Asperger's Syndrome is currently classified within the Autism Spectrum of Disorders. Many people refer to it "high functioning autism," which is only sometimes the case. While many people with Asperger's Syndrome have Average to Above Average cognitive abilities, the way they view the world is so unique that a wide variety of challenges are present. Functioning in the world that they see so differently than the rest of us, it is often very difficult not only for the person with the disorder, but for his or her parents, and educators as well. People with Asperger's Syndrome understand the world as black and white, yet most of us view the world in gray.
Asperger syndrome is characterized by poor social interactions, obsessions with details or facts, and other peculiar mannerisms. A student with Asperger's Syndrome may have difficulty relating to people and reading social cues. They may not be able to understand any point of view other than their own or they may focus on details without understanding the whole. The students often have few facial expressions and may experience difficulty reading the body language of others.
Routines are very important to a person with Asperger's Syndrome, and any change can create a crisis in his or her mind. Additionally, they may have an unusual sensitivity to sensory stimuli such as the sound of the heater running or a light no one else notices. A person with Asperger's Syndrome will typically have an interest that becomes and obsession and he or she will become an "expert" in that area.
For a diagnosis of Asperger's Syndrome, the following criteria met be met:
- Student must have impairment in social interaction, as manifested by at least two of the following (possible examples with each):
- Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
- He makes limited eye contact with the person in which he is speaking.
- Her facial expressions do not change to demonstrate points.
- Failure to develop peer relationships appropriate to developmental level
- Friends are much younger than his actual age.
- Does not have a large group of peer friends.
- A lack of spontaneous seeking to share enjoyment, interest or achievements with other people
- Does not point out objects that would be of interest to other people.
- She does not congratulate the winner of a game.
- Lack of social or emotional reciprocity
- He interrupts others talking in a social setting.
- She does not understand how to appropriately engage in small talk.
- Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
- Student must have 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
- Student talks continuously about a topic of interest, such as Pokemon. He may be able to tell you specific details about every character.
- Parents learn more about World War II battles than they ever cared to know from their daughter.
- Apparently inflexible adherence to specific, nonfunctional routines or rituals
- Student refuses to go to an assembly at school because it is not part of a normal day.
- School began on a two hour delay and she will not do math at 10:30 because math is done at 8:45 .
- Stereotyped and repetitive motor mannerisms
- Student often engages in hand or finger flapping when frustrated or excited.
- Student rocks in seat during times of frustration.
- Persistent preoccupation with parts of objects
- Student plays with parts of toys instead of how the toy was intended.
- Student would rather take things apart than use the whole object.
- Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
- The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning.
- There is no clinically significant general delay in language (researchers are debating this topic presently.)
- There is no clinically significant delay in cognitive development or in the development of age-appropriate self help skills, adaptive behavior (other than in social interaction) and curiosity about the environment in childhood.
- Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.
A psychologist, psychiatrist, or medical doctor can diagnose Asperger's Syndrome. Communication between professionals and a thorough evaluation is essential. (See SPED testing for more information)
- Clinical Interview - A professional will discuss the symptoms with the parent and ask questions related to the DSM-IV criteria. A lot of focus will be spent on early development and social skills.
- Rating Scales - A rating scale will often be provided to parents, teachers, and the students to obtain information from multiple sources. These scales are useful because they help to quantify the degree of the problem by comparing the student’s symptoms to other children of the same age and gender.
- Observation - Watching the child in her natural environment can help a professional see if she is displaying characteristics associated with Asperger’s Syndrome. This usually occurs in the classroom, but it is good to see a child across settings and in less structured events such as recess or lunch.
- Educational testing data - cognitive and academic assessments are important to determine strengths and weaknesses, as well as his style of learning.
- Medical records- to ensure the problems are not related to another medical disorder.
Treatment
Early intervention is recommended to help with social and educational training while a child's brain is still forming. If you suspect Asperger's Syndrome in your child, do not wait to have an evaluation or begin treatment.
- Special Education Services - Talk to his teacher to see if an eligibility meeting can be convened to determine if your child is eligible to receive special education services at school. (See SPED referrals for more information)
- Parent education and training - This may help parents understand their child better as well as give specific strategies to help.
- Social skills training - This will help your child better understand conventional social norms.
- Speech and Language Therapy - Assist in pragmatics of language.
- Sensory integration training - A child is desensitized to stimuli to which he is overly sensitive
- www.aspergersyndrome.org - Online Asperger Syndrome Information & Support.
- www.asperger.org - MAAP Services for Autism and Asperger Syndrome.
- www.wrongplanet.net
All text on this page written by Erin N. King, Ed.S., NCSP using DSM-IV-TR Fourth edition as a reference.
