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Asperger Syndrome and Autism Spectum Disorders Asperger’s Syndrome Children with Asperger’s Syndrome frequently also struggle with symptoms of ADHD. Although there are a broad range of symptoms associated with Asperger’s, the primary symptom is severe difficulty interacting in social situations. Although all children with Asperger’s struggle socially, they vary widely in other symptoms. No two children with Asperger’s are exactly alike. Asperger’s and “High functioning Autism”
There has been ongoing debate for quite some time over whether Asperger’s Syndrome and Autism are separate disorders. Children diagnosed with Asperger’s have IQ’s in the normal range and do not show the developmental delays in speech and in self-help skills that are so typical of children diagnosed with autism. Individuals diagnosed with Asperger’s, for example, are conversational by age 3 compared to those with high functioning autism who have significant language development delays. More recent studies, however, carry strong evidence that these two disorders are more similar than distinct and that a more helpful way of looking at these two diagnoses is that they both fall along the autism spectrum – that is, that autism is a “dimensional disorder” and that children can fall at various places along the autism spectrum dimension. This new view has broadly taken the place of a more “categorical” view of these two disorders as separate and distinct. What causes autism spectrum disorders?
The National Institutes of Health describes autism as a disorder of no known clear origin. Twin studies strongly suggest a genetic component to autism, however, there is some research suggesting that autism results from an interaction between genetics and environment – perhaps some disruption in early fetal development that affects the brain of the unborn child. Symptoms during childhood Often, parents first become concerned about their child with Asperger’s Syndrome when they enter preschool and experience difficulties interacting with and relating to other children. Hans Asperger who published the first description of what is now known as Asperger’s Syndrome, referred to these children as “little professors” because these children tend to talk in great detail on topics that interest them. Their conversational style is to talk “at” you rather than with you. Children with Asperger's syndrome may:
Many children demonstrate one or two of these symptoms. A child is not diagnosed with Asperger’s unless he or she has many of these symptoms, accompanied by severe social difficulties despite a desire to socialize with others. Overlap with symptoms of AD/HD Characteristics of Asperger Syndrome that overlap with symptoms of AD/HD (but are not necessary to diagnosis Asperger Syndrome) include p roblems with Executive functioning which may include:
Symptoms during adolescent and teen years Many of these symptoms persist into teen years, although some teens with Asperger’s do learn better social skills than they had in childhood. Asperger teens are often shy and feel “different.” These teens may be at risk for anxiety and depression as they struggle to find a place where they fit in. Some teens with Asperger’s are successful academically and in hobbies related to their interests, and may develop a few close friendships, often around their areas of interest. Symptoms in adulthood Asperger's syndrome is a lifelong condition, although improvements often occur over time. Many adults get better at reading social skills and may develop a social life with colleagues that share the same technical or professional interests. Other conditions Many children with Asperger's syndrome also have coexisting conditions including:
Treatment of Asperger’s Syndrome Much of the treatment of an individual with Asperger’s involves the parent’s cooperation and continuing education about autism spectrum. Recommendations are often made to other professionals such as occupational and speech and language pathologists. One of the most important interventions for ASD’s is early speech and language intervention. TEACCH Interventions, social stories, comic strip conversations, cognitive behavioral therapy, role playing, modeling, and behavioral management are various interventions that are used based upon the child’s presenting problems. If a child is struggling with making friends, for example, comic strip conversations and social stories are used to teach the child how to interpret and manage social situations. Role playing difficult social situations can also be helpful. Practicing how to initiate and respond in certain social situations begins in the therapy session, and then is continued with the parent (s) at home, and or a counselor at school through “homework” assignments. Children on the autism spectrum are not typically good at generalizing strategies from one situation to another, so they need many opportunities to practice these skills. Skills acquired and practiced at home may also need to be practiced in school. Children with Asperger’s may have “meltdowns” in the classrooms because of sensory overstimulation or disruptions in their routine. Working with teachers to develop coping strategies is essential. Preventing these meltdowns is ideal, but if they occur, a plan should be in place for “meltdown” management. Reliance on visual structure such as schedules and coping cards are essential for classroom success. For more detailed information about how Asperger’s Syndrome is assessed and treated at Chesapeake ADHD Center, please contact Dr. Kara Goobic at 301-562-8448 ext. 12. Click here to read about assessment for Asperger’s at our center. |
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