Understanding Asperger Syndrome

1
Understanding Asperger Syndrome

• Module 1
• Lesson 3

2
Outline

• Clinical Difference Between Autism and Asperger
  Syndrome
• DSM-IV-TR Description of Asperger Syndrome
• Characteristics of Students with Asperger Syndrome

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Clinical Difference Between Autism and Asperger
Syndrome

• The DSM-IV-TR (APA, 2000) diagnostic criteria for
  Asperger Syndrome
• Includes the same social interaction and
  behavioral domains as autism (see next slide)
• Does not include the communication domain as
  autism does
• Indicates that the child has no significant
  language delay by three years
• Indicates that the child has no significant delay
  in cognitive development or the development of
  self-help skills

4
DSM-IV-TR Description of Social Interaction
Impairments

• According to the Diagnostic Statistical
  Manual-IV-TR (APA, 2000), an individual with
  Asperger Syndrome will have at least two of the
  following characteristics
• Impairment in the use of nonverbal behaviors such
  as eye contact, facial expressions, body posture,
  and social gestures
• Difficulty establishing developmentally
  appropriate peer relationships
• Failure to spontaneously seek opportunities to
  interact with other people
• Poor social or emotional reciprocity

5
DSM-IV-TR Repetitive and Restricted Stereotyped
Patterns of Behavior, Activities, and Interests

• According to the Diagnostic Statistical
  Manual-IV-TR (APA, 2000), an individual with
  Asperger Syndrome will have at least one of the
  following characteristics
• Marked preoccupation with one or more stereotyped
  and restricted patterns of interest that is
  abnormal either in focus or intensity
• Inflexible adherence to nonfunctional routines or
  rituals
• Stereotyped and repetitive motor movements
• Persistent preoccupation with objects or parts of
  objects

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Additional Characteristics of Students with
Asperger Syndrome (AS)

• The DSM-IV-TR does not provide a description of
  the characteristics of AS that most directly
  relate to school performance (Myles, 2005)
• Thus, the next several slides will discuss
  communication, social and behavioral, cognitive,
  sensory, and motor characteristics

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Communication Characteristics

• While students with AS they are highly verbal,
  their conversations are often one-sided
• The term little professor has been used to
  describe how students with AS speak (Myles and
  Simpson, 2003)
• Often do not understand non-verbal cues such as
  facial expressions, gestures, tone of voice, and
  physical proximity
• Have difficulty understanding the thoughts,
  feelings, and perspectives of others (referred to
  as deficits in theory of mind)

8
Emotional Characteristics

• Children with Asperger Syndrome typically want to
  interact with others despite their deficits in
  social interaction skills
• Individuals with AS may experience anxiety and
  depression (Barnhill, 2001)

9
Behavioral Characteristics

• Can become easily stressed (Myles and Adreon,
  2001)
• May have difficulty with
• Transitioning
• Putting something away for later that isnt
  finished
• Completing academic assignments that are
  difficult and/or they do not understand the
  purpose
• May have tantrums and/or shut down when stressed,
  anxious, frustrated, angry, etc.

10
Cognitive Characteristics

• Typically have average to above-average IQ
• Often times, their high verbal skills mask the
  comprehension deficits that some students with AS
  may have (Griswold, Barnhill, Myles, Hagiwara,
  Simpson, 2002)
• Difficulty understanding
• abstract concepts
• figurative language (metaphors, idioms)
• Difficulty with executive functioning
• The brains ability to plan and carry out steps
  to complete a task (Romanowski Bash Kirby,
  2001)

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Motor Characteristics

• Students with AS often have poor fine and gross
  motor skills and coordination and balance
  problems which may result in difficulty with
  things such as
• Handwriting
• Physical games
• Art
• Tying shoes
• (Myles, Cook, Miller, Rinner, Robbins, 2000)

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Sensory Characteristics

• Similar to students with autism, students with AS
  are often over-sensitive or under-sensitive to
  certain sensory stimuli
• Ex. Hypersensitivity to fluorescent lights,
  certain textures of clothing, noise
• The reactions of students with AS to sensory
  stimuli have been shown to be even more negative
  than students with autism (Myles et al., 2004)
• With sensory overload resulting in tantrums and
  other disruptive behaviors

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Module 1 Lesson 3 Activity

• Considering the characteristics of students with
  Asperger Syndrome presented throughout this
  module, answer the following question
• What should school-based programming for students
  with Asperger Syndrome entail in order to meet
  their diverse needs (communication, social
  interaction, behavioral, emotional,
  cognitive/academic, sensory, motor)?
• (you may choose to address the pre-K,
  elementary, middle, or high school level, or
  address pre-K-12 in general)

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References

• American Psychiatric Association. (2000).
  Diagnostic and statistical manual of mental
  disorders (4th ed., text rev.). Washington, DC
  Author.
• Barnhill, G. P. (2001). Social attribution and
  depression in adolescents with Asperger Syndrome.
  Focus on Autism and Other Developmental
  Disabilities, 16, 46-53.
• Griswold, D. E., Barnhill, G. P. , Myles, B. S.,
  Hagiwara, T., Simpson, R. L. (2002). Asperger
  Syndrome and academic achievement. Focus on
  Autism and Other Developmental Disabilities, 17,
  94-102.
• Myles, B. S. (2005). Children and youth with
  Asperger Syndrome Strategies for success in
  inclusive classrooms. Thousand Oaks, CA Corwin
  Press.
• Myles, B. S., Adreon, D. (2001). Asperger
  Syndrome and adolescence Practical solutions for
  school success. Shawnee, Mission, KS Autism
  Asperger Publishing Company.
• Myles, B. S., Cook, K. T., Miller, N. E., Rinner,
  L., Robbins., L. (2000). Asperger Syndrome and
  sensory issues Practical solutions for making
  sense of the world. Shawnee, Mission, KS Autism
  Asperger Publishing Company.
• Myles, B. S., Hagiwara, R., Dunn, W., Rinner, L.,
  Reese, M., Huggins, A., et al. (2004). Sensory
  issues in children with Asperger Syndrome and
  autism . Education and Training in Developmental
  Disabilities, 39, 283-290.
• Myles, B. S., Simpson, R. L. (2003). Asperger
  Syndrome A guide for educators and parents (2nd
  ed.). Austin, TX Pro-Ed.
• Romanowski Bash, P., Kirby, B. L. (2001). The
  OASIS guide to Asperger Syndrome Advice,
  support, insight, and inspiration. New York
  Crown Publishers