Asperger's Syndrome Analysis

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

The researchers at these centers have to agree on the diagnosis of each of the participants. However, since 2013, Asperger’s Syndrome is no longer considered a standalone diagnosis. ("Http://www.parents.com/health/autism/what-Happened-To-Aspergers/", 2014). Because Asperger’s Syndrome is now on the autism spectrum, it is now easier to agree on how to treat the person who has to live with the disorder.

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, 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.

Furthermore, people born with this unique genetic defect share some similar characteristic traits and features that are both physical

However there is evidence that people are being diagnosed with this condition even though they have no problem with learning how to speak fluently and/or they have a high verbal IQ. Recommendations for several revisions in the listing and diagnostic criteria have been made, for the fifth revised issue of the DSM, that are causing quite a bit of controversy and could result in Asperger’s syndrome either being “subsumed under the category of ‘autism spectrum disorder’ or becoming a separate condition from autism (Chew, 2010).

Case History: T.C. is a 13 year old, 2 month old girl in the seventh grade. T.C. lives with her parents and she is the oldest of three children. T.C.’s prenatal and birth history was unremarkable. T.C. was normal developing until 18 months old. By 18 months old it was apparent that T.C. was delayed in speech. In addition, she walked on her toes, did not make eye contact with others, had a terrible fear of loud sounds, cried frequently, and was a poor sleeper. She was evaluated before her second birthday and was diagnosed with Asperger’s Syndrome or related pervasion developmental disorders and has profound difficulty with social interaction. She has received speech therapy, with an emphasis on social skills training, intense therapeutic

First and foremost, I would like to thank you for giving me the opportunity to submit a second waiver. You even gave me instructions on how to make an effective appeal. I cannot express the gratitude I feel. This process would be much more difficult without the aid you have provided. I shall prove worthy of the opportunities you have given me. I do not take this lightly.

Your child has an invisible disability that you are aware has been there since an early age. As you watch your child struggle to make friends, come home almost every day from school and exhibit angry outbursts, be disorganized at school, and be lost in the same activity daily for hours; you seek help from the school. The teacher blames your child’s behavior on your parenting ability, suggest you medicate your child for ADHD or some other disorder, and/or you are ignored by the school professionals to help. Meanwhile, as your child continues to struggle you listen to your child express how they feel weird, odd, just do not fit anywhere, and call themselves destructive names. You seek

The purpose of the project is to investigate the social impairments inherent in ASDs and the relevance of these in offences of sexual nature. Case studies have previously reported that an association between sexual offending and specific Autism Spectrum Disorder (ASD) features such as naiveté, sexual frustration, difficulty in developing appropriate, consenting sexual relationships as a result of impaired social cognition, circumscribed interests, and impaired ability to appropriately interpret the victim’s negative reactions contributed to the sexual offending (Ian Freckelton & List, 2009; Higgs & Carter, 2015). Therefore, the present research will aim to empirically investigate in a larger scale whether any of these ASD features results in increased risk of sexual offending and sexual inappropriate behaviour in individuals with ASD.

It is an interesting thing to consider. When I was born in 1978, children were not looked at as having a true “condition.” ADHD was just coming into its own as a recognized medical diagnosis. Most days the teacher would say “put the bad kid in the back of the room.” Children were typically classified as “bad, noncompliant, special or different.” To look back on my childhood it was very depressing to think that those children has conditions we just did not understand at the time. If we had taken the time to truly evaluate said “bad” children, we may have learned that they were different because their thought process was different than the traditional children.

I really enjoyed reading your discussion. I never heard of this disorder. However, as I began to research information, I noticed that, its compared to Autism. I like to add to Asperger’s Syndrome. The DSM-IV criteria for Asperger's syndrome require a change, due to over lapping (Broderick & Blewitt, 2015). Children with AS have difficulties with communication and conversation skills are explained, as well as the person's tendency to develop areas of expertise and special interests. Symptoms are quite often absent or go unnoticed in very young children, but may emerge later. In addition, this syndrome has an unusual profile of cognitive abilities; some have signs of movement disturbance and perceptive of sensory experiences (Attwood, 2006).

The term Autism was first used in 1908 as a divisional term for people with schizophrenia who were particularly withdrawn & self-absorbed. In 1943 an American child psychiatrist named Leo Kanner, M.D., published a paper which described 11 children who were highly intelligent, however they displayed "a powerful desire for aloneness", whilst also "an obsessive insistence on persistent sameness”. "Early infantile autism" was the name he later labelled the condition. Asperger’s Syndrome was first highlighted in 1944 by a German scientist named Hans Asperger. He described a "milder" form of autism. In his research the cases he reported were all boys & they were very intelligent, however they had very specific obsessive interests & had trouble with social interactions.

Professionals can use various strategies to improve the pragmatic abilities of students with disabilities. One such strategy listed in the reading is in relation to Asperger’s syndrome (AS). Here, the researchers created “structured peer relationships.” Through this process, they integrate children with AS into casual situations with peers. They would train the child’s peers to learn how to work with the AS child. Then, those kids could include the child into their conversations and hangouts. Through these natural experiences, the child with AS can learn the pragmatic nature of language. According to the reading, “specific goals for the student include learning how to have fun with other people, how to experience a sense of togetherness, how

ASD and Autism are both general terms for a group of complex disorders of brain development (What Is Autism, n.d.). Prior to 2013, patients could be diagnosed under Autistic Disorder (AD), Pervasive Developmental Disorder (PDD), Asperger’s Syndrome (AS) or Childhood Disintegrative Disorder (CDD). In 2013, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) merged all Autism Disorders under one umbrella termed ASD so that it will improve the diagnosis of ASD without limiting the sensitivity of the criteria or substantially changing the number of children being diagnosed. (American Psychiatric Association, 2013).