ASPERGER'S DISORDER
The article below was taken from the Autism Society of America. I felt that I would not do justice to this piece if I did it myself. There is so much information, and I wanted to make sure that I didn't leave out anything that is potentially vital to Asperger's Disorder and anyone who needs this information.
Asperger's Disorder was first described in the 1940s by Viennese pediatrician Hans Asperger who observed autistic-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger's Disorder was simply a milder form of autism and used the term "high-functioning autism" to describe these individuals. Professor Uta Frith, with the Institute of Cognitive Neuroscience of University College London and author of Autism and Asperger Syndrome, describes individuals with Asperger's Disorder as "having a dash of Autism." Asperger's Disorder was added to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger's Disorder a less severe form of autism.
What distinguishes Asperger's Disorder from autism is the severity of the symptoms and the absence of language delays. Children with Asperger's Disorder may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger's Disorder may just seem like a normal child behaving differently.
Children with autism are frequently seen as aloof and uninterested in others. This is not the case with Asperger's Disorder. Individuals with Asperger's Disorder usually want to fit in and have interaction with others; they simply don't know how to do it. They may be socially awkward, not understanding of conventional social rules, or may show a lack of empathy. They may have limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures.
Interests in a particular subject may border on the obsessive. Children with Asperger's Disorder frequently like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowing categories of information, such as baseball statistics or Latin names of flowers. While they may have good rote memory skills, they have difficulty with abstract concepts.
One of the major differences between Asperger's Disorder and autism is that, by definition, there is no speech delay in Asperger's. In fact, children with Asperger's Disorder frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature or it may be formal, but too loud or high pitched. Children with Asperger's Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give and take nature of a conversation.
Another distinction between Asperger's Disorder and autism concerns cognitive ability. While some individuals with Autism experience mental retardation, by definition a person with Asperger's Disorder cannot possess a "clinically significant" cognitive delay and most possess an average to above average intelligence.
While motor difficulties are not a specific criteria for Asperger's, children with Asperger's Disorder frequently have motor skill delays and may appear clumsy or awkward.
Characteristics
The essential features of Asperger's Disorder are severe and sustained impairment in social interaction and the development of restricted, repetitive patterns of behavior, interest, and activity. The disturbance must clinically significant impairment in social, occupational, and other important areas of functioning. In contrast to Autistic Disorder, there are no clinically significant delays in language. In addition there are no clinically significant delays in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior, and curiosity about the environment in childhood.
A. Qualitative impairment in social interaction, as manifested by at least two of the following:
Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
Failure to develop peer relationships appropriate to developmental level
A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people) Lack of social or emotional reciprocity
B. 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, non-functional 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
C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.
D. There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years)
E. 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.
F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.
Diagnosis
Diagnosis of Asperger's Disorder is on the increase although it is unclear whether it is more prevalent or whether more professionals are detecting it. The symptoms for Asperger's Disorder are the same as those listed for autism in the DSM-IV. However, children with AS do not have delays in the area of communication and language. In fact, to be diagnosed with Asperger, a child must have had normal language development as well as normal intelligence. The DSM-IV criteria for AS specifies that the individual must have "severe and sustained impairment in social interaction, and the development of restricted, repetitive patterns of behavior, interests and activities," that must "cause clinically significant impairment in social occupational or other important areas of functioning."
The first step to diagnosis is an assessment, including a developmental history and observation. This should be done by medical professionals experienced with Autism and other PDDs. If Asperger's Disorder or high functioning autism is suspected, the diagnosis of autism will generally be ruled out first. Early diagnosis is also important; children with Asperger's Disorder who are diagnosed and treated early in life have an increased chance of being successful in school and eventually living independently.
Working with an Individual with Asperger Syndrome
Children with Asperger's Disorder may present a challenge for educators. While they appear capable and are good with memorization and factual information, they may be weak in comprehension and cognitively inflexible. Educators need to capitalize on their abilities, discovering their strengths and interests in order to develop their talents.
People with Asperger's Disorder particularly need assistance in developing their social and communication skills. Children and young adults who received social and communications skills training are better able to express themselves, understand language and become more skillful at communicating with others, increasing their likelihood of successful social interactions. Early intervention means a better chance for independent living and further education.
While few programs are designed specifically to address Asperger's Disorder, some of the treatment approaches used for people with "high functioning" Autism, such as Applied Behavioral Analysis (ABA) and Treatment & Education of Autistic and Related Communication of Handicapped Children (TEACCH), may be appropriate for a person with Asperger Syndrome. ABA is based on the idea that behavior rewarded will more likely be repeated. ABA is typically done on a one-to-one basis and may focus on specific behaviors and communication skills. TEACCH was developed at the School of Medicine at the University of North Carolina as a structured teaching approach that used the child's visual and rote memory strengths to improve communication, social and coping skills. Pictures and charts that show a daily schedule help the child with Asperger's Disorder to anticipate what will happen during the day. This is particularly important for children with Asperger's Disorder since they usually have difficulties with changes in routine.
Educational Issues
Because children with Asperger's Disorder may be only mildly affected, they may begin school prior to being diagnosed. During the elementary years, behavioral issues and immaturity may be a problem but academically, these children frequently do quite well. The ability to memorize information, do calculations and focus intensively serves them well. But as they move through the school system, difficulties with social skills, language and obsessive behaviors become more problematic and may leave them vulnerable to teasing from classmates.
Getting special education services may be difficult because children with AS have normal or above normal intelligence and appear capable. However, every child with disabilities is guaranteed a free, appropriate public education through the Individuals with Disabilities Education Act (IDEA). Keep in mind that IDEA establishes that an appropriate educational program must be provided, not necessarily an "ideal" program or the one you feel is best for your child. The law specifies that educational placement should be determined individually for each child, based on that child's specific needs, not solely on the diagnosis or category. No one program or amount of services is appropriate for all children with disabilities. It is important that you work with the school to obtain the educational support and services that your child needs. The first step should be a comprehensive needs assessment that will become the blueprint for your child's educational plan. Then, in collaboration with your child's school and teachers, develop a well-defined and thorough Individualized Education Plan (IEP). The IEP is a written document that outlines the child's individual educational program, tailored to his or her needs. A program appropriate for one child with Asperger's Disorder may not be appropriate for another.
While many children with Asperger's Disorder may participate in mainstream society, they still need support services. Teachers need to be informed that these children are not simply acting up or being difficult.
Counselors can provide emotional support and assist with social skills, helping children with AS to learn how to react to social cues and situations. Children with Asperger's Disorder may use a "buddy" who serves as a role model for social situations and may facilitate interactions with others by explaining appropriate behavior.
Speech and language therapists may help in the use of appropriate language and occupational therapists can deal with delays in motor development.
Dr. Stephen Bauer, a developmental pediatrician at the Pediatric Development Center of Unity Health in Rochester, New York, suggests that the most important step in helping children with Asperger's Disorder is for schools to recognize that the child has "an inherent developmental disorder which causes him/her to behave and respond in a different way from other students." Because children with Asperger's Disorder respond best to a regular, organized routine, Bauer recommends the use of charts and pictures to help the child visualize the day and to prepare him or her for any changes in advance. Bauer also emphasizes the need to avoid power struggles since children with Asperger's Disorder will become more rigid and stubborn if confronted or forced.
School of Medicine at the University of North Carolina as a structured teaching approach that used the child's visual and rote memory strengths to improve communication, social and coping skills. Pictures and charts that show a daily schedule help the child with Asperger's Disorder to anticipate what will happen during the day. This is particularly important for children with Asperger's Disorder since they usually have difficulties with changes in routine.
Getting special education services may be difficult because children with AS have normal or above normal intelligence and appear capable. However, every child with disabilities is guaranteed a free, appropriate public education through the Individuals with Disabilities Education Act (IDEA). Keep in mind that IDEA establishes that an appropriate educational program must be provided, not necessarily an "ideal" program or the one you feel is best for your child. The law specifies that educational placement should be determined individually for each child, based on that child's specific needs, not solely on the diagnosis or category. No one program or amount of services is appropriate for all children with disabilities. It is important that you work with the school to obtain the educational support and services that your child needs. The first step should be a comprehensive needs assessment that will become the blueprint for your child's educational plan. Then, in collaboration with your child's school and teachers, develop a well-defined and thorough Individualized Education Plan (IEP). The IEP is a written document that outlines the child's individual educational program, tailored to his or her needs. A program appropriate for one child with Asperger's Disorder may not be appropriate for another.
While many children with Asperger's Disorder may participate in mainstream society, they still need support services. Teachers need to be informed that these children are not simply acting up or being difficult. Counselors can provide emotional support and assist with social skills, helping children with AS to learn how to react to social cues and situations. Children with Asperger's Disorder may use a "buddy" who serves as a role model for social situations and may facilitate interactions with others by explaining appropriate behavior.
Speech and language therapists may help in the use of appropriate language and occupational therapists can deal with delays in motor development.
Dr. Stephen Bauer, a developmental pediatrician at the Pediatric Development Center of Unity Health in Rochester, New York, suggests that the most important step in helping children with Asperger's Disorder is for schools to recognize that the child has "an inherent developmental disorder which causes him/her to behave and respond in a different way from other students." Because children with Asperger's Disorder respond best to a regular, organized routine, Bauer recommends the use of charts and pictures to help the child visualize the day and to prepare him or her for any changes in advance. Bauer also emphasizes the need to avoid power struggles since children with Asperger's Disorder will become more rigid and stubborn if confronted or forced.
Adults with Asperger Disorder
The transition for individuals with Asperger's Disorder from federally-mandated services through the school system to adult services can be a challenge. While entitlement to public education ends at age 18, the IDEA requires that transition planning begins at age 14 and becomes a formal part of the student's Individualized Education Plan (IEP). This transition planning should include the student with AS, parents and members of the IEP team who work together to help the individual make decisions about his/her next steps. An Individualized Transition Plan (ITP) is developed that outlines transition services that may include education or vocational training, employment, living arrangements and community participation, to name a few.
The first step in transition planning should be to take a look at the individual's interests, abilities, and needs. For example, what type of educational needs must be met? College, vocational training, adult education? Where can the young adult find employment and training services? What types of living arrangements are best?
Post-secondary Education
Many individuals with Asperger's Disorder are able to continue their education by attending college or trade schools. This also provides an opportunity to further social interaction, particularly in areas where the individual has key interests. Be sure that the institution offers training or classes of interest to the individual. Find out what accommodations are available to address his or her special needs. Work with your young adult in selecting classes that take advantage of his or her strengths.
Employment
Employment should take advantage of the individual's strengths and abilities. Temple Grandin, Ph.D. suggests, "jobs should have a well-defined goal or endpoint, " and that your "boss must recognize your social limitations." In A Parent's Guide to Asperger Syndrome and High-Functioning Autism the authors describe three employment possibilities: competitive, supported and secure or sheltered.
Competitive employment is the most independent with no support offered in the work environment. Individuals with AS may be successful in careers that require focus on details but have limited social interaction with colleagues such as computer sciences, research or library sciences. In supported employment, a system of supports allow individuals to have paid employment in the community, sometimes as part of a mobile crew, other times individually in a job developed for the person. In secure or sheltered employment, an individual is guaranteed a job in a facility-based setting. Individuals in secure settings generally also receive work skills and behavior training while sheltered employment may not provide training that would allow for more independence.
To look for employment, begin by contacting agencies that may be of help such as state employment offices, social services offices, mental health departments, and disability-specific organizations. Find out about special projects in your area and determine the eligibility to participate in these programs. It is important to find employers who are willing to work with people with Asperger's Disorder.
Living Arrangements
Whether an adult with Asperger's Disorder continues to live at home or moves out into the community, will be determined in large part by his/her ability to manage every day tasks with little or no supervision. For example, can he handle housework, cooking, shopping, and bill paying? Is she able to use public transportation? Many families prefer to start with some supportive living arrangement and move towards increased independence.
Supervised group homes usually serve several individuals with disabilities. They are typically located in residential neighborhoods in an average family home. The homes are staffed by trained professionals who assist residents based on the person's level of need. Usually the residents have a job, which takes them away from home during the day.
A supervised apartment may be suitable for individuals who prefer to live with fewer people, but still require some supervision and assistance. There is usually no daily supervision, but someone comes by several times a week. The residents are responsible for going to work, preparing meals, personal care and housekeeping needs. A supervised apartment setting is a good transition to independent living.
Independent living means just that individuals live in their own apartments or houses and require little, if any, support services from outside agencies. Services may be limited to helping with complex problem-solving issues rather than day-to-day living skills. For instance, some individuals may need assistance with managing money or handling government bureaucracies. It is also important for those living independently to have a "buddy" who lives nearby that can be contacted for support. Support systems within the community might include bus drivers, waitresses, or coworkers.
Many people think of adulthood in terms of getting a job and living in a particular area, but having friends and a sense of belonging in a community are also important. Individuals with Asperger's Disorder may need assistance in encouraging friendships and structuring time for special interests. Many of the support systems developed in the early years may continue to be useful.
Other Resources About Asperger Syndrome
Many local chapters of the Autism Society of America have members who have Asperger Syndrome or parents of children with Asperger Syndrome. Some chapters even have special Asperger sub-groups
Nonverbal Learning Disorder
Nonverbal learning disorder is a learning disorder that has many traits commonly associated with Asperger's syndrome. Like those with Asperger's syndrome, children with nonverbal learning disorder usually start to talk around 2 years of age (the age at which speech normally develops). They often have excellent memorization skills needed for reading and spelling. Also, they share a desire to form relationships but often fail because of poor social skills.
But these conditions are not the same. Children with nonverbal learning disorder have some distinguishing characteristics. A hallmark trait of the disorder is difficulty learning from the visual environment. Although they are poor visual learners, children with nonverbal learning disorder often excel at remembering information they hear. Children with Asperger's syndrome are also good at remembering information they hear.
Children with nonverbal learning disorder often have difficulty with math, because math is often explained in a visual context and these children lack nonverbal reasoning skills.
While many people with Asperger's syndrome have nonverbal learning disorder, not all do. Likewise, many people with nonverbal learning disorder do not have Asperger's syndrome. Although these disorders are separate, they both involve similar differences in processing information and those affected may benefit from the same types of treatment.
Aspergers Autism Aggression
Aspergers autism aggression is a disorder that makes a person very angry and aggressive themselves or with others. When the person affected by this disorder syndrome, he/she cannot stop and think about the different schematic plans of action to resolve this situation. There is an instant response without a deliberate thought, and when the anger is acute, the person affected by Aspergers autism aggression will become blind fad and unable to see the situations indicating that it would be appropriate to pause.
There is no researches done for this Aspergers autism aggression, and only little number of people is affected by the autism disorder. The main cause of this autism disorder is, the person become strange with an uncontrolled emotion and they change to violence of dealing with anger with other people. If other people tease or insults the person caused by the autism disorder he will become angry. The effects of the Aspergers autism aggression are very dangerous and it causes harm to individual themselves or the people surrounded by the disorder person. The people suffering from Aspergers autism aggression spectrum disorders will face many problems day by day.
The people will find unmanageable to communicate with other people. And also the people suffering from the autism spectrum disorder have some additional disorders like encephalopathy which bring up their self problems. The people will feel ragged when trying to cope with other people avoidance and bias which is that partially prevents objective consideration of an issue or situation about the autism spectrum disorder. The people like parents and friends who are well known to the autism disorder person are also facing several problems day by day. There are several solution treatments, therapies and services for the people suffering from the autism spectrum disorder.
The intrusions are absolutely time overwhelming and moreover they are very pricey. Some will be more harmful. The standard treatment done for the autism spectrum disorder are Drama Therapy, Art Therapy, Music Therapy, Osteopathy, Play Therapy, Occupational Therapy, Language Therapy, Speech Therapy and Physiotherapy. The person must be treated with all this therapies and the careers should make the people to listen to music and to create their own music using some percussion or some tuned instruments.
The art therapy is designed to change the personal level through use of some art materials, and must be trained to draw some artworks, pictures and paintings. Like wise the patients are made to relax themselves by watching some dramas, funny dramas and some plays. The Aspergers autism aggression will be cured by following the treatments and the person will set free from the autism spectrum disorder.
To learn more about aspergers autism aggression visit Asperger Autism for current articles and discussions.
Aspergers Syndrome Depression Traits
Aspergers Syndrome Depression Traits
posted by Robert GrazianAspergers syndrome depression traits are very particular. This syndrome is a very difficult thing to deal with. It is becoming more and more obvious with the passage of time that the mental illness of human race is far more complex as compared to the physical health issues. The medical patients of any other physical problem are treatable in most of the cases. But depression is one thing which is not very easily curable. Severe depressions may lead to issues like Aspergers syndrome depression traits. It is in fact a psychological disorder. Its nature is not only unitary but it is also found in various groups and sub groups.
Autism is the kind of mental illness when sometimes communication with the other fellow beings becomes very difficult. The patient not only suffers through the dilemma of being a victim of one of the worst mental disease but also he or she is unable to understand his or her own situation. Aspergers syndrome depression traits are easily recognizable. The traits of Autism and Aspergers syndrome trait are very similar to each other.
Although this disease is considered to be really serious, but till this day the scientists do not know the reason of this disease. People are always wondering about the cause and the traits of Aspergers syndrome depression traits are very easily recognized, but the root cause is still a mystery. In some of the cases it is believed that this kind of mental disorder in fact is hereditary. It is due to one's inheritance from his or her parents. The reason may be some kind of genetic disorder.
The results of Aspergers also vary. Some time it is a slight issue which is there in the mind of the patient but it never grows too much. On other occasions it is simply not in the control of the patient and he or she makes a mess out of the situation and with the passage of time becomes disabled. It may lead to the disability of the patient on a permanent basis. The disability in this case is not visible. The defect is metal and is sometimes simply not curable.
As per the research the Aspergers Syndrome Details states that the speech of the patient may be delayed and he may use idiosyncratic languages in his normal speech. Sometimes hyper or hypo sensitivity to certain factors like noise, temperature, touch or smell can be noticed.
Various social organizations are working for these people through out the globe. There are therapies and treatments which can help the person with Aspergers Syndrome to lead a normal social life.
Asperger's Disorder Links
| MAAP Services for Autism and Asperger Syndrome | |
| P.O. Box 524 | |
| Crown Point, IN 46308 | |
| Phone: | (219) 662-1311 |
| Fax: | (219) 662-0638 |
| E-mail: | chart@netnitco.net |
| Web Address: | http://www.maapservices.org |
| An excellent source of information and advice for families, this organization publishes a quarterly newsletter and provides support group information and other services. | |
www.aspergers.com
www.autism.org/asperger.html
www.ninds.nih.gov/disorders/asperger/detail_asperger's
www.aspergersyndrome.org
www.aspennj.org
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Asperger's or High Functioning Autism
What's the difference?
One of the most common mistakes made about autism is that Asperger's Syndrome and high functioning autism are the same thing. Many parents struggle with this problem because there is so much information out there that uses the two terms interchangeably. There are many crossover symptoms between Asperger's Syndrome and high functioning autism which can make it very challenging to tell the difference between the two. Furthermore, many doctors and scientists differ in their definitions of the two disorders.
High functioning autism is an unofficial designation for people who have autism but whose symptoms are not severe. High functioning autistic children have an average or above-average intelligence level and will generally maintain an adequate vocabulary. However their learning comprehension is typically behind other children at the same age. Furthermore, high functioning autistic children will generally not express much emotional detail in their speech, and struggle with interpreting non-verbal cues.
There is no solid line between the diagnosis of low functioning and high functioning autism. Though some doctors use an IQ score as an indicator to help with the diagnosis, the function level of autism is not based on IQ alone. There are also elements of language processing, behavioral elements, and other non-verbal details, which must be considered above and beyond measurable intelligence levels. Furthermore, standard IQ testing is typically inaccurate for autistic children as the testing itself may involve skills with which an autistic child struggles.
Whether high or low functioning, autism will typically present in around the age of two years old with a sudden regression or presentation of autistic symptoms.
On the other hand, Asperger's Syndrome is a separate autism spectrum disorder. Children with Asperger's Syndrome struggle with social interactions and restrictions, and tend to have intensely narrow interests in subjects and activities. However, unlike with autism - even high functioning autism - there is no cognitive development or language delay. Though language may be used atypically and motor skills may be clumsy at times, their development is normal.
Asperger's Syndrome will typically present in children at about the age of three. Brain imaging has shown structural and functional differences within certain brain regions among children without autism spectrum disorders, children with Asperger's Syndrome, and children who are high functioning autistics.
Children with Asperger's Syndrome often fail to display empathy in their behaviors. It is social interaction where these children face their deepest challenges. Many struggle or fail to develop friendships, don't take pleasure in achievements or spontaneous activities with others, lack in emotional and social reciprocity, and have diminished non-verbal communication behaviors such as facial expressions, postures, eye contact, and overall gestures.
However, children with classic autism (even those who are high functioning), Asperger's Syndrome children will not typically withdraw from other people. In fact, even if they are awkward in their method, they will often approach others and begin a discussion. It is conversation where their struggle may occur, as a discussion for a child with Asperger's Syndrome may simply consist of a long-winded single-sided speech about something the child truly enjoys, without any need for contribution from the other people present.
A More Down-to-Earth Description
by Lois Freisleben-Cook
I saw that someone posted the DSM IV criteria for Asperger's but I thought it might be good to provide a more down to earth description. Asperger's Syndrome is a term used when a child or adult has some features of autism but may not have the full blown clinical picture. There is some disagreement about where it fits in the PDD spectrum. A few people with Asperger's syndrome are very successful and until recently were not diagnosed with anything but were seen as brilliant, eccentric, absent minded, socially inept, and a little awkward physically.
Although the criteria state no significant delay in the development of language milestones, what you might see is a "different" way of using language. A child may have a wonderful vocabulary and even demonstrate hyperlexia but not truly understand the nuances of language and have difficulty with language pragmatics. Social pragmatics also tend be weak, leading the person to appear to be walking to the beat of a "different drum". Motor dyspraxia can be reflected in a tendency to be clumsy.
In social interaction, many people with Asperger's syndrome demonstrate gaze avoidance and may actually turn away at the same moment as greeting another. The children I have known do desire interaction with others but have trouble knowing how to make it work. They are, however, able to learn social skills much like you or I would learn to play the piano.
There is a general impression that Asperger's syndrome carries with it superior intelligence and a tendency to become very interested in and preoccupied with a particular subject. Often this preoccupation leads to a specific career at which the adult is very successful. At younger ages, one might see the child being a bit more rigid and apprehensive about changes or about adhering to routines. This can lead to a consideration of OCD but it is not the same phenomenon
Many of the weaknesses can be remediated with specific types of therapy aimed at teaching social and pragmatic skills. Anxiety leading to significant rigidity can be also treated medically. Although it is harder, adults with Asperger's can have relationships, families, happy and productive lives.
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