Asperger’s syndrome has only recently been accepted as a diagnosis on the autism spectrum even though it was first defined some sixty years ago. Asperger’s syndrome is a disorder characterized by some of the features of autism, such as abnormalities of social interaction and repetitive and stereotyped interests and activities, but without the delay of retardation and cognitive development that is seen in true autism (Reber & Reber, 2001).
This syndrome is very similar to that of autism, but the normal development of both speech and motor skills distinguish it from autism (Tilton, 2004). The syndrome is also marked by poor arithmetic skills, an impaired sense of humour and difficulty in comprehending the gestures of people around them. Barlow & Durand (2005) indicate that the child with Asperger’s syndrome usually has an average IQ, with relatively little cognitive impairment; and imply that Asperger’s is not a separate disorder from autism. This idea is supported by Reber & Reber (2001), who also note that some authorities still have doubts as to the validity of the syndrome as a separate disorder to autism.
Dr Miriam Stoppard (2006) suggests that people with Asperger’s syndrome are often highly intelligent but are perceived to be socially “a bit odd”. She places this disorder at the higher-functioning end of the autism spectrum of disorders.
Dr. Hans Asperger was the first physician to document Asperger’s syndrome in 1944. He was involved in studying children, mostly boys, who were having difficulty interacting in socially acceptable ways. The children appeared to be self-centered, socially isolated, less physically adept than others and rather uncoordinated. The children were displaying repetitive physical activities and showed a bizarre fascination with numbers, timetables and the working mechanisms of objects. He did so at the same time that Dr. Leo Kanner, a psychiatrist at the Johns Hopkins University was involved in writing about autism. Dr. Kanner was first to use the word ‘autism’ which derived from the Greek autos meaning ‘self’. Interestingly, both physicians came to the same conclusions, without collaboration, at a time when autism spectrum disorders had not even been officially identified. As a result, European physicians ...
Table of Contents
1. Asperger’s Syndrome by definition
1.1. History
1.2. Autism Spectrum
1.3. Commonalities of Asperger’s Syndrome and Autism
1.4. Prevalence and misdiagnosis
2. Acquisition of a Diagnosis
3. Asperger’s Syndrome Impact
3.1. Genetics as a causal factor
3.2. Impact on the parent(s)
3.3. Impact on the siblings
4. Asperger’s and Relationships
4.1. Interactions
4.2. Friendships
4.3. Communication
5. Discipline and Asperger’s
5.1. Rules
5.2. Meltdowns
6. Communication
7. Wellness and Asperger’s syndrome
7.1. Depression
7.2. Bipolar Disorder
7.3. Anxiety and Post-Traumatic Stress Disorder
8. Asperger’s and Schooling
9. Concluding thoughts for the Parent
Objectives and Topics
This work provides a comprehensive guide for parents to understand Asperger’s syndrome, aiming to offer practical strategies for supporting children in their daily life, social interactions, and educational development while managing the associated emotional and psychological challenges.
- Historical context and clinical definition of Asperger’s syndrome.
- Impact of the diagnosis on parents and siblings within the family unit.
- Strategies for managing social interactions, friendships, and communication.
- Approaches to discipline, rule setting, and handling emotional meltdowns.
- Wellness, mental health considerations, and educational support requirements.
Excerpts from the Book
1.1 History
Dr. Hans Asperger was the first physician to document Asperger’s syndrome in 1944. He was involved in studying children, mostly boys, who were having difficulty interacting in socially acceptable ways. The children appeared to be self-centered, socially isolated, less physically adept than others and rather uncoordinated. The children were displaying repetitive physical activities and showed a bizarre fascination with numbers, timetables and the working mechanisms of objects. He did so at the same time that Dr. Leo Kanner, a psychiatrist at the Johns Hopkins University was involved in writing about autism. Dr. Kanner was first to use the word ‘autism’ which derived from the Greek autos meaning ‘self’. Interestingly, both physicians came to the same conclusions, without collaboration, at a time when autism spectrum disorders had not even been officially identified. As a result, European physicians were diagnosing Asperger’s syndrome in their patients at the same time that American physicians were using the same criteria to diagnose Kanner’s syndrome; which was the name initially given to autism at the time (Tilton, 2004).
Summary of Chapters
1. Asperger’s Syndrome by definition: Explores the historical background, diagnosis on the autism spectrum, and common features of Asperger’s syndrome.
2. Acquisition of a Diagnosis: Discusses the importance of early diagnosis and the challenges inherent in identifying this neurological condition.
3. Asperger’s Syndrome Impact: Examines potential causes and the psychological effects of a diagnosis on parents and siblings.
4. Asperger’s and Relationships: Provides advice on coaching children to build social networks and maintain friendships.
5. Discipline and Asperger’s: Outlines methods for setting behavioral boundaries and managing emotional meltdowns effectively.
6. Communication: Highlights the challenges of literal communication and offers techniques to improve interactions.
7. Wellness and Asperger’s syndrome: Addresses physical health, allergies, and common mental health vulnerabilities like depression and anxiety.
8. Asperger’s and Schooling: Analyzes the school environment and suggests strategies for parents and educators to support learning.
9. Concluding thoughts for the Parent: Offers encouraging final advice on nurturing the child's interests and maintaining a positive family environment.
Keywords
Asperger’s syndrome, autism spectrum, diagnosis, sensory sensitivity, social interactions, communication, discipline, meltdowns, mental health, anxiety, depression, parenting, schooling, special interests, neurodiversity.
Frequently Asked Questions
What is the core focus of this publication?
This work focuses on providing parents with a deep understanding of Asperger’s syndrome, covering its origins, the diagnostic process, and practical daily management strategies.
What are the primary themes discussed in the text?
The key themes include family dynamics, social skill development, communication challenges, behavioral discipline, mental health, and educational adaptation.
What is the main goal of the author?
The primary goal is to empower parents to advocate for their children by providing them with the knowledge to handle social, emotional, and practical challenges effectively.
Which scientific approaches are utilized?
The work integrates diagnostic criteria (DSM-IV-TR), clinical research, and established psychological theories regarding autism spectrum disorders.
What does the main body cover?
The main body systematically addresses the impact of the syndrome on the child and family, offering actionable advice for discipline, schooling, and wellness.
How can one describe this work using keywords?
It is characterized by terms such as Asperger’s syndrome, social skills, parenting, communication, and mental health support.
How should a parent handle a child's meltdown?
The author suggests identifying triggers—such as communication difficulties or sensory pain—and responding with clear, calm behavioral guidance rather than anger.
Why is a daily schedule recommended for the child?
A schedule helps reduce the anxiety caused by the "unknown," providing the child with a sense of control, autonomy, and predictability in their daily routine.
What role does the "touchstone" play for the child?
A touchstone, such as a bead or stone, acts as a soothing, discrete object that the child can use to manage stress during difficult or overwhelming situations.
- Quote paper
- Gary Elliott (Author), 2010, Asperger's Syndrome, Munich, GRIN Verlag, https://www.grin.com/document/275088
