"I see people with Asperger's syndrome as a bright thread in the rich tapestry • of life" • Tony Attwood Asperger Syndrome Emily Ranch
Characteristics a. lacking empathy b. naive, inappropriate, one-sided social interaction, little ability to form friendships and consequent social isolation c. pedantic and monotonic speech d. poor nonverbal communication e. intense absorption in certain topics - weather, facts about TV stations, railway tables or maps, - learned in rote fashion and reflect poor understanding, f. clumsy and ill-coordinated movements and odd posture
Pendant Speechhttp://www.livestrong.com/video/3702-aspergers-syndrome-sam-greens-story/ "A Man who has been brought up among Books, and is able to talk of nothing else, is what we call a Pedant. But, methinks, we should enlarge the Title, and give it to everyone that does not know how to think out of his Profession and particular way of Life.” Joseph Addison, Spectator 1711
Asperger Syndrome is a widespread diagnosis for milder AUTISTIC behavior…
“Children with Asperger Syndrome little professors because of their ability to talk about their favorite subject in great detail.” Hans Asperger
Timothy LeePrinciple “Asperger children vary in the level of functionality, but there usually is a disconnect between the behavior and an understanding of how their behavior impacts others.”
When he was in 6th grade, as I was taking a new family on a tour of our school, Luke started yelling, "My mother hates you" over and over again to me. He was halfway down the 200 foot hallway in our building. He was talking about me spanking him 7 years earlier. His mother, who really had little to do with Luke as Luke's dad raised him, was upset over me spanking Luke in K5. Luke had no concept of how that all appeared to a new family visiting the school for the first time. If you talk to him about that he would likely just grin and start talking about something unrelated. Luke’s Experiences According to Principle Lee
Luke's social disconnect did pose some difficult situations as he got into high school. He might hit a girl on the back side or hug them real tight, with no sexual intent, yet it was inappropriate. Luke’s Experiences According to Principle Lee
They may have tactile issues. Luke would never shake your hand. Something about that touching just did not set well with him. Yet he would hug the fire out of you or pound your back and give you a bag rub. Imagine how that goes over when he tries that with a female teacher in chapel as a junior in high school? Luke’s Experiences According to Principle Lee
Approximately 1 in 300 • Ratio - boys : girls 10:1 *It is typically found by IEP team who are evaluating if child has impairment in areas such as: Autism, Speech/Language, Health impaired Prevalence
Etiology • It is most likely caused by the abnormal migration of embryonic cells during fetal development. • Affects brain structure and “wiring” and then affects the neural circuits that control thought and behavior. • Scientists believe Asperger's is a genetic disorder. • Children who have family members with behavioral symptoms similar to AS but in a more limited form (slight difficulties with social interaction, language, or reading) are more likely to develop AS. • Although genetics plays a major role in AS a specific gene for it has not been identified.
Dealing with Asperger Syndromeas a parent: http://www.livestrong.com/video/3703-caring-child-with-aspergers-syndrome/
Description • The first definition of Asperger’s Syndrome was defined by Hans Asperger in 1944 as a pattern and abilities that he called “Autistic Psychopathy (autism = self, psychopathy (personality disease.) • Hans Asperger’s positive outlook was strikingly like Leo Kanner's description of autism .
Diagnosis: Must Include Two of the Following Qualitative Impairment: • 1. 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 • 2. Failure to develop peer relationships appropriate to developmental level • 3. A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people • 4. Lack of social or emotional reciprocity
Must Include One of the Following Patterns of Behavior: • 1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus • 2. Apparently inflexible adherence to specific, nonfunctional routines or rituals • 3. Stereotyped and repetitive motor mannerisms • 4. Persistent preoccupation with parts of objects
Other Diagnostic Checkpoints: • The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning • There is no clinically significant general delay in language • 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. *Problems in these areas must occur before the age of 3
Characteristics • Many people with Asperger’s appear to be “nerds” or “geeks.” • They appear to be obsessively good in one or two subject areas. • Socially they learn by rote. • Most people with Asperger’s Syndrome are of average or above average intelligence. • Things are interpreted very literally, meaning that sarcasm, playful teasing and figures of speech are not understood.
Effective Treatment Programs May include the following: • Social skills training, a form of group therapy that teaches children with AS the skills they need to interact more successfully. • Cognitive behavioral therapy, a type of “talk” therapy that can help the more explosive or anxious children to manage their emotions better and cut back on obsessive interests and repetitive routines • Medication, for co-existing conditions such as depression and anxiety • Occupational or physical therapy, for children with sensory integration problems or poor motor coordination • Specialized speech/language therapy, to help children who have trouble with the pragmatics of speech – the give and take of normal conversation • Parent training and support, to teach parents behavioral techniques to use at home
References • "Asperger Syndrome Fact Sheet."National Institute of Neurological Disorders and Stroke. National Institutes of Health, Jan 2005. Web. 30 Oct 2011. <http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm • Asperger’s Diary. What does it mean to have Asperger’s? Web. 7 Nov 2011. http://www.psychologytoday.com/blog/aspergers-diary/200804/what-does-it-mean-have-asperger-syndrome • Bishop, D.V.M. "Autism, Asperger's Syndrome and Semantic-Pragmatic Disorder: Where are the Boundaries?." Department of Psychology, University of Manchester. 24 107-121. Print. <http://www.mugsy.org/bishop.htm>. • History of Asperger's Syndrome Web. 3 Nov 201. <http://www.asperger-syndrome.me.uk/history.html> • Stokes, Susan. "Children with Asperger's Syndrome: Characteristics/Learning Styles and Intervention Strategies."Wisconsin Department of Public Instruction. n. page. Print. <http://www.specialed.us/autism/asper/asper11.html>. • 20 Facts About Asperger’s Syndrome in Children. Web 7 Nov, 2011 http://debbieroome.suite101.com/20-facts-about-aspergers-syndrome-in-children-a105421