Abstract The paper explores Asperger's Syndrome, an often-misdiagnosed form of autism. The paper examines how early and correct diagnosis can have a profound effect on how an individual will develop, and possibly overcome some of the negative developmental effects of this syndrome. The writer proposes that it is vital that parents and educators work together to improve the quality of life and learning for Asperger's Syndrome patients, without resenting the fact that the child is "different." The paper further examines how social skills can be learned through constructive means rather than harmful treatments, and Asperger's Syndrome may offer a unique and important perspective for people to accomplish great things in life.
From the Paper "The group Cure Autism Now, or CAN, is a national organization dedicated to finding a cure for autism. Cute Autism Now funds research of many kinds seeking a cute, including genetic research. In fact, Cure Autism Now funds the largest repository of DNA samples for autism research, as well as supporting skills-based therapies and drug research. However, this focus on finding a cure and focusing on the negative aspects of autistic spectrum disorders is met with rejection by members of the autism rights movement. (Ombudsman 2006) Members of the autism rights movement advocate tolerance for neurodiversity, requesting opportunities to use their unique skills and perceptions in useful ways, rather than wanting to be "cured." (JoeMele et al 2006)"
Tags: psychopathy, self-personality-disease, children, Hans, Asperger
Abstract The paper states that Asperger's syndrome falls under the category of pervasive developmental disorders, and was first identified by Hans Asperger in 1944. The paper comments that autism is also a PDD, but is different and often more severe than Asperger's syndrome. Two researchers both identified the disorders in the 1940s, with Hans Asperger identifying what is now called Asperger's syndrome and Leo Kanner, an American, identifying what is now referred to as Kanner's autism. The paper discusses the disorders which are very similar, but yet are still different. It took many years before Asperger's syndrome was researched more thoroughly, as it was initially discounted due to Asperger's research occurring in Nazi Germany, and the seemingly similar topic to Kanner's research. Today the two disorders are separated in the DSM-IV.
Outline
History of Asperger's Syndrome
. - Hans Asperger . - Leow Kanner
Differentiation of Asperger's from autism and other disorders
. - DSM-IV
. - ICD-10
. - Autism differences
. - Other disorders
Differentiation of Asperger's from Kanner's Autism
. - similarities
. - differences
From the Paper "In addition to peculiarities in the verbal component of the speech of his subjects, Asperger noted an oddness in the non-verbal aspects of communication. Although all of his subjects spoke fluently, he noted abnormalities in their communication, especially in the use of gaze to establish non-verbal contact in a conversation. He observed an abnormality of gaze, so that "hardly ever does their glance fix brightly on a particular object as a sign of lively attention and contact" and commented that this peculiarity in eye contact was particularly evident when they were in conversation with others."
Abstract This paper looks at Asperger syndrome, a neurological disorder that is fundamentally classified under the group of autistic spectrum disorders. It examines how, though it is a mild variant of autism, an individual with Asperger syndrome generally demonstrates impairments in several aspects of development and growth, including problems in communication skills, behavior, and social interactions.
Outline
Introduction
Asperger Syndrome Cognitive Abilities
Intellectual Abilities of Children Diagnosed with Asperger Syndrome
Classroom Interventions
Characteristics of an Asperger Syndrome Individual's Cognitive Processing
Achievements of an Asperger Syndrome Individual
Conclusion
From the Paper "Children with Asperger Syndrome are sometimes said to be gifted ones. Their intellectual abilities do fare well in terms of learning and education. Many researches and studies reveal that children affected with the disorder have average to superior level of intelligence. This thus helps them to become successful later in life. If social adjustment is a problem to Asperger Syndrome individuals, due to their direct avoidance in social interaction, school adjustment is definitely a reverse side of such problem. According to Shelagh and James Gallagher (2002), the giftedness of a child is the first sign that most parents of children with Asperger Syndrome have witnessed in their children."
Abstract This paper explains that, while Asperger's Syndrome (AS) is not to be confused with autism because they are distinctly different to the trained medical personal, according to scientific research AS is part of what is called "the autistic spectrum". The author describes the current use of several screening (assessment) questionnaires for the evaluation of primary-school-age children and the Asperger Syndrome Diagnostic Scale (ASDS), which can be completed by anyone who knows the child well including parents, teachers, siblings, speech-language pathologists and psychologists. The paper relates that the "ideal" treatment for AS coordinates therapies, which address the three core symptoms of AS---poor communication skills, obsessive or repetitive routines and physical clumsiness.
Table of Contents:
Generalizations: Asperger's Syndrome vs. Autism
Epidemiology of Asperger's Syndrome
Assessments of Children for Asperger's Syndrome
Treatment and Intervention available for Asperger's
From the Paper "Meanwhile, children who suffer from AS are eligible, under federal law, for special educational services appropriate to their needs, according to the "Harvard Mental Health Letter". The AS child qualified for teacher aide assistance, tutoring, "a special curriculum," and in some instances, a special school. What AS students need in terms of educational support are consistent and very clear instructions, and a "routine" they can count upon. The instruction they require includes learning to "maintain eye contact," learning to read others' facial expressions, and to grasp "what is and what is not socially acceptable.""
Abstract This paper is an in-depth examination and analysis of the causes, symptoms and treatments available for children that have been diagnosed with Asperger's syndrome. The paper discusses several different concepts that have been used to diagnose Asperger's in children and discusses the differences between adults and children. Using an extensive table, the paper then lists some of the symptoms including qualitative impairment in social interaction, restricted repetitive and stereotyped patterns of behavior, interests and activities. According to this author, the disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning although there is no clinically significant general delay in language. Some children with Asperger's may also have social problems, including extreme egocentricity, or limited interests and preoccupations, including repetitive routines or rituals, motor clumsiness or a compulsive interest in a specific field such as math or science or reading. The paper concludes with the presentation of some guidelines to help teachers deal effectively with children in their classroom that may suffer from with Asperger's syndrome. These include the importance of structure and consistency in the school day, the importance of allowing some flexibility in the rules, the encouragement of the child's special area of interest and the avoidance of power struggles wherever possible. The paper also details the different types of interventions that are available to professionals including the use of visual accommodations, providing a sensory diet, choice and emotion cards and visual task analysis.
From the Paper "In some cases there is a clear hereditary component, with one parent (most often the father) showing either the full picture of AS or at least some of the traits connected with AS; genetic factors seem to be more common in AS compared to more classic autism. Temperamental traits such as having concentrated and limited interests, compulsive or rigid style and social awkwardness or nervously also seem to be more common, alone or in combination, in relatives of AS children.Sometimes there will be a positive family history of autism in relatives, further strengthening the impression that AS and autism are occasionally related conditions. Other studies have demonstrated a fairly high rate of depression, both bipolar and unipolar, in relatives of children with AS, portentous a genetic link in at least some cases. It seems likely that for AS, as for autism, the clinical picture we see is probably influenced by many factors, including genetic ones, so that there is no single individual cause in most cases. Christopher Gillberg, a Swedish physician who has studied AS extensively, has proposed six criteria for the diagnosis, elaborating upon the principle set forth in DSM-4."
Abstract This paper talks about a student's personal experience working with two young brothers diagnosed with Asperger's Syndrome. The paper also describes the symptoms associated with Asperger's Syndrome and some of the controversy and confusion surrounding the disorder. The paper points out that lack of a specific diagnosis for Asperger's Syndrome makes the condition difficult to treat and that if criteria for a specific diagnosis were made available, treatment for those have Asperger Syndrome would be more promising.
From the Paper "In the spring semester, of the year 2000, I was given the privilege of working with two exceptional young brothers; for reasons of confidentiality, I will call them Randy and Dale. Dr. Michel Parker, employed at Summit Educational Resources, was in search of an undergraduate student to compliment his current therapeutic approaches. Randy and Dale had been clients of Dr. Parker for approximately one year prior to my involvement. I was informed that both of the boys had been diagnosed with Asperger's Syndrome (AS), which, according to the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, fourth edition), is a sub classification of Pervasive Developmental Disorder (PDD). I worked with the boys, in their home, every Tuesday and Thursday after they returned from school; each session lasted at least three hours. My responsibilities included assisting them in the completion of their homework and making sure that they were prepared for the following school day. My overall task was to assist them in acquiring and maintaining better organizational skills. The boys had to complete a daily checklist, and I kept a running log of what took place each session; in addition, I met with Dr. Parker once a week as a mean for direction."
Tags: mainstreamed, school, american, psychological, association, hans, autistic, rett
Abstract This paper looks at Asperger Syndrome and examines the complexity and difficulties of the expanded roles the primary caregiver is forced to assume. Asperger syndrome is a neurological disorder that is oftentimes regarded as similar to autism. It also examines some of the strategies the primary caregiver could adopt to support his/her adjustments. The writer explores the stress associated with such type of caregiving, including the added daily tasks resulting from caring for a child within the autistic spectrum, the resources or lack of them, the worries derived from planning for the child's future, and the effects of such worries on the caregiver's relationships.
Contents
Introduction
What is Asperger Syndrome
What does Asperger Syndrome Look like
Parental Role Adjustments
Siblings Adjustments/Relationship
Stress
Conclusion
From the Paper "Though both disorder are in autistic spectrum, Asperger syndrome and autism have differences in terms of symptoms. Studies and researches indicate that children with AS do not exhibit a delay in language and cognitive development while autistic children do. In terms of social interaction, compared to autistic children, Asperger affected children demonstrate more awareness in the social world. Though it is also a symptom of AS in Aspies to have difficulties in their behavior and social relationship."
Tags: health, care, nurse, parent, child, autism, disorder, psychological, mental
Abstract This paper discusses some of the difficulties that a person with Asperger's syndrome and their families face. It presents a case study scenario of a person with the syndrome and discusses how difficult the parents of the child with Asperger's found it to cope. The paper discusses the symptoms and the suspected causes of the syndrome and then focuses on treatment options and ways for affected people to cope. The paper contains some original sources.
Table of Contents:
Asperger's Syndrome
Symptoms
Suspected Causes
Screening and Diagnosis
Treatment
Support and Coping
Social Skills Taught - How?
Obsessions to Talents
Asperger's Syndrome Conspiracy?
From the Paper "Asperger's syndrome student may function on or above grade level in academic subjects, albeit, their behavioral quirks may inhibit their success. Along with a supportive learning environment, support through visual aids (e.g., schedules, charts, signs, and lists) may benefit these students. Visual aids generally prove useful in facilitating transitions. They also help redirect and refocus students who experience problems staying on task. Task organizers may also help students progress through their tasks. These task organizers, which function similar to methods used in cookbook recipes, can be reviewed prior to doing an activity. The facilitator needs to ensure a student has necessary materials to complete the activity, and then guide the student through the activity. Pre-teaching this way not only enables students to more readily engage in lessons with their classmates but helps them remain on task. (Zager & Shamow, 2005, p. 320)."
Abstract This paper takes a look at Asperger syndrome. According to the paper, Asperger syndrome is similar to autism yet is distinctly different. The paper reports that while individuals with autism are generally withdrawn and uninterested in the world around them, individuals with Asperger syndrome truly want to be socially involved, yet have difficulty in the areas requiring social, behavioral, motor and sensory skills.
From the Paper "According to Bauer, one of the most useful and interesting sources on outcome has come from observing parents and relatives of children with Asperger Syndrome, for they themselves seem to have the disorder. These observations strongly indicate that Asperger Syndrome does not "preclude the potential for a more 'normal' adult life" (Bauer 1996). More often than not, adults with Asperger Syndrome will naturally gravitate to a career or job that relates to their special interest area, often becoming very proficient (Bauer 1996). Although many students with this disorder often complete college and even graduate school, in the majority of cases they will continue to exhibit, to some extent, "subtle differences in social interactions" (Bauer1996). While many of these adults do marry, they will likely continue to be challenged by the emotional and social demands of marriage. Moreover, notes Bauer, their "rigidity of style and idiosyncratic perspective on the world can make interactions difficult, both in and out of the family" (Bauer 1996). They are also vulnerable to emotional problems such as depression and anxiety, thus may eventually seek out psychiatrist and other mental health care professionals, yet they may likely be misdiagnosed and the true nature of their problems go unrecognized (Bauer 1996). "
Abstract This paper explains that individuals with AS have difficulty engaging in appropriate social conversation, play, forming and sustaining friendships, or in demonstrating understanding and empathy for people. The author points out that AS is often accompanied by expressive and receptive, as well as nonverbal, communication difficulties. The paper relates that Asperger's is linked to the bio-neurological development in a person's mind. Table.
Table of Contents
Causes of Asperger's Syndrome
Diagnosis and Treatment
Disability and Stress on the Family
From the Paper "Guilt is probably the most commonly invoked category of neurotic response within the family. Indeed, guilt is seemingly unavoidable, because it can occur as either a cause or an effect of other emotions. Even parent involvement itself has been interpreted as based in an underlying guilt reaction by parents who believe that they are somehow responsible for their child's disability. The parents cannot find a home for the disruption of normal feeling and emotions as they adjust to the scope of raising their disables child, and as a result place the anxiety into a faceless emotion of guilt."
Abstract Asperger Syndrome (AS), also known as Asperger's Disorder, is a neurobiological disorder in which individuals can exhibit a variety of characteristics. This paper proposes a study to examines the mainstream educational environment in connection with the AS child's social skills and language development.
Outline:
Statement of Problem
Purpose of Study
Review of the Literature
Connection to Area of Concentration
Research Questions
Design of the Study
From the Paper "In a discussion on the "hidden curriculum," Myles and Simpson (2001) discuss various interventions to help teach the AS child the skills that "we are not taught directly yet are assumed to know" such as social skills, actions, modes of dress and how to interpret slang or the use of idioms. The AS individual is very literal and thus does not understand the use of euphemisms. Bock (2001) also discusses the use of strategies to enhance social interaction skills in the AS child, with strategies similar to those discussed by Ganz (2001) through games for the AS child on how to interpret and subsequently use nonliteral English phrases."
Abstract This paper is about a ten year-old boy that has Asperger's Syndrome. The paper discusses using behavior modification to correct some of the behaviors that the boy has. Initial impressions and results of the behavior modification are discussed.
Abstract This paper explains the condition knows as Asperger's Syndrome, which is a form of autism. It begins by explaining what AS is and then discusses various signs and symptoms of the disorder. It concludes with a discussion of various treatments available.
From the Paper "When a parent, sibling, loved one, a friend, a teacher, a neighbor, or just a casual acquaintance of a person with Asperger's syndrome wants to know more about the specifics of this health problem, one of the most often quoted and referenced authorities to turn to is Dr. Tony Attwood. That's because Attwood is the author of several books on the subject ? notably the high respected book, Asperger's Syndrome: A Guide for Parents and Professions ? and is a practicing clinical psychologist with more than 25 years? experience treating individuals with Asperger's syndrome. Attwood also works with families of persons with Asperger's (also called Asperger) syndrome, and, importantly, also presents strategies for dealing with the problem and its manifestations."
Abstract The paper describes the characteristics of individuals with Asperger's syndrome and their difficulties and achievements in the educational setting. The paper looks at the origins and evaluation of this disorder and explores the strategies and interventions educators have developed and implemented in the classroom.
Outline:
Description
Measurement/Evaluation
Instructional Strategies and Interventions for AS Learners
From the Paper "Asperger's Syndrome or disorder has been classified as a sub-type of autism, characterized mainly by social ineptness and unusual cognitive capabilities (Atwood 2006). It was first observed by Hans Asperger, a Viennese pediatrician, in 1944 with some of his patients. But he was unable to aptly describe the condition. In the mid 40s, the psychological study of childhood became more recognized as an area of science in Europe and America. For want of an adequate description, he suggested the term autistische psychopathen. But this description would make it a mental illness like schizophrenia, which it was not. It was then suggested that the syndrome be applied to one who thinks and perceives the world in a different way from that of others."
Abstract In this article, the writer defines Asperger Syndrome as under-recognized as a disabling syndrome, due to the normal-to-high IQ scores and proficient verbal skills of people with Asperger Syndrome. Further, the writer maintains that patients who may now be diagnosed with Asperger Syndrome may have previously been diagnosed with a non psychiatric diagnostic label, such as learning disabled, or socially maladjusted, which are less eligible for many services. The writer provides an evaluation of a patient and proposes a possible treatment plan. Based on the limited information received, although several diagnoses are possible, Asperger Syndrome is supported as the diagnosis based on the definition in the 'Diagnostic and Statistical Manual of Mental Disorders '(DSM-IV), as well as other professional, peer-recognized definitions of Asperger Syndrome.
Outline:
Patient Vignette
Clinical Evaluation
Crisis Management
Treatment Plan
Treatment
Human Diversity
Ethics
Discussion
References
From the Paper "The patient is a male, twenty-two years of age, coming with very little case history information. The patient was once hospitalized, however the reason for hospitalization has not been specified. The patient is not married, and does not have a social support system. He is also not currently employed. The patient also appears somewhat dishevelled, as he is not dressed very well, and he seems to lack personal care. Upon speaking with the patient in the initial interview, he talks about not understanding the meaning of life. Additionally, he feels that he does not understand who he is, and he is unable to gain a sense of identity. Further questioning reveals that the patient cannot "feel normally." While, speaking, the patient will sometimes change to a flat and monotonous tone of voice. Upon being given goal-oriented suggestions from the therapist, the patient seems ambivalent and unsure of these suggestions."
