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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
Asperger Syndrome: DSM-IV Description
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
http://www.autreat.com/dsm4-aspergers.html
Asperger Syndrome: DSM-IV Description
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)
http://www.autreat.com/dsm4-aspergers.html
Asperger Syndrome: DSM-IV Description
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
http://www.autreat.com/dsm4-aspergers.html
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