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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. |
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