asperger syndrome

BY LYDIA

CLEVENGER

Asperger Syndrome

Asperger Syndrome: History and Characteristics

-Hans Asperger first described Asperger’s Syndrome in 1944.

-Asperger Syndrome was added to the fourth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994.

A qualitative impairment in social interaction: Failure to develop friendships appropriate to the

child’s developmental level Impaired use of non-verbal behavior Lack of social and emotional reciprocity and empathy Impaired ability to identify social cues and

conventions A qualitative impairment in subtle

communication skills Fluent speech but difficulties with conversation skills Tendency to be pedantic (overly concerned with

details), have an unusual prosody (stress & intonation in speech), make literal interpretation

Restrictive interests Development of special interests that is unusual in

intensity and focus Preference for routine and consistency

http://www.aspergersyndrome.org/Articles/What-is-Asperger-Syndrome-.aspx

Asperger Syndrome: DSM-IV Description

Qualitative impairment in social interaction Marked impairment in the use of multiple nonverbal

behaviors Eye-to-eye gaze Facial expression Body posture Gestures to regulate social interaction

Failure to develop peer relationship appropriate to developmental level

Lack of spontaneous seeking to share enjoyment, interest or achievements with other people

Lack of social or emotional reciprocity

http://www.autreat.com/dsm4-aspergers.html


Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following: Encompassing preoccupation with one or more

stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

Apparently inflexible adherence to specific, nonfunctional routines or rituals

Stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)

Persistent preoccupation with parts of objects



The disturbances causes clinically significant

impairments in social, occupational, or other

important areas of functioning

There is no clinically significant delay in

language (single words used by age 2, phrases

by age 3)



There is no clinically significant delay in cognitive

development or in the development of age-

appropriate self help skills, adaptive behavior and

curiosity about the environment in childhood

Criteria are not met for another specific Pervasive

Developmental Disorder or Schizophrenia


Asperger Syndrome

Asperger Syndrome (AS) is classified with other Pervasive Developmental Disorders (PDD). PDD characterized by abnormalities:

in socialization skills in use of language for communication in behavior

Groupings under PDD vary in severity of deficits AS is characterized by higher cognitive abilities and is

the mildest and highest functioning PDD group

(Nielsen, 2009)

Asperger Syndrome: a form of autism?

Research does not make it clear if AS is a milder form of autism or only linked to it based on similarities.

Impairments between autism and AS are similar, but the degree and ability of the child differ.

AS compared to Autism: Higher verbal IQ than

performance More normal language

ability Onset later than autism Less severe deficits in

communication and social skills

(Nielsen, 2009)

Communication Skills Environment

Allow longer time for student to process a question Avoid rephrasing or

interruptingAvoid correcting speech

Model correct format insteadBe concise, concrete, and

specific Avoid vague terms

(Nielsen, 2009)

Establish a well-structured environment Provide advance notice if there

will be changes to seating arrangements, the routine, or if there will be a substitute.

Seating chart utilized Class schedule posted

Give an individual copy to the student

Classroom rules posted Avoid generalities Adjust accordingly to meet the

needs of the student with AS.(Nielsen, 2009)

Strategies for Educators

Socialization Assignments

Select a buddy Discuss with the buddy the

social needs of the student with AS

Peer buddy able to promote acceptance of the student and encourage other friendships

Use student with AS as a teacher’s aide Use cooperative learning

situations to highlight strengths Way to foster respect among

peers (Nielsen, 2009)

Present visually & orally Use gestures, modeling, and

demonstrate the concept Provide copies of teacher’s

notes/record the lecture Allows for reviewing of the material as

needed Permit use of

headphones/earplugs Eliminates distracting background

noise Provide alternatives

Extra credit Laptops (with handwriting difficulties) Tape recorder (instead of written

examination)(Nielsen, 2009)

Strategies for Educators

My nephew Wesley……making excellent progress in

dealing with Asperger Syndrome!

People with Asperger Syndrome are often viewed as eccentric, odd, or just a little different.

Early diagnosis and effective treatment enable children to deal well with disabilities .

Support and encouragement from family and friends are still essential to live well.

References

Nielsen, L. (2009). Asperger Syndrome. Brief reference of student disabilities…With Strategies for the Classroom. Thousand

Oaks, CA: Corwin Press. Shelley, S. (2010). Diagnostic Criteria for 299.80 Asperger’s

Disorder. Retrieved from http://www.autreat.com/dsm4-aspergers.html

Attwood, T. (2005). What is Asperger Syndrome?. Retrieved from http://www.aspergersyndrome.org/Articles/What-is-Asperger-Syndrome-.aspx




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