www.BeTreatedWell.com Asperger's Disorder
Asperger’s Disorder was first identified in 1944 by Hans Asperger who noted a
cluster of symptoms: poor non-verbal communication; intense absorption in very
select subjects; repetitive, pedantic speech; lack of empathy; clumsiness, poor
coordination, odd posture; naive, inappropriate, one sided interactions; and an
impaired ability to form friendships.
Today, Asperger’s Disorder is diagnosed based on symptoms which indicate an
absence of social and emotional reciprocity. This includes impaired use of
nonverbal behaviors such as eye contact and subtle gestures commonly used in
social interactions. Those with Asperger’s may not seek to share activities and
enjoyment with others, and may not easily develop relationships appropriate to
their age level. Instead, individuals with Asperger’s exhibit restricted repetitive
and intense behaviors or interests and activities.
Information on the prevalence of Asperger's Disorder is limited, however it is
believed to be four times more common among males. In addition, there appears
to be an increased frequency of Asperger's Disorder among family members of
individuals who have Asperger's Disorder. Asperger's Disorder is a lifelong
condition.
In infancy those with Asperger's Disorder exhibit normal curiosity about the
environment and age appropriate cognitive and developmental skills. There is no
delay in language development. In pre-school aged children, motor delays or
clumsiness may be noted. In a school setting, difficulties with social interactions
and restricted and idiosyncratic interests may be recognized as such.
A child with Asperger’s might be more comfortable with adults than with other
children, and may have more adult interests and knowledge. Many have a history
of reading at an early age and being like a “little professor.” They also insist on
routines and perfectionism, experience extreme sensitivity to the environment,
and typically resist change.
Children with Asperger’s do not like surprises, and can become fearful, angry, and
upset in the face of forced or unexpected changes. Children with Asperger’s often
do not understand rigid displays of authority or anger, and will become more rigid
and stubborn if forcefully confronted.
Teens with Asperger's tend to be loners, and are highly susceptible to bullying and
teasing. They are prone to depression, but do not say or admit that they are sad
or depressed or angry. Often they cannot perceive the feelings of others, cannot
assess their own emotions and cannot seek comfort from others.
Individuals with Asperger’s have a superior memory and vocabulary but rely on
literal interpretations of language. They struggle with back-and-forth social
interactions and instead will engage in stereotypical question asking or fact
sharing as an interaction pattern. They frequently do not know the difference
between what is general knowledge and personal ideas. They also have
difficulties with the normal volume, rhythm, intonation and inflection of spoken
language.
In interactions with others those with Asperger’s miss social cues and do not know
how to interact. They must learn social skills intellectually rather than intuitively.
Likewise, individuals with Asperger's Disorder may have problems with empathy.
They have an inability to understand how someone else might feel and can be
inappropriately intrusive.
Asperger’s Disorder was first identified in 1944 by Hans Asperger who noted a
cluster of symptoms: poor non-verbal communication; intense absorption in very
select subjects; repetitive, pedantic speech; lack of empathy; clumsiness, poor
coordination, odd posture; naive, inappropriate, one sided interactions; and an
impaired ability to form friendships.
Today, Asperger’s Disorder is diagnosed based on symptoms which indicate an
absence of social and emotional reciprocity. This includes impaired use of
nonverbal behaviors such as eye contact and subtle gestures commonly used in
social interactions. Those with Asperger’s may not seek to share activities and
enjoyment with others, and may not easily develop relationships appropriate to
their age level. Instead, individuals with Asperger’s exhibit restricted repetitive
and intense behaviors or interests and activities.
Information on the prevalence of Asperger's Disorder is limited, however it is
believed to be four times more common among males. In addition, there appears
to be an increased frequency of Asperger's Disorder among family members of
individuals who have Asperger's Disorder. Asperger's Disorder is a lifelong
condition.
In infancy those with Asperger's Disorder exhibit normal curiosity about the
environment and age appropriate cognitive and developmental skills. There is no
delay in language development. In pre-school aged children, motor delays or
clumsiness may be noted. In a school setting, difficulties with social interactions
and restricted and idiosyncratic interests may be recognized as such.
A child with Asperger’s might be more comfortable with adults than with other
children, and may have more adult interests and knowledge. Many have a history
of reading at an early age and being like a “little professor.” They also insist on
routines and perfectionism, experience extreme sensitivity to the environment,
and typically resist change.
Children with Asperger’s do not like surprises, and can become fearful, angry, and
upset in the face of forced or unexpected changes. Children with Asperger’s often
do not understand rigid displays of authority or anger, and will become more rigid
and stubborn if forcefully confronted.
Teens with Asperger's tend to be loners, and are highly susceptible to bullying and
teasing. They are prone to depression, but do not say or admit that they are sad
or depressed or angry. Often they cannot perceive the feelings of others, cannot
assess their own emotions and cannot seek comfort from others.
Individuals with Asperger’s have a superior memory and vocabulary but rely on
literal interpretations of language. They struggle with back-and-forth social
interactions and instead will engage in stereotypical question asking or fact
sharing as an interaction pattern. They frequently do not know the difference
between what is general knowledge and personal ideas. They also have
difficulties with the normal volume, rhythm, intonation and inflection of spoken
language.
In interactions with others those with Asperger’s miss social cues and do not know
how to interact. They must learn social skills intellectually rather than intuitively.
Likewise, individuals with Asperger's Disorder may have problems with empathy.
They have an inability to understand how someone else might feel and can be
inappropriately intrusive.
| Antonia Caretto, Ph.D., PLLC |
| www.BeTreatedWell.com phone: 248.553.9053 |
| Articles of Interest: Business of Therapy Anxiety Why Gender? Asperger's Disorder Adjustment Disorders Self-Injurious Behavior |
