_AT visual_JJ arts_NN2 ,_, developing_JJ fantasy_NN1 computer_NN1 games_NN2 ._. 
He_PPHS1 might_VM even_RR make_VVI historical_JJ documentaries_NN2 ._. 
Or_CC ,_, because_II21 of_II22 his_APPGE love_NN1 of_IO the_AT outdoors_NN1 ,_, he_PPHS1 might_VM become_VVI an_AT1 environmentalist_NN1 or_CC a_AT1 naturalist_NN1 ,_, especially_RR with_IW his_APPGE ability_NN1 to_TO retain_VVI so_RG much_DA1 knowledge_NN1 ._. 
"_" He_PPHS1 's_VBZ like_II a_AT1 sponge_NN1 when_RRQ it_PPH1 comes_VVZ to_II knowledge_NN1 ,_, "_" Adam_NP1 continues_VVZ ._. 
"_" He_PPHS1 gets_VVZ so_RG excited_JJ and_CC his_APPGE brain_NN1 really_RR works_VVZ quickly_RR and_CC takes_VVZ in_II all_DB this_DD1 information_NN1 ._. 
And_CC he_PPHS1 's_VBZ very_RG passionate_JJ about_II the_AT topics_NN2 that_CST he_PPHS1 's_VBZ really_RR interested_JJ in_II ._. 
Ryan_NP1 has_VHZ the_AT capacity_NN1 to_TO do_VDI whatever_DDQV he_PPHS1 really_RR wants_VVZ to_TO do_VDI ._. "_" 
