Asperger Syndrome: A Case Study

During the stages of early childhood development, children as going through the most rapid growth of change. Antisocial behavior typically forms before 8 years. Nearly 80% of people with ASPD develop their first symptoms by the of the age of 11 years old (Black, 2015). From a clinical aspect ASPD show the continuity between childhood and adult behavioral problems, also it shows how it moderate with advancing age. The research was conducted, that analyzed childhood antisocial behavior in males. It shows that Black (2015)found that males behavior strongly linked to adult criminal and deviant behavior that lead to other downsides in that affect their future education achievements, economic status, employment, and family life in adulthood. People

Asperger’s syndrome, which is also referred to as Asperger's disorder, is a type of Persuasive Developmental Disorder. Persuasive Developmental Disorder or PDD are a group of conditions that involve delays in the development of basic skills, the most recognizable of these skills is the ability to communicate and socialize with others as well as use their own imagination. Although Asperger's syndrome is similar in some ways to autism, there are important differences between the two. Children with Asperger's syndrome typically function higher than those children with autism. In addition to them being higher functioning; children with Asperger's syndrome generally have normal intelligence and slightly less than normal language development.

Emily Comp Research Paper November 18, 2012 Asperger’s Syndrome Approximately 947,570 Americans have Asperger’s Syndrome (AS), however, it is not an easy disorder to explain (Bashe 19). With multiple conditions and characteristics in each case, AS is not an easy disorder to diagnose. Asperger’s Syndrome was named after Hans Asperger, an Austrian physician, who first described the disorder in 1944 after studying a group of children with similar, unusual characteristics. However, AS was not made an official disease until 1994. Consequently, Asperger disease is just now becoming published and popular so there is still research and questions being answered. Asperger’s Syndrome, an autism spectrum disorder, is noted by above-average

Asperger’s syndrome is becoming more and more common as time goes by. Each year, more children are being diagnosed. This paper focuses on Asperger’s Syndrome and developing social skills in various social settings. By looking at the etiology, diagnostic procedures, how the condition effects development, daily challenges, current social/cultural views, and relevant social interventions, a better understanding on how to develop social skills for children with Asperger’s Syndrome can ensue. The world revolves around social situations. This is how people are hired for jobs, ask for things, make new friends, meet their future spouse, etc. At the moment, social skills training and social support is minimal compared to where it potentially

While children with Asperger’s Syndrome have an average to above average intelligence and normal cognitive abilities, they unfortunately suffer with impaired social skills. An effective treatment program will have to be tailored to fit the specific child’s Asperger’s in order for the child to be successful in managing his or her own behaviors. This form of treatment is run by a psychologist, counselor, speech pathologist, or social worker, these therapies are invaluable ways to build social skills and the ability to read verbal and non-verbal cues that is often lacking in those with Asperger's. (WebMD, 2013) Without the implementation of the appropriate treatment needed for the lack of social skills as a child, these deficits will continue into adulthood and affect societal and professional performance. According to Szatmari, Bartolucci & Bremner (1989), “Adults with ASD are much more likely than the general population to be unemployed or underemployed and much less likely to have satisfying social relationships” (Szatmari, Bartolucci & Bremner, 1989, Para. 3). The results of this study may have had something to do with the lack of treatment in children with Asperger’s. Even though there is not a cure for this syndrome, understanding the multiple treatment options can reduce the stigma and inaccurate labeling of children with ASD.

Other previous research raises awareness about ASD and Asperger's Syndrome to eliminate the confusion about how these disorders are insignificant. In research about ASD and Asperger's syndrome, it introduces how we can cope with people who have these syndromes. According to the National Institute of Neurological Disorders and Stroke (NINDS),

Amazingly, one percent of new births will have some type of autism (Autism Society of America, 2010). Asperger’s disorder is one type of Autism, and is at the high end of these disorders. This “disorder, which is also called Asperger's syndrome (AS) or autistic psychopathy, belongs to a group of childhood disorders known as pervasive developmental disorders (PDDs) or autistic spectrum disorders”(Exkorn, 2006). A characteristic of this disorder is harsh and strict disruption of a certain type of brain development. The most affected areas of Asperger's disorder is difficulty in social understanding and in behavior or activities that are limited or recurring (Frey, 2003). Students with Asperser’s have different levels of seriousness,

Asperger’s Syndrome also referred to as Asperger’s disorder is a type of pervasive developmental disorder (PDD). (Shroff) Autism on the other hand is a serious developmental disorder that impairs the ability to communicate and interact. (Google) And according to numerous of reports, there are over two hundred thousand to three million cases of this very public disease.

Autism Spectrum Disorder (ASD) refers to a group of neurodevelopmental disorders characterized by impairments in social interaction and communication, as well as behaviors (e.g. movements, interests and activities) that are restricted and repetitive1,2. The Diagnostic and Statistical Manual of Mental Disorders (DSM), which was updated in 2013 (DSM-V), is used in the United States to diagnose ASD. DSM-V converts previously separate diagnoses (autistic disorder, childhood disintegrative disorder, pervasive developmental disorder – not otherwise specified, and Asperger disorder) into one single diagnosis3. There is significant clinical heterogeneity within ASD in both presence and severity of symptoms, which can lead to confusion and difficulty determining proper treatment. This paper will serve as a guide for healthcare practitioners and will examine ASD in detail, including general information, subjective and objective findings, diagnostic information and treatment.

Asperger syndrome was originally described by Hans Asperger, who was Australian pediatrician and medical professor. Hans is best known for his studies on mental disorders. Asperger is a developmental disorder that come with many difficulties such as social interaction and usual patterns of interest and behaviors. Autism are recognized the most when comes to pervasive developmental disorder, it's caused by specific brain activity(Frith, 1990) Genetic fault, brain insult and brain disease, are the general causes of autism. Brain symptoms vary with age and ability. Asperger's syndrome is a mild form of autism (Frith, 1990)

Revisions have been made to the Autism Spectrum Disorder (ASD) between DSM- IV and DSM- V. Many of those who met the different benchmarks for the DSM IV didn’t meet it when the DSM-V was published. In the DSM-IV there were three different areas that can be diagnosed within the ASD spectrum; Autistic Disorder, Asperger’s Disorder and Pervasive Developmental Disorder (Gibbs et al., 2012). Certain symptoms were to be diagnosed the minimum features were at least 6 in the 3 distinct areas two being from social interaction, one in communication area, the other being abnormality (Gibbs et al., 2012)

Asperger Syndrome: Implications and Interventions Asperger Syndrome (AS) is a condition characterized by developmental delays most notable in social contexts. AS is most commonly identified by obsessive and repetitive behaviors and unawareness of nonverbal communication. Both Asperger syndrome and autism are forms of pervasive developmental disorders (PDD). It is important to note the distinctions between the two PDD’s. We do not see impairment of adaptive skills, cognitive development, or language delay in those affected by Aspergers as we do in individuals with autism (Carpenter, Spratt, & Macias, 2013). Autism effects around 13 per 10,000 people, and Asperger disorder is seen in only 3 out of 10,000 (Fombonne, 2004). The regions of the brain that are affected with autism include left hemispheric impairment whereas the right hemispherical portion is correlated with Asperger’s. Equally important is the differentiation of Aspergers syndrome and High Functioning Autism. Unlike HFA, there is little language delay. The researcher will delve into regions of the brain associated with characteristic behaviors of the disorder and address additional neural contributors. While Asperger syndrome is multifactorial, genes are most influential and have a heritability of 80% (Lichtenstein et al 2010). A specific gene has not yet been identified for the disorder, and is thought to be a result of many genetic mutations combined (El-Fishawy 2010). Inherited genes make us vulnerable to the

Why I am Interested in Asperger Syndrome I am highly interested in Asperger Syndrome because a person very close to me was diagnosed with this condition. I know of several people who have it, as well. On social media a few years back, a transgender man with Asperger's had a meltdown and was comforted by a dog. Recently that man was shot and killed by a police officer after the poor man got out of control. I would like to know more about how this disease affects people.

In the same fashion, in Aspergers – Different, Not Less: Occupational Strengths and Job Interest of Individuals with Asperger’s Syndrome, Lorenz and Heintz (2014) studied the role an autistic student’s self-determination and self-efficacy played during IEP transition planning. Lorenz and Heintz (as cited Martin, Marshall, & Sale, 2004) that found, while 70% of middle and high school students with ASD attended their annual ARD, the students spoke only 3% of the time (p. 256). Further, the researchers found, of the 320 randomly selected for their study, 62.5% did not attend their ARD meetings or were present but participated very little (p. 260). Lorenz and Heintz argued this should be of concern because other research conducted by Cameto, Levine,

Introduction The etiology of autism is as yet unknown and the phrase Autism spectrum disorder (ASD) is used to encompasses a range of autistic disorders (Cheslack-Postava and Jordan-Young, 2012). ASD is a common neurodevelopmental syndrome and an umbrella term for a group of heterogeneous disorders, differentiated by pervasive difficulties, and impaired development, with area such as social communication, flexibility, social reciprocity and sensory processing (American Psychiatric Association, 2013; Bargiela et al., 2016; Cheslack-Postava and Jordan-Young, 2012; Haney, 2015; Maenner et al., 2014). Recent research into ASD has emphasised, how women with autism, are at higher risk of being misdiagnosed, receiving a late diagnosis, or not