Asperger's Syndrome
- Asperger's syndrome falls on the autism spectrum of disorders that are referred to as "PDD", Pervasive Development Disorders. Asperger's is characterized by social impairment, communication difficulties, and restrictive, repetitive, and stereotyped patterns of behavior. This syndrome is sometimes referred to as "high-functioning autism" and students are generally placed in a conventional classroom. Children with Asperger's syndrome may have varying degrees of the symptoms. For example, a child may have more trouble with social interactions but not need the same degree of order and routine that another child with Asperger's needs.
- It is hard to judge the prevalence of Asperger's syndrome because of the varying criteria for diagnosis. A child may be diagnosed with Asperger's using the DSM-IV criteria but not diagnosed when using Gillberg's criteria. Boys are more often diagnosed with Asperger's syndrome than girls, but researchers believe that this does not mean that Asperger's is more prevalent in boys than girls just that girls may be better at hiding the social impairments better than boys can. Estimates range that 2-4 per 1000 children are affected with Asperger's.
- The causes of Asperger's syndrome is not known. Recent advances in technology have revealed that there are different structural and functioning properties in the brains of children with Asperger's compared to the brains of children without Asperger's. These changes may have been caused by abnormal migration of embryonic cells during fetal development that affects brain structure . The differences in development later go on to affect the neural circuits that are in charge of thought and behavior.
- Scientists believe that Asperger's may be genetic because of the tendency for the syndrome to run in families especially in twins. Though there has not been a specific gene associated with the syndrome, it is now a common theory that there is a group of genes who's deletion or variations may determine the severity or symptoms for each individual case.
- There is not a standardized diagnostic test for Asperger's. Though symptoms may appear in children during infancy or while they are toddlers, the symptoms may not be really noticeable until later in a child's life. A diagnosis generally begins with a "well-child" checkup at the child's pediatrician and is followed with a comprehensive evaluation given by a team of experts in the different categories associated with Asperger's syndrome including a neurologist, psychologist, and speech therapist. There are several different criteria lists for the diagnosis of Asperger's. The following is an example of the DSM-IV criteria as published by the American Psychiatric Association:
DSM-IV DIAGNOSTIC CRITERIA FOR ASPERGER'S DISORDER
A.Qualitative impairment in social interaction, as manifested by at least two of the following:
(1) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
(2) failure to develop peer relationships appropriate to developmental level
(3) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)
(4) lack of social or emotional reciprocity
B.Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
(1) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
(2) apparently inflexible adherence to specific, nonfunctional routines or rituals
(3) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
(4) persistent preoccupation with parts of objects
C.The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.
D.There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).
E.There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.
F.Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.