Asperger Syndrome Though a Comprehensive

Asperger Syndrome

Though a comprehensive study of the prevalence of Asperger Syndrome has not been conducted on a national level studies that have been conducted on large groups place the numbers at around 1 in 500 to 1 per 1,000 children, making the disorder a significant one for intervention in recognition, diagnosis and treatment. (Mccarton, 2003, p. 125) There is also every indication that the incidence of occurrence is increasing, though this may be in part to the greater recognition of the disorder, rendering those who are in place to identify Asperger with better tools to do so, especially classroom educators but according to experts much more knowledge is needed at all levels to create more situations of early diagnosis, the key to successful later functioning. (Safran, 2001, p. 151)

Characteristics and behaviors of an individual with AS include those which are outlined by the DSM-IV. As the disorder does not always manifest in the same manner the diagnostic criteria attempts to be inclusive, offering options and observational data to those who use it as a guide for diagnosis and possibly early intervention.

Among the several definitions of AS, the DSM-IV (American Psychiatric Association, 1994) version is the most widely cited in the United States. While the symptoms of AS overlap with other conditions, it is often the unique combination of behaviors in social interaction and restricted areas of interest that baffles professionals and parents alike and commonly leads to misdiagnosis. Thus, the DSM-IV definition contains two primary clusters of traits that must be present to qualify for a diagnosis of AS. The first primary cluster is a qualitative impairment in social interaction. Accordingly, two of the following four must be observed:

Marked delays in nonverbal behaviors (i.e., gesturing, facial expression, body posture);

Impairments in establishing peer relationships;

Absence of "spontaneous seeking to share enjoyment, interests or achievements with others" (p. 77); or Delays in social reciprocity.

The second major DSM-IV trait describes the individual's restricted areas of interest, and stereotyped behaviors and activities. One of the following has to be present:

Preoccupation with one restricted area of interest;

Inflexibility or rigidity, sticking to a set, sometimes nonfunctional routine;

Stereotyped and repetitive motor movements; or Preoccupations with parts or objects.

Also stressed in the literature is that children with AS may have restricted areas of interest which can result in "long, pedantic speeches (lecture mode) about Star Wars, railroad timetables, or other special topics with little awareness of the listener's interest or lack thereof (Frith & Happe, 1999)." Also important to note is that there is little if any recognition of delays in language, self-help skills, cognitive development or even in curiosity about the environment they are exposed to, the characteristics which make the disorder different from other in the Autistic Spectrum of disorders. There may be some speech peculiarities, like odd prosody, misinterpretation of implied meanings as well as other characteristic symptoms including; motor clumsiness and nonverbal communication problems such as limited gestures, clumsy body language a peculiar gaze or frequent inappropriate expressions. 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)