Asperger's Syndrome

Asperger's Syndrome

Introduction to Asperger's Syndrome

Asperger's syndrome is a particular type of Autism Spectrum Disorder (ASD). The Mayo Clinic describes Asperger's syndrome as follows: "Asperger's syndrome is a developmental disorder that affects a person's ability to socialize and communicate effectively with others. Students with Asperger's syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics" (Mayo Clinic, 2014). Individuals with Asperger's syndrome can exhibit strengths with language and can be knowledgeable about subjects yet have difficulty with social interaction and communicating with others.

To learn more about the difference between Autism Spectrum Disorder and Asperger's syndrome, please watch this video from Lee Memorial Health System.  See transcript

Display this movie at : //www.youtube.com/embed/UCuk_NQMwOM

FAQs

(Adapted from the National Institute of Neurological Disorders and Stroke (NINDS))

 

What is Asperger's syndrome?

Asperger's syndrome (AS), also named high-functioning autism (HFA), is believed to be on the lower or milder side of the autism spectrum.

 

How is Asperger's syndrome diagnosed?

Children visit their family doctor or pediatrician for a check-up and undergo a developmental screening. A team of doctors then evaluate whether the child likely has AS or not. The team may include a psychologist, neurologist, psychiatrist, speech therapist, and a range of other professionals with expertise in diagnosing AS.

 

What are common possible traits of Asperger's?

• Speech impediments (changes in rhythm, inflection, or pitch)

• Volume of voice (e.g., trouble talking softly during silent work time or a movie)

• Limited social skills (does not include withdrawal like students exhibiting traits of autism)

• Singularly focused interests (e.g. a student who only wants to read and learn about the American Civil War but conversations lack cohesive clarity or focus)

• Lack of coordination

• Some students may develop anxiety or depression

• Potential co-existence of:

o Attention Deficit Hyperactivity Disorder (ADHD)

o Tourette syndrome or similar tic disorders

o Obsessive Compulsive Disorder (OCD)

 

In 2012, the American Psychiatric Association (APA) recommended a new category called Autism Spectrum Disorder (ASD) which would incorporate previously separate diagnoses such as autistic disorder, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder. The symptoms for these disorders fall on a continuum from mild to severe instead of a "yes" or "no" diagnosis to a specific disorder. The proposal also includes three new levels of severity: (Level 1) 'Requiring support', (Level 2) 'Requiring substantial support, and (Level 3) 'Requiring very substantial support (American Psychiatric Association, 2012). For more information visit the American Psychiatric Association.

 

In 2013, the diagnosis of the high-functioning form of autism known as "Asperger's syndrome" was abolished by the American Psychiatric Association in their "Diagnostic and Statistical Manual of Mental Disorders" (5th edition) and subsumed into a broader category of Autism Spectrum Disorder, in which clinicians identify levels of severity.

Accommodations in the Library

Recommendations for successfully working with students with Asperger's include:

 

• If the student refuses to do a task or gets frustrated, have an alternate activity in order to redirect their attention and allow them to remove themselves from the frustration.

• Since many students with Asperger's have trouble with breaks in the routine, try to lessen the amount of transitions and keep to a normal routine with the student.

• Include visual features in lessons and instruction, since many Asperger's students are visual learners.

• When including group work for projects, team up the Asperger's student with another student that he or she is comfortable working with.

• Use positive feedback when the student finishes a project or does something well.

• Have the student sit in the front of the room, in order to minimize distractions. This way, you can always easily redirect the student if he or she is getting off task.

What other types of strategies might you employ with a student identified with Asperger's syndrome?

For More Information: Targeting Autism in Libraries Training Module

Module 6 of Project Enable, Targeting Autism in Libraries, provides much more information on the topic of Autism. The module serves as both a companion to and expansion of the larger Project ENABLE training, with a focus on understanding how libraries and librarians can better serve their patrons on the autism spectrum.

The topics in Module 6 include:

  • Topic 1: What is Autism?
  • Topic 2: Diagnosis and Characteristics of Autism
  • Topic 3: Autism Interventions
  • Topic 4: Creating an Autism-Friendly Library
  • Topic 5: Autism-Friendly Library and Information Programs, Services and Resources
  • Topic: 6: Partnering with the Greater Community to Support Children and Adults with Autism
  • Topic 7: Library Support and Opportunities: Employment of People on the Spectrum.

References

American Psychiatric Association. (2012, Jan 20). DSM-5 proposed criteria for Autism Spectrum Disorder designed to provide more accurate diagnosis and treatment. Retrieved from https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder?_ga=1.269209969.1495848569.1488246630