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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 to occur at a rate of 2.5 in every 10,000, while all autistic disorders occur at a rate of 60 in every 10,000 (Toth & King, 2008). There is a strong hereditary component to Asperger syndrome, as a study investigating family histories of one hundred males with Asperger syndrome determined that there was a history of autistic spectrum disorder in 50% of the sample, as well as pre-natal and peri-natal risk factors, including alcohol exposure, neonatal seizures, premature birth, and postnatal asphyxia, in one quarter of the sample (Toth & King, 2008). Asperger syndrome is sometimes used as a diagnosis for children with autism that do not present typical symptomatology and who instead of being distant or avoidant, often initiate social interactions (Toth & King, 2008). The criteria for a diagnosis of Asperger syndrome according to the DSM-IV-TR include cognitive ability that is intact as well as the absence of any early language delays.
Causes of Asperger syndrome include fetal abnormalities, as well as genetic and environmental factors (Toth & King, 2008). As far as genetic factors are concerned,...
Research on individuals with Asperger syndrome has identified two loci on chromosomes 1 and 3 that are likely involved in the genetics surrounding autistic disorders, further pointing to Asperger Syndrome as a less severe form of autistic disorder rather than a completely separate disorder (Toth & King, 2008).
The neurobiological correlates of Asperger syndrome are not well understood, and further research is required in this area (McAlonan et al., 2002). However, there are certain characteristics of Asperger syndrome that point to specific biological factors involved in the manifestation and expression of the disorder. For example, individuals with Asperger syndrome commonly demonstrate a lack of interest in the human face, preferring inanimate objects instead (Schultz et al., in press). This characteristic results in negative effects with regard to developing healthy and successful interpersonal relationships (Schultz et al., in press). Anatomically, this lack of interest in faces may be associated with abnormalities in the activation in right inferior temporal gyri (Schultz et al., in press).
In particular, face recognition among individuals with Asperger syndrome and autism yielded increases in the activity in the right inferior temporal gyri and reduced right fusiform gyrus…
References
McAlonan, G.M., Daly, E., Kumari, V., Critchley, H.D., van Amelsvoort, T., Suckling, J., Simmons, A., Sigmundson, T., Greenwood, K., Russell, A., Schmitz, N., Happe, F., Howlin, P., Murphy, D.G.M. (2002). Brain anatomy and sensorimotor gating in Asperger's syndrome. Brain, 127, 1594-1606.
Schultz, R.T., Gauthier, I., Klin, A., Fulbright, R.K., Anderson, A.W., Volkmar, F., Skudlarski, P., Lacadie, C., Cohen, D.J., Gore, J.C. (In Press). Abnormal ventral temporal cortical activity among individuals with autism and Asperger syndrome during face discrimination. Archives of General Psychiatry.
Toth, K. & King, B.H. (2008). Asperger's syndrome: diagnosis and treatment. American Journal of Psychiatry, 165(8), 958-63.
Asperger Syndrome: Symptoms, Causes and Effects Symptoms Symptoms at birth At Six to Eighteen Months At Three to Eleven Years At 12+ Years Causes of Asperger syndrome Treatments for Asperger Syndrome Students with Asperger Syndrome Adults with Asperger syndrome Violence in Asperger Syndrome Hang Asperger, a pediatrician, researched on Asperger syndrome but Lorna Wing, a psychiatrist and physician, was the one who familiarized the world with Asperger syndrome (Lyons, Fitzgerald, & Fitzgerald, 2005). In 1994, Asperger researched on four children who
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
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 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,
It is estimated that as many as 50% of all adults with Asperger Syndrome are never correctly evaluated or diagnosed, thus these non-diagnosed Aspergers are seen as eccentric or 'just different,' or they may even receive other psychiatric diagnoses (Bauer 1996). Bauer claims to have encountered several such individuals who have been able to make use of their other skills to achieve success, both personally and professionally. In fact, many
Educators and other professionals in related fields have responded to the increasing prevalence of the condition by developing and implementing appropriate strategies and interventions even without sufficient understanding of the disorder. Teachers, counselors, school psychologists and others who render related services are encouraged to be familiar with the DSMIV-TR. They are also advised to acquire a working knowledge of the school-related characteristics of students with as so that they