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Another important defining characteristic of AS is that people who seem to have it are often gifted intellectually,
While only a small percentage of individuals with autism are considered to be high functioning (without mental retardation), all children with AS have average to above average intelligence. In fact, many with AS may be intellectually gifted, which may mask the many difficulties they experience from adults and peers alike (Wing, 1998). The ever-present problems that individuals with AS face in socialization and peer rejection throughout the life span are what truly constitutes it as a PDD, influencing all aspects of their daily lives (Frith & Happe). (Safran, 2001, p. 151)
Because one of the most difficult issues facing those with AS is associated with emotion and socialization, as they often lack skills to recognize normal social cues such as facial and body expressions, the nonverbals that most of us take for granted (Henault, 2005, p. 248) Early intervention therapies for younger individuals with AS is often effective and can prove revolutionary for the development of later social skills.
Strategies and Curricular Areas. These included discrete trial training, classroom aide, consultation from specialists (indirect service), counseling, Floortime, augmentative communication, inclusion supports, behavior supports, medical treatment, music therapy, occupational therapy, parent training (indirect service), physical therapy, recreation therapy, sensory integration, social supports, speech therapy, and summer services. (Hume, Bellini & Pratt, 2005)
One...
"Children receiving recreation therapy were also perceived to have greater social outcomes, though the empirical evidence in this area is scant." (Hume, Bellini & Pratt, 2005) Recreation therapy will no doubt become one of the most effective treatments for AS and in the anecdotal evidence it is transforming later functioning through allowing individuals with AS the opportunity to build early skills that will revolutionize their ability to function as adults, have positive social relationships and learn in a holistic manner.
References
Hume, K., Bellini, S., & Pratt, C. (2005). The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children with Autism Spectrum Disorder. Topics in Early Childhood Special Education, 25(4), 195-220.
Henault, I. (2005). Chapter 12 Sexual Relationships. In Asperger's Syndrome: Intervening in Schools, Clinics, and Communities, Baker, L.J. & Welkowitz, L.A. (Eds.) (pp. 243-253). Mahwah, NJ: Lawrence Erlbaum Associates.
Mccarton, C. (2003). 6 Assessment and Diagnosis of Pervasive Developmental Disorder. In Autism Spectrum Disorders, Hollander, E. (Ed.) (pp. 101-132). New York: Marcel Dekker.
Safran, S.P. (2001). Asperger Syndrome: The Emerging Challenge to Special Education. Exceptional Children, 67(2), 151.
Treatment Most forms of treatment for as individuals involve explicitly teaching them how to behave specific social situations in ways that others might take for granted. "While social skills instruction is an important strategy for promoting social success, some critics argue that it merely teaches individuals 'how to' act in specific social situations, but not how to generate any kind of 'social thinking' or problem-solving about how to act in novel
The AS person has often spent an inordinate amount of time fixated on one particular (often peculiar) topic, and when that person is in a social environment, he or she tends to ramble on about the topic and that one-sided rambling is more important to that AS person than any other activity in a social setting, Woodbury-Smith writes on page 4. According to Woodbury-Smith, as the AS person gets older,
Treatment of Asperger Syndrome Asperger syndrome is considered an autism spectrum disorder that is characterized by impairments in social interaction and communication, as well as repetitive and restricted patterns of behaviors and interests, which manifest to a degree where the individuals with this disorder are still "high-functioning," and more able in the realms of various intelligences in comparison to those with autism (Toth & King, 2008). This disorder has been found
(Henderson, 2001) Toth & King (2008) explain that within the past two decades, a growing body of research has attempted to address the diagnostic and phenotypic ambiguity between AS and high-functioning autism. Some authors believe that the neuropsychological and behavioral profiles of AS and high-functioning autism differ, while others have argued that there is little empirical evidence for a distinction between these two disorders. Researchers conducted a comprehensive study that
Social Skills Interventions for Hfasd Adolescents Asperger's Syndrome Social Skills Interventions for Adolescents Diagnosed with High-Functioning Autism Spectrum Disorder Social Skills Interventions for Adolescents Diagnosed with High-Functioning Autism Spectrum Disorder Surprisingly, the possibility of a causal relationship between challenging behaviors, social abilities, and language deficits in children and adolescents with autism spectrum disorders had never been systematically studied. To remedy this lack of understanding Matson and colleagues (2013) examined the association between challenging behaviors
Asperger Syndrome (AS) and high functioning autism are oftentimes considered the same thing (or at least indistinguishable from each other) and the differences between the two are relatively minute. According to WEB MD (Autism, 2015) the revised Diagnostic and Statistical Manual of Mental Disorders (DSM-V) which was published in 2013, now lists Asperger's and autistic disorder as only one condition for diagnostic purposes, whereas previously they were listed separately. The