Students With High Functioning Autism And Asperger 's Syndrome Learn Chemistry

There are autistic individuals on both ends of the spectrum. Those on the lower end exhibit some of the behaviors associated with “classical autism,” like jitters and cognitive impairment. While others, like myself, are on the other end, still “autistic,” but can mask mild symptoms quite well, and function in society though wearing labels of “odd” or “quirky” with high functioning autism, and some are in the middle. No matter which form of autism an individual has, life is different for that person in more ways than one, both beneficial and challenging.

Autism or autism spectrum disorder (ASD) is shared with a core of other disorders with similar symptoms. The Center for Disease and Control estimates that about 1 in 68 children has been diagnosed with ASD. This means that the chances of this being a reality you face in the future is greater than it seems. There are three main categories of Autism, high functioning, atypical, and classic. Symptoms between all the disorders are relatively the same, being problems with communication and others as well as activities, interests and behaviors defer to how severe they are in a person (GRASU 2015). Classic autism is generally known to be the most severe of the three categories because of the characteristics and symptoms that the individual carries compared to the other types of autism. High functioning autism is a milder type than classic autism, and can also can relate to Asperger’s Syndrome. For people that have high functioning autism, they are very likely to have an average or an above average intelligence. So just because someone may have autism, this does not necessarily mean you are limited to regular learning abilities, however though they will still most likely have the same language delays as classic autism when growing up. The last category is atypical autism which is really similar to classic autism but not quite, the individual will carry the same symptoms of

Autism is a brain disorder that is characterized by slow and difficult comprehension of spoken and non-verbal communication and repetition of behaviors. Autism is normally noticed in the first two years of a child (Myers & Johnson, 2007). Asperger syndrome is an autistic disorder that has almost the same similarities with autism. People with Asperger syndrome have little comprehension of the world and its surroundings and poor communication with other people. People with Asperger syndrome are hard to recognize, as they do not show on their outward appearances. They are average or above average intellectually and have fewer problems in terms of speech and specific learning disabilities unlike in autism. These difficulties include dyslexia, epilepsy, and attention

Social/Communicative Deficits b. Restricted, repetitive behaviors, interests or activities (RRB) c. Qualitative impairment in behavior d. Both A & B ASR • The primary DSM-IV-TR diagnostic difference between autism and Asperger’s disorder is: a. Social interaction b. Language development c. Stereotyped behaviors d. Age of onset ASR • The DSM-IV-TR classifies autism related conditions as members of a group of: a. Pervasive development disorders b. Childhood Disintegrative Disorders c.

Autism is a complex developmental disability. It is a result of a neurological disorder that affects the normal functioning of the brain. Autism spectrum disorder (ASD) is a group of developmental disabilities that can cause significant social, communication and behavioral challenges

According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

To understand the standoff between autism and Asperger syndrome, it is important to understand the common basis of the two disorders as provided by Frith (1991). Autism, which is usually termed as the “parent” disorder that may give rise to Asperger syndrome, is a brain abnormality resulting from brain disease, brain insult, or faults arising from genetic factors. Additionally, it is developmental, meaning that it manifests itself differently depending on factors such as ability or age. Since the disorder affects the brain, it is termed as a

In order for an individual to be diagnosed with Autism, the individual must have qualifications stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (Kim, Fombonne, Koh, Kim, Cheon, & Leventhal, 2014). These qualifications that are included in the DSM-IV are symptoms of qualitative impairment in social interaction and communication, restricted repetitive and stereotypical patterns of behaviors, interests, activities, and delays in functioning (Kim, Y. S., Fombonne, tell. 2014). Researchers have found that structural differences, such as size and composition, can have a significant impact on how the autistic brain processes information. Therefore, there is a variation between what researchers describe as a "normal person" and one who is diagnosed with Autism. Structural differences cause children who have autism, would have impaired social interaction and difficulty with communication, both verbal and nonverbal. During the early stages of Autism,

Colleges are seeing a larger population of students annually who are on the Autism Spectrum. There is a great need for faculty, college advisors, and student affairs staff to develop better strategies to work with these students. Faculty can play a significant role in helping these students succeed both inside and outside the classroom. A clear understanding of what Asperger’s syndrome is and ways to connect with students with Asperger’s syndrome is extremely important to the ultimate success of these students. These students will be less likely to have a successful transition from high school to college without the proper support system in place to address their specific needs.

Asperger 's syndrome, or AS, is the mildest form of autism. AS is three times more likely to affect boys than girls. (Autism 2013). Children with AS generally find an object or topic and obsess over it, finding out everything they can about it and memorizing it. Often they 'll talk nonstop about this topic. Where AS is mild most children are able to communicate slightly but still have some trouble with eye contact and some speech. Aspergers is also called "high-functioning autism" because those with AS usually have normal to above average intelligence. Children with AS are at high risk for anxiety or depression as they enter adulthood.

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,

Although autism is a common disorder, many people are under educated. Autism is a shorter term for autism spectrum disorder or ASD. Both are “general terms for a group of complex disorders of brain development” (What). ASD can involve many brain development issues, including “intellectual disability, difficulties with motor coordination and attention and physical health issues” (What). Individuals afflicted by autism can have a range of development problems from mild to severe. Unlike some other conditions, no two cases of autism spectrum disorder are the same.

Asperger’s Syndrome is categorized as an autism spectrum disorder. It is a developmental disorder found at the higher functioning end of the autism spectrum. (Calero,Mata, Bonete, Molinero, Mar Gómez-Pérez, 2015).

The following information is based off of the assessment of a young eleven-year old girl named Sarah Fraser. Sarah comes from the parents of Kyle and Mary Fraser; a family of three who live in a cozy suburban neighborhood. Sarah attends a local public middle school as a fifth grader and is noted, by both parents, to be an excellent student in all content areas; usually earning A’s or B’s on her report cards. Sarah’s favorite school subject is science due to her love for hands on experiments and learning more about outer space. Additionally, Sarah also enjoys some math. At the age of eight, Sarah was diagnosed with Asperger’s Syndrome (AS), a neurobiological disorder characterized as part of one of the higher-functioning ends of the autism spectrum.