Zeitschriftenartikel: „Asperger Syndrome Diagnostic Scale“

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Nutkins, Christie L. „Book Review: Asperger Syndrome Diagnostic Scale“. Journal of Psychoeducational Assessment 20, Nr. 2 (Juni 2002): 213–16. http://dx.doi.org/10.1177/073428290202000209.

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Boggs, Koren M., Alan M. Gross und Carol L. Gohm. „Validity of the Asperger Syndrome Diagnostic Scale“. Journal of Developmental and Physical Disabilities 18, Nr. 2 (15.07.2006): 163–82. http://dx.doi.org/10.1007/s10882-006-9008-6.

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Rodríguez Muñoz, Francisco J. „Pilot assessment of nonverbal pragmatic ability in people with asperger syndrome“. Psychology of Language and Communication 17, Nr. 3 (01.12.2013): 279–94. http://dx.doi.org/10.2478/plc-2013-0018.

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Abstract The purpose of this study is to present a diagnostic tool to assess the nonverbal pragmatic behaviors of people with Asperger syndrome, with the intent to give an account of the severity of symptoms in the area of nonverbal interaction, as well as providing a profile of nonverbal behaviors that may be targeted for intervention. Through this communication profile, overall nonverbal ability is calculated in a group of 20 subjects with Asperger syndrome. The proposed scale also includes the measurement of the following nonverbal dimensions: (1) eye gaze, (2) facial expression, (3) body language and posture, (4) proxemics, (5) gestures, and (6) paralanguage. The results of this assessment suggest low nonverbal pragmatic ability in these subjects, show specific deficits in nonverbal communication, and capture variability in nonverbal behavior in individuals with AS.

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Camodeca, Amy, Kylie Q. Todd und Jennifer Croyle. „Utility of the Asperger Syndrome Diagnostic Scale in the Assessment of Autism Spectrum Disorders“. Journal of Autism and Developmental Disorders 50, Nr. 2 (31.10.2019): 513–23. http://dx.doi.org/10.1007/s10803-019-04272-x.

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Kim, Ha-Na, und Min-Sup Shin. „A Study of the Validity of and Cut-Off Scores for the Korean Version of Asperger Syndrome Diagnostic Scale“. Journal of Child and Adolescent Psychiatry 22, Nr. 2 (30.06.2011): 81–88. http://dx.doi.org/10.5765/jkacap.2011.22.2.081.

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Anckarsäter, H., B. Hofvander, E. Billstedt, I. C. Gillberg, C. Gillberg, E. Wentz und M. Råstam. „The sociocommunicative deficit subgroup in anorexia nervosa: autism spectrum disorders and neurocognition in a community-based, longitudinal study“. Psychological Medicine 42, Nr. 9 (20.12.2011): 1957–67. http://dx.doi.org/10.1017/s0033291711002881.

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BackgroundA subgroup of persons with anorexia nervosa (AN) have been proposed to have sociocommunicative problems corresponding to autism spectrum disorders [ASDs, i.e. DSM-IV pervasive developmental disorders (PDDs): autistic disorder, Asperger's disorder, PDD not otherwise specified (NOS)]. Here, clinical problems, personality traits, cognitive test results and outcome are compared across 16 subjects (32%) with teenage-onset AN who meet or have met ASD criteria (AN+ASD), 34 ASD-negative AN subjects and matched controls from a longitudinal Swedish study including four waves of independent assessments from the teens to the early thirties.MethodThe fourth wave included the Structured Clinical Interview for DSM-IV (SCID)-I and the SCID-II (cluster C, i.e. ‘anxious’ PDs) interviews, the Asperger Syndrome Diagnostic Interview, self-assessments by the Autism Spectrum Quotient and the Temperament and Character Inventory, neurocognitive tests by subscales from the Wechsler scales, continuous performance tests, Tower of London, and Happé's cartoons.ResultsThe ASD assessments had substantial inter-rater reliability over time (Cohen's κ between 0.70 and 0.80 with previous assessments), even if only six subjects had been assigned a diagnosis of an ASD in all four waves of the study, including retrospective assessments of pre-AN neurodevelopmental problems. The AN+ASD group had the highest prevalence of personality disorders and the lowest Morgan–Russell scores. The non-ASD AN group also differed significantly from controls on personality traits related to poor interpersonal functioning and on neurocognitive tests.ConclusionsA subgroup of subjects with AN meet criteria for ASDs. They may represent the extreme of neurocognitive and personality problems to be found more generally in AN.

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Abu-Akel, Ahmad, Ruth C. M. Philip, Stephen M. Lawrie, Eve C. Johnstone und Andrew C. Stanfield. „T113. CATEGORICAL AND DIMENSIONAL APPROACHES EXAMINING THE JOINT EFFECT OF AUTISM AND SCHIZOTYPAL PERSONALITY DISORDER ON SUSTAINED ATTENTION“. Schizophrenia Bulletin 46, Supplement_1 (April 2020): S273—S274. http://dx.doi.org/10.1093/schbul/sbaa029.673.

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Abstract Background Accumulating evidence for the co-occurrence Autism spectrum disorder (ASD) and schizotypal personality disorder (SPD) at both the diagnostic and symptom/trait levels raises important questions about the nature of their association and the effect of their co-occurrence on the individual’s phenotype and functional outcome. It has been recommend that informing etiological and phenotypic overlaps between ASD and schizophrenia spectrum disorders (SSD) would require the utilization of a dual-diagnosis cohort compared with two control groups, each singly diagnosed with ASD or SSD, and that the development of a multidimensional model for understanding the relationship between these two spectra would require cohorts to be described not solely by diagnosis, but also by using dimensional measures that cut across diagnostic boundaries. Research comparing adults with ASD and SPD, as well as the impact of their co-occurrence on outcomes is extremely limited. To fill in this gap, we investigated executive functioning in terms of response inhibition and sustained attention, candidate endophenotypes of both conditions, in adults with ASD, SPD, comorbid ASD and SPD, and neurotypical adults using both categorical and dimensional approaches. Methods A total of 88 adults (Mean Age ± SD = 37.54 ± 10.17): ASD (n = 26; m/f = 20/6); SPD (n = 20; m/f = 14/6); comorbid ASD and SPD (n=9; m/f =6/3) and neurotypicals (n=33; m/f =23/10) completed the Sustained Attention to Response Task (SART) in both its fixed and random forms. Individuals with ASD had a DSM-IV diagnosis of either autism or Asperger Syndrome and met ASD cut-offs on the Autism Diagnostic Observational Schedule-Generic (ADOS-G). All individuals with SPD met DSM-IV criteria for SPD using the Structured Clinical Interview for DSM-IV Axis II Disorders (SCID-II). Individuals in the comorbid group met criteria for both ASD (determined by DSM-IV and the ADOS) and SPD (determined by the SCID-II). In addition, in both the clinical and healthy participants, positive and autistic symptom severity were assessed with the positive subscale of the Positive and Negative Syndrome Scale (PANSSpos) and the PANSS Autism Severity Score (PAUSS), respectively. Results Controlling for full scale IQ, working memory and medication dosage, group analyses revealed that the comorbid group committed fewer omission errors than the ASD group on the fixed SART, and fewer omission errors than the ASD and SPD groups on the random SART. The individual difference analyses revealed that the PANSSpos and PAUSS interactively reduced omission errors in both the fixed and random SARTs, as well as increased d’ scores, indicative of improved overall performance. Discussion Concurrent elevated levels of autistic and positive psychotic symptoms seem to be associated with improved sustained attention abilities. We propose that sustaining and switching attention may represent two poles of irregularities across the autism and schizotypal spectra, which appear to converge in a compensatory manner in the comorbid group. Our findings highlight the importance of investigating the concurrent effect of ASD and SPD at both the symptom and diagnostic levels, and the potential benefit of this research approach to understanding the underlying mechanisms of seemingly overlapping phenotypes.

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Savage, GK, JLL Csecs, G. Davies, HD Critchley und JA Eccles. „#3085 Relationship between variant connective tissue (hypermobility) and autism sensory processing: externally oriented thinking as a mediator“. Journal of Neurology, Neurosurgery & Psychiatry 92, Nr. 8 (16.07.2021): A7.2—A8. http://dx.doi.org/10.1136/jnnp-2021-bnpa.19.

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Objectives/AimsAutism is a neurodevelopmental condition characterised by differences in sensory processing, social communication and restricted/repetitive behaviors. Joint hypermobility is a common connective tissue variant, reportedly overrepresented in Autism. Alexithymia is a personality construct characterised by altered emotional awareness which has notably high rates of overlap with autism spectrum disorder. This study tested whether hypermobility was associated with autistic traits and examined alexithymia as a mediator of this association.MethodForty-two people underwent eligibility assessment for a study of joint hypermobility and anxiety (ISRCTN17018615). Hypermobility was assessed using both the Brighton Criteria for Joint Hypermobilty Syndrome (JHS) and 2017 Hypermobile Ehlers Danlos Syndrome (hEDS) Criteria. Participants completed the Ritvo Autism Asperger Diagnostic Scale-Revised (RAADS R: sensory/motor, language, social relatedness and circumscribed interest domains) to quantify autistic traits. No participant had a prior diagnosis of Autism. Participants also completed the Toronto Alexithymia Scale (TAS-20) to measure alexithymia. The TAS-20 has three domains: difficulty describing feelings, difficulty identifying feelings and externally oriented thinking.ResultsAll 42 participants met criteria for JHS, 26 participants also met criteria for hEDS. Strikingly, 22/42 (52.4%) scored above threshold for suspected Autism (26/42 in the sensory/motor domain; 22/42 in language domain; 22/42 in social relatedness domain; 17/42 in circumscribed interests domain). There were no significant differences in RAADS-R scores depending on hypermobility diagnosis. The number of connective tissue features (hEDS Criterion 2A) correlated with RAADS-R sensory/motor score (r = 0.418, p = 0.006) but not social relatedness nor circumscribed interests sub-scores. Full mediation of the relationship between the number of connective tissue features and RAADs sensory/motor score by TAS-20 externally oriented thinking was found using the method of Baron-Kenny (1986) and estimation of indirect effects (Hayes, 2018; bootstrapped confidence intervals (n = 5000, do not cross zero)). Difficulty identifying feelings and difficulty describing feelings domains did not mediate this relationship.ConclusionThese results add to evidence linking variant connective tissue to neurodevelopmental conditions (including Autism) and interestingly, specifically to sensory processing differences. Our study provides a strong rationale for screening for neurodevelopmental conditions in people with hypermobility and motivates further to understand symptom expression in this group. Our results also provide an insight into the processes underlying this relationship, which maybe important for informing interventions for people with hypermobility and autistic traits.

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Howlin, Patricia. „Assessment Instruments for Asperger Syndrome“. Child Psychology and Psychiatry Review 5, Nr. 3 (September 2000): 120–29. http://dx.doi.org/10.1017/s1360641700002288.

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This review describes the current situation with regard to diagnostic instruments for Asperger syndrome. The paucity of such instruments, and the lack of adequate standardisation data amongst the few that do exist, represent a serious omission for both clinicians and researchers. The major problem limiting the development of effective diagnostic or screening instruments is the confusion inherent in ICD-10 and DSM-1V systems in differentiating autism from Asperger syndrome. In the absence of clear and clinically satisfactory diagnostic criteria, efforts to develop valid assessment instruments may be attempting to put the horse before the cart!

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Gillberg, Christopher. „Asperger syndrome and high-functioning autism“. British Journal of Psychiatry 172, Nr. 3 (März 1998): 200–209. http://dx.doi.org/10.1192/bjp.172.3.200.

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This paper reviews the history of Asperger syndrome (AS) and high-functioning autism (HFA), current diagnostic concepts and criteria, some controversial diagnostic issues, epidemiology, background factors, outcome, and intervention guidelines.

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Klin, Ami. „Asperger syndrome: an update“. Revista Brasileira de Psiquiatria 25, Nr. 2 (Juni 2003): 103–9. http://dx.doi.org/10.1590/s1516-44462003000200011.

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This article provides an overview of the history and clinical features of Asperger syndrome, and considers guidelines for clinical assessment and treatment. A review of issues related to external validity is provided, which points out the limitations of current research, and lists several potentially beneficial areas of investigation into the nosologic status of the condition. It concludes with a discussion of the unequivocal need of individuals with severe social disabilities for comprehensive and adequate educational services and other treatments irrespective of the fact that the validity and the utility of this specific diagnostic concept is far from resolved.

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Kopra, Kristiina, Lennart von Wendt, Taina Nieminen-von Wendt und E. Juulia Paavonen. „Comparison of Diagnostic Methods for Asperger Syndrome“. Journal of Autism and Developmental Disorders 38, Nr. 8 (07.03.2008): 1567–73. http://dx.doi.org/10.1007/s10803-008-0537-y.

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Edelson, Stephen M. „Evidence from Characteristics and Comorbidities Suggesting That Asperger Syndrome Is a Subtype of Autism Spectrum Disorder“. Genes 13, Nr. 2 (30.01.2022): 274. http://dx.doi.org/10.3390/genes13020274.

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The current version of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-V) does not consider Asperger syndrome a diagnostic category. This study was undertaken to see if there is evidence that this diagnosis should be reinstated. An online survey was conducted to examine symptoms and behaviors associated with the current diagnostic criteria of autism spectrum disorders (ASD) (DSM-V), and those associated with Asperger syndrome based on the previous version (DSM-IV-TR). The study also examined other characteristics historically associated with autism, as well as impairments often reported in infancy/young childhood and medical comorbidities frequently associated with autism. The sample included 251 individuals who had received a diagnosis of Asperger syndrome and 1888 who were diagnosed with autism or ASD. Numerous similarities and differences were found between the two groups. The findings are discussed in relation to reestablishing Asperger syndrome as a valid diagnostic category as well as a subtype of ASD.

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Klin, Ami, David Pauls, Robert Schultz und Fred Volkmar. „Three Diagnostic Approaches to Asperger Syndrome: Implications for Research“. Journal of Autism and Developmental Disorders 35, Nr. 2 (April 2005): 221–34. http://dx.doi.org/10.1007/s10803-004-2001-y.

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Korendo, Marta. „DIFFERENTIAL DIAGNOSIS OF THE AUTISTIC SPECTRUM DISORDER AND ASPERGER SYNDROME“. Acta Neuropsychologica 15, Nr. 1 (12.03.2017): 81–88. http://dx.doi.org/10.5604/12321966.1238142.

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The aim of the paper was to described substantial symptoms making possible a clinical differential diagnosis of autism and Asperger syndrome. Those differences do not me rely reflect the intensification of negative features but that Autism and Asperger syndrome are separate syndromes, which, however, share a common spectrum of symptoms. Making a differential diagnosis is essential due to different therapeutic and educational needs of children suffering from those syndromes. The most evident differences are language and communication, manipulative behaviours, social relations as well as manual skills. The first important difference is language, which has been neglected so far since the research concentrated on communication and its disorders. While language is of a high diagnostic value that allows early identification of symptoms specific for Asperger syndrome. The second difference is a very high level of manipulative behaviours in Asperger syndrome which leads to disorders in social functioning of such individuals. Therefore, dealing with manipulation is a significant therapeutic task. At the same time, manipulative behaviours occurring in Asperger syndrome should be distinguished from resistence manifested by autistic children. Moreover, children with Asperger show a need of social relations despite considerable lowering of social competencies, and failures to communicate provoke the intensification of deviant behaviours. Finally, children with autism and Asperger syndrome vary in the level of manual skills. Though initial picture may be very similar, the potential of people with Asperger syndrome for gaining proper graphomotor skills is considerably higher due to the lack of deep disorders in motor planning.

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Melfsen, Siebke, Susanne Walitza, Anthony Attwood und Andreas Warnke. „Validierung der deutschen Version der Australian Scale of Asperger’s Syndrome (ASAS)“. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 33, Nr. 1 (Januar 2005): 27–34. http://dx.doi.org/10.1024/1422-4917.33.1.27.

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Zusammenfassung: Fragestellung: Ziel unserer Studie war es, die Validität der deutschen Übersetzung der Australian Scale for Asperger’s Syndrom (ASAS) zu überprüfen. Außerdem sollte der von der australischen Forschergruppe vorgeschlagene Auswertungsmodus der Skala überprüft werden. Methodik: Im Rahmen eines stationären Aufenthaltes in der Klinik und Poliklinik für Kinder- und Jugendpsychiatrie und Psychotherapie der Universität Würzburg wurde die Skala den Müttern von 18 Kindern mit der Diagnose eines Asperger Syndroms, den Müttern von 18 Kindern mit der nicht bestätigten Verdachtsdiagnose eines Asperger Syndroms und den Müttern von 15 Kindern mit anderweitigen psychischen Störungen vorgelegt. Ergebnisse: Eine Varianzanalyse lässt signifikante Gruppenunterschiede zwischen allen drei Gruppen erkennen. Eine schrittweise Diskriminanzanalyse mit einer korrekten Klassifikationsrate von 60,78% ermöglichte ebenfalls eine signifikante Unterscheidung zwischen den Stichproben. Der von der australischen Arbeitsgruppe empfohlene Auswertungsmodus kann im Wesentlichen beibehalten werden. Schlussfolgerung: Die Ergebnisse zeigen, dass die Australian Scale for Asperger’s Syndrome (ASAS) adäquat Kinder und Jugendliche mit der Diagnose eines Asperger Syndroms identifiziert.

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Gibbons, Melinda M., und Shelley Goins. „Getting to Know the Child with Asperger Syndrome“. Professional School Counseling 11, Nr. 5 (Juni 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100508.

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Asperger syndrome (AS) is a disorder characterized by social skill deficits and display of repetitive behaviors. This article explores the diagnostic components of AS and describes the major school-related issues for children who have the disorder. Specific interventions that school counselors can implement to help increase these students’ academic and social success are discussed.

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Klin, Ami. „Clinical Issues: History, Definition, and Diagnostic Markers of Asperger Syndrome“. Perspectives on Language Learning and Education 10, Nr. 3 (Oktober 2003): 2–4. http://dx.doi.org/10.1044/lle10.3.2.

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Korendo, Marta. „Diagnoza dymensjonalna zespołu Aspergera“. Poznańskie Studia Polonistyczne. Seria Językoznawcza 29, Nr. 2 (30.12.2022): 245–57. http://dx.doi.org/10.14746/pspsj.2022.29.2.15.

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Asperger syndrome has been included in the common category of autistic disorders in current medical classifications. In spite of that, there are still some researches allowing us to see the differences in the structure and functioning of the brains of people with autism and Asperger syndrome. Differentiation at the level of diagnosis is important because of the different educational and therapeutic needs of children with autism and AS. This paper presents the concept of dimensional case assessment of children with Asperger syndrome. The dimensional approach allows for viewing the disorder multidimensionally, taking into account the severity of the phenomenon and in connection with other factors, not only other disorders, which significantly reduces the omission of non-prototypical cases in diagnoses and accelerates the use of therapeutic measures. It is necessary because of the low effectiveness of the diagnostic categorical approach.

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Caban, Sandra. „Ocena kompetencji komunikacyjnej dziecka z zespołem Aspergera (OKKA) — własne narzędzie diagnostyczne“. Kształcenie Językowe 19 (23.12.2021): 61–66. http://dx.doi.org/10.19195/1642-5782.19(29).6.

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The article presents the author’s own tool to diagnose the level of communicative competence in a child with Asperger Syndrome at an early age. The diagnostic tool includes an interview with the parents, the diagnosis site, and exercises to check the functioning of the speech apparatus. The article presents exercises for diagnosing the level of linguistic social, situational, pragmatic, and systemic proficiency. At the end, there is a card for assessing the level of communicative competence of a child with Asperger Syndrome which will help systematize knowledge and prepare an appropriate therapy.

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Fraczek, Bozena, und Anna Gagat Matula. „Financial education and the level of basic financial knowledge and its usage among people with Asperger syndrome“. Cypriot Journal of Educational Sciences 14, Nr. 4 (31.12.2019): 742–49. http://dx.doi.org/10.18844/cjes.v14i4.3936.

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We measured the fundamental financial knowledge and the level of using basic financial offers by persons with Asperger syndrome. It was pilot study. The method of diagnostic survey was used. The questionnaire used in the study was authorship, developed on the basis of S&P Global FinLit Survey, conducted by World Bank Development Research Group and GFLEC. The purposive sampling was used for this aim. 32 persons aged 16-22 with Asperger syndrome took part in the study. The results show that respondents are able to use theoretical knowledge acquired in the process of education and know the mechanism of simple and compound interest. Unfortunately, they have a significantly lower level of knowledge than an average citizen in the field of less standard issues, and reveal problems in practical use of the mentioned knowledge. It is recommended to expand the financial education and introduction of special programs for persons with communication disorders. Keywords: Asperger syndrome, financial education, financial knowledge, financial inclusion

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Mazzone, Luigi, Liliana Ruta und Laura Reale. „Psychiatric comorbidities in asperger syndrome and high functioning autism: diagnostic challenges“. Annals of General Psychiatry 11, Nr. 1 (2012): 16. http://dx.doi.org/10.1186/1744-859x-11-16.

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Ghaziuddin, Mohammad, Luke Y. Tsai und Neera Ghaziuddin. „Brief report: A comparison of the diagnostic criteria for Asperger syndrome“. Journal of Autism and Developmental Disorders 22, Nr. 4 (Dezember 1992): 643–49. http://dx.doi.org/10.1007/bf01046332.

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Hippler, Kathrin, und Christian Klicpera. „A retrospective analysis of the clinical case records of ‘autistic psychopaths’ diagnosed by Hans Asperger and his team at the University Children's Hospital, Vienna“. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, Nr. 1430 (28.02.2003): 291–301. http://dx.doi.org/10.1098/rstb.2002.1197.

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To date, it is questionable whether the diagnostic criteria for Asperger syndrome (AS) as stated by ICD–10 or DSM–IV still reflect Asperger's original account of ‘autistic psychopathy’ (AP) from the 1940s. The present study examined 74 clinical case records of children with AP diagnosed by Hans Asperger and his team at the Viennese Children's Clinic and Asperger's private practice between 1950 and 1986. The characteristic features of the children are outlined, including reasons for referral, parental background, behavioural problems, cognitive functioning, communication and interests. Results show that the patients of Asperger described in our study represent a subgroup of children with very high intellectual functioning, specific circumscribed interests and talents but impaired social, communication and motor skills. Sixty–eight percent of the sample met ICD–10 criteria for AS, while 25% fulfilled the diagnostic criteria for autism. Implications for the diagnosis of AS are discussed.

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MATTILA, MARJA-LEENA, MARKO KIELINEN, KATJA JUSSILA, SIRKKA-LIISA LINNA, RISTO BLOIGU, HANNA EBELING und IRMA MOILANEN. „An Epidemiological and Diagnostic Study of Asperger Syndrome According to Four Sets of Diagnostic Criteria“. Journal of the American Academy of Child & Adolescent Psychiatry 46, Nr. 5 (Mai 2007): 636–46. http://dx.doi.org/10.1097/chi.0b013e318033ff42.

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Gardner, Marcia Rubenstein. „Understanding and Caring for the Child With Asperger Syndrome“. Journal of School Nursing 17, Nr. 4 (August 2001): 178–84. http://dx.doi.org/10.1177/10598405010170040201.

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Nurses in a variety of settings encounter children with the unfamiliar diagnosis of Asperger syndrome (AS). This disorder, which falls clinically along the autism spectrum, is receiving increasing attention because of its inclusion in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) as one of the pervasive developmental disorders. The characteristic features of AS include deficits in social skills, atypical understanding of and use of pragmatic language, behavior problems, and a restricted set of interests. Cognitive abilities vary, and some children with AS have high intelligence. In addition, many children with AS have other conditions, such as attention deficit hyperactivity disorder, Tourette’s syndrome, obsessive-compulsive disorder, and depression. The disorder can result in significant functional difficulties in the home, school, and community contexts. A case study highlights the features of AS, and a related individualized school health care plan demonstrates the school nurse’s role in family and staff education, monitoring for comorbidities, behavioral management, medication management, support to family members, and referral.

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Schwarzová, Lucie. „POSSIBILITIES OF SUPPORT OF SPECIAL NEEDS STUDENTS AT THE GRADUATION EXAM - CASE STUDY OF A STUDENT WITH ASPERGER SYNDROME FOCUSING ON THE MODIFICATION OF GRADUATION EXAM CONDITIONS“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (25.05.2018): 147. http://dx.doi.org/10.17770/sie2018vol1.3389.

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The aim of the paper is the theoretical anchoring of the autism spectrum disorder focusing mainly on the Asperger syndrome, as well as the classification of disorders according to the International Statistical Classification of Diseases (ICD-10) and the Diagnostic and Statistical Manual (DSM-V). The paper contains an overview of the legal regulations related to the possible modifications of the common part of the graduation exam. The research part is based on qualitative methodology, it includes a case study. Based on an intentional selection (age and diagnosis), a student with Asperger syndrome was chosen for the case study, who applied at the educational support center for the modification of the graduation exam conditions. Regarding the data collection, the research methods included a semi-structured interview with the legal representatives (with the consent of the student of age), and a class teacher, and the study of the documents kept in the educational support center. The research part contains information on the personal and schooling history, as well as on the symptoms reflecting the diagnostic dyad. The conclusion offers an overview of the specific support measures provided to the student for the common part of the national graduation exam. The aim of the study is to explore whether the symptoms of the Asperger syndrome diagnosis reflected in the deficiencies at school may be fully compensated through the modification of the graduation exam conditions.

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Langdon, Peter E., Glynis H. Murphy, Lee Shepstone, Edward C. F. Wilson, David Fowler, David Heavens, Alexandra Russell, Alice Rose, Aida Malovic und Louise Mullineaux. „The People with Asperger syndrome and anxiety disorders (PAsSA) trial: a pilot multicentre, single-blind randomised trial of group cognitive–behavioural therapy“. BJPsych Open 2, Nr. 2 (März 2016): 179–86. http://dx.doi.org/10.1192/bjpo.bp.115.002527.

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BackgroundThere is a growing interest in using cognitive–behavioural therapy (CBT) with people who have Asperger syndrome and comorbid mental health problems.AimsTo examine whether modified group CBT for clinically significant anxiety in an Asperger syndrome population is feasible and likely to be efficacious.MethodUsing a randomised assessor-blind trial, 52 individuals with Asperger syndrome were randomised into a treatment arm or a waiting-list control arm. After 24 weeks, those in the waiting-list control arm received treatment, while those initially randomised to treatment were followed up for 24 weeks.ResultsThe conversion rate for this trial was high (1.6:1), while attrition was 13%. After 24 weeks, there was no significant difference between those randomised to the treatment arm compared with those randomised to the waiting-list control arm on the primary outcome measure, the Hamilton Rating Scale for Anxiety.ConclusionsTrials of psychological therapies with this population are feasible. Larger definitive trials are now needed.

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Napitupulu, Lilis Handayani. „KEMAMPUAN BERBAHASA ANAK DENGAN SINDROM ASPERGER“. Jurnal Bahasa Indonesia Prima (BIP) 5, Nr. 2 (29.09.2023): 157–68. http://dx.doi.org/10.34012/bip.v5i2.4162.

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This study analyses the case of a child 6 years old with Asperger Syndrome with a particularly high specific cognitive, linguistic, and metalinguistic profile. The method of the study is using qualitative methods. The instrument used to measure the child’s ability is the Wechsler Intelligence Scale for Children (WISC). The test places a high value on answer justification, allowing the interviewer to capture different levels of metalinguistic awareness. Unlike those assessing sonority and sonography, the child provided poor language-linguistic responses on the sonority subtests. These different results are explained in terms of this child's specific difficulties with "open" language systems, such as semantics, despite his excellent "closed" language abilities. The discussion emphasizes the importance of assessing language skills at the aggregate level of gifted children with Asperger syndrome.

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Ghaziuddin, Mohammad, Luke Y. Tsai und Neera Ghaziuddin. „Brief report: A reappraisal of clumsiness as a diagnostic feature of Asperger syndrome“. Journal of Autism and Developmental Disorders 22, Nr. 4 (Dezember 1992): 651–56. http://dx.doi.org/10.1007/bf01046333.

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Androsova, L., N. Simashkova, S. Zozulya, O. Shushpanova, I. Otman und T. Klyushnik. „Inflammation and autoimmune indicators in the differential diagnosis of autism spectrum disorders in children“. European Psychiatry 65, S1 (Juni 2022): S364. http://dx.doi.org/10.1192/j.eurpsy.2022.925.

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Introduction Autism spectrum disorders (ASD) is one of the most urgent problems of psychiatry because of their high prevalence, diagnostic difficulties as well as insufficient knowledge of the pathogenetic mechanisms. Objectives To determine the number of inflammation markers in patients with various forms of ASD in links with features of a clinical condition for creating diagnostic criteria for differential diagnosis and improve reliability. Methods The clinical examination of patients (135 children with various ASD forms) was carried out by using psychometric scales (CARS, BFCRS, CGI-S). The activity of inflammation markers (LE and α1-PI) and the level of autoantibodies to S-100b and MBP were measured in plasma. Complex evaluation of immune system activation was also conducted, taking into consideration interactions of innate and adaptive immunity. Results Non-psychotic ASD forms (Asperger’s syndrome and Kanner’s syndrome) were not accompanied by a change of the immunological indices in comparison with control. In psychotic ASD forms, a significant increase of the studied indices was revealed (р<0.05). Correlation between the complex evaluation of the immune system activation and the stage of the disease (r=0.49, р<0.05) was demonstrated. Also the significant correlations between the severity of autistic disorders according to CARS (r=0.48, p<0.05), catatonic disorders by BFCRS (r=0.42, p<0.05), and the assessment by CGI (r= 0.61, p<0.05) were observed. Conclusions The immune markers as well as their complex evaluation may be used as additional diagnostic criteria in the clinical examination for differential ASD diagnostics and assessment of the quality of remission, and also monitoring of the patient condition. Disclosure No significant relationships.

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Mulrine, Christopher F., und Betty Kollia. „Diagnosing and Teaching Students with Social Communication Disorder in Included Classrooms“. Journal of Education and Learning 9, Nr. 4 (25.06.2020): 94. http://dx.doi.org/10.5539/jel.v9n4p94.

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Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger’s syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disorder of a range of symptoms or autism related symptoms from mild to severe (APA, 2013). It has dropped four of the previous diagnoses and is now only one encompassing disability called Autism Spectrum Disorder. Using the new DSM-5 diagnostic criteria some students who were previously diagnosed as having Asperger’s Syndrome do not fit the new Autism Spectrum Disorder criteria. These students might now be diagnosed with Social Communication Disorder (SCD). This diagnosis meets the symptoms presented by these individuals more appropriately. SCD describes the social difficulties and pragmatic language differences that impact comprehension, production, and awareness in conversation that are not caused by delayed cognition or other language delays.

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Perez Torres, Lisset. „Disorders of the autistic spectrum: asperger syndrome and its repercussion in academic performance“. Journal of America health 1, Nr. 2 (02.07.2018): 22–38. http://dx.doi.org/10.37958/jah.v1i2.8.

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This research based on social, health and especially educational reality, involves us professionally in view of the fact that the majority of professional people, especially teachers, are not familiar with autism spectrum disorder, specifically with Asperger's Syndrome. and they may come to think that a child with an autistic ability behaves in a different way, and they find it difficult to interact with other classmates, therefore this may be difficult to understand conventional social rules and may seem of little importance for society, people with Asperger Syndrome (SA), in English Asperger syndrome (AS), have an average IQ and are likely to have teaching and learning problems like those who do not, however, have their learning needs They may be different from those of other children. Asperger's syndrome is a type of autism. Autism affects the way in which a person interprets the language, communicates and socializes. Until 2013, this syndrome used to be considered a condition in itself, with its own diagnosis. From that moment on, the guide used by doctors, the Diagnostic and Statistical Manual of Mental Disorders, commonly known as DSM-5, changed the classification of Asperger's syndrome.

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Bedrossian, Louise. „Understand ASD differences in women for accurate referral, diagnosis, accommodations“. Student Affairs Today 26, Nr. 7 (21.09.2023): 3–7. http://dx.doi.org/10.1002/say.31294.

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Leo Kanner (1943) and Hans Asperger (1944), whose studies included only boys, initially and independently identified autism, noting three basic characteristics: (1) social difficulties, (2) communication problems, and (3) repetitive and restrictive activities. But it wasn’t until 1980 that the term “autism” appeared in the Diagnostic and Statistical Manual of Mental Disorders‐III. Not until 1994 did Asperger's syndrome, or high‐functioning autism, appear in the DSM‐IV. And in the 2013 DSM‐5, Asperger's syndrome disappeared, merging into the integrated category of autism spectrum disorder.

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Russell, Ailsa J., David Mataix-Cols, Martin Anson und Declan G. M. Murphy. „Obsessions and compulsions in Asperger syndrome and high-functioning autism“. British Journal of Psychiatry 186, Nr. 6 (Juni 2005): 525–28. http://dx.doi.org/10.1192/bjp.186.6.525.

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BackgroundObsessive–compulsive behaviours are common and disabling in autistic-spectrum disorders (ASD) but little is known about how they compare with those experienced by people with obsessive–compulsive disorder (OCD).AimTo make such a comparison.MethodA group of adults with high-functioning ASD (n=40) were administered the Yale–Brown Obsessive–Compulsive Scale and Symptom Checklist and their symptoms compared with a gender-matched group of adults with a primary diagnosis of OCD (n=45). OCD symptoms were carefully distinguished from stereotypic behaviours and interests usually displayed by those with ASD.ResultsThe two groups had similar frequencies of obsessive–compulsive symptoms, with only somatic obsessions and repeating rituals being more common in the OCD group. The OCD group had higher obsessive–compulsive symptom severity ratings but up to 50% of the ASD group reported at least moderate levels of interference from their symptoms.ConclusionsObsessions and compulsions are both common in adults with high-functioning ASD and are associated with significant levels of distress.

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Helles, Adam, I. Carina Gillberg, Christopher Gillberg, Eva Billstedt und Märta Wallinius. „Asperger syndrome in childhood – personality dimensions in adult life: temperament, character and outcome trajectories“. BJPsych Open 2, Nr. 3 (Mai 2016): 210–16. http://dx.doi.org/10.1192/bjpo.bp.116.002741.

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BackgroundTemperament and character have been shown to be important factors in understanding psychiatric and neurodevelopmental disorder. Adults with autism spectrum disorder (ASD) have repeatedly been shown to have a distinct temperament and character, but this has not been evaluated in relation to psychiatric comorbidity and ASD diagnostic stability.AimsTo examine temperament and character in males that were diagnosed with ASD in childhood and followed prospectively over almost two decades.MethodTemperament and character were assessed in 40 adult males with a childhood diagnosis of ASD. Results were analysed by the stability of ASD diagnosis over time and current psychiatric comorbidity.ResultsThree distinct temperament and character profiles emerged from the data. Those no longer meeting criteria for ASD had high reward dependence while those with a stable ASD diagnosis and psychiatric comorbidity showed elevated harm avoidance and low self-directedness and cooperativeness. Finally, those with a stable ASD and no comorbidity showed low novelty seeking and somewhat elevated harm avoidance.ConclusionsTemperament and character are important factors correlated with long-term diagnostic stability and psychiatric comorbidity in males diagnosed with ASD in childhood.

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Steiner, Carlos Eduardo, Marilisa Mantovani Guerreiro und Antonia Paula Marques-de-Faria. „Genetic and neurological evaluation in a sample of individuals with pervasive developmental disorders“. Arquivos de Neuro-Psiquiatria 61, Nr. 2A (Juni 2003): 176–80. http://dx.doi.org/10.1590/s0004-282x2003000200003.

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With the aim of analyzing which complementary tests are relevant in the diagnostic evaluation of individuals with pervasive developmental disorders, a protocol of clinical and laboratory evaluation was applied in 103 outpatients. The protocol included chromosomal analysis, screening for inborn errors of metabolism, cytogenetic and molecular study of the FRAXA, FRAXE, and FRAXF mutations, EEG, SPECT, and magnetic resonance imaging study. Eighty-four subjects concluded the complementary tests and were classified either as having autism, atypical autism or Asperger syndrome according to the DSM-IV criteria. Sixteen individuals, all bellonging to the two autistic groups, presented genetic or enviromental factors that may have lead to the behavioral disorders, showing the importance of diagnostic evaluation in this group of conditions. Neuroimaging and EEG findings were non-specific and occurred in similar proportion among the groups, being considered of relative low significance in the diagnostic evaluation of individuals with pervasive developmental disorders.

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Nilsson, Maria, Sidse Arnfred, Jessica Carlsson, Lena Nylander, Lennart Pedersen, Erik Lykke Mortensen und Peter Handest. „Self-Disorders in Asperger Syndrome Compared to Schizotypal Disorder: A Clinical Study“. Schizophrenia Bulletin 46, Nr. 1 (03.05.2019): 121–29. http://dx.doi.org/10.1093/schbul/sbz036.

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Abstract Objective There are historical and theoretical indications of a difference in subjective experience between autism spectrum disorder (ASD) and the schizophrenia spectrum. However, this difference has not been empirically explored. Therefore, to explore potential differences in subjective experience between the 2 spectra, we examined the presence/absence of self-disorders in Asperger syndrome/autism spectrum disorder (As/ASD) compared to schizotypal disorder (Sd). Self-disorders represent changes in basic self-awareness which have been found to accumulate within the schizophrenia spectrum. Methods All participants were recruited from clinical units and interviewed with a focus on the exploration of presence/absence of self-disorders, with the Examination of Anomalous Self-Experience (EASE) scale, and a general assessment of present psychopathology, with Schedules for Clinical Assessment in Neuropsychiatry (SCAN). Results A total of 51 participants (As/ASD, n = 22; Sd, n = 29) were included in the statistical analyses. When controlling for age, gender, years of education, mental problems before the age of 16, and special needs school attendance, there was a clear difference in presence/absence of self-disorders between the 2 groups, with significantly higher levels in the Sd group. Further, there was an overlap in SCAN-rated symptoms between the 2 groups. Conclusion Our results indicate a significant difference between As/ASD and Sd at the level of the basic self, which, in turn, indicates that an exploration of anomalous self-experience is a valuable supplement in the clinical differentiation between As/ASD and Sd.

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Helles, Adam, I. Carina Gillberg, Christopher Gillberg und Eva Billstedt. „Asperger syndrome in males over two decades: Quality of life in relation to diagnostic stability and psychiatric comorbidity“. Autism 21, Nr. 4 (26.05.2016): 458–69. http://dx.doi.org/10.1177/1362361316650090.

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Woodbury-Smith, M. R., J. Robinson, S. Wheelwright und S. Baron-Cohen. „Screening Adults for Asperger Syndrome Using the AQ: A Preliminary Study of its Diagnostic Validity in Clinical Practice“. Journal of Autism and Developmental Disorders 35, Nr. 3 (Juni 2005): 331–35. http://dx.doi.org/10.1007/s10803-005-3300-7.

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Mayes, Susan Dickerson, Susan L. Calhoun, Michael J. Murray, Jill D. Morrow, Kirsten K. L. Yurich, Shiyoko Cothren, Heather Purichia, Fauzia Mahr, James N. Bouder und Christopher Petersen. „Use of the Childhood Autism Rating Scale (CARS) for Children With High Functioning Autism or Asperger Syndrome“. Focus on Autism and Other Developmental Disabilities 27, Nr. 1 (20.05.2011): 31–38. http://dx.doi.org/10.1177/1088357611406902.

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Kočovská, Eva, Eva Billstedt, Asa Ellefsen, Hanna Kampmann, I. Carina Gillberg, Rannvá Biskupstø, Guðrið Andorsdóttir, Tormóður Stóra, Helen Minnis und Christopher Gillberg. „Autism in the Faroe Islands: Diagnostic Stability from Childhood to Early Adult Life“. Scientific World Journal 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/592371.

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Childhood autism or autism spectrum disorder (ASD) has been regarded as one of the most stable diagnostic categories applied to young children with psychiatric/developmental disorders. The stability over time of a diagnosis of ASD is theoretically interesting and important for various diagnostic and clinical reasons. We studied the diagnostic stability of ASD from childhood to early adulthood in the Faroe Islands: a total school age population sample (8–17-year-olds) was screened and diagnostically assessed for AD in 2002 and 2009. This paper compares both independent clinical diagnosis and Diagnostic Interview for Social and Communication Disorders (DISCO) algorithm diagnosis at two time points, separated by seven years. The stability of clinical ASD diagnosis was perfect for AD, good for “atypical autism”/PDD-NOS, and less than perfect for Asperger syndrome (AS). Stability of the DISCO algorithm subcategory diagnoses was more variable but still good for AD. Both systems showed excellent stability over the seven-year period for “any ASD” diagnosis, although a number of clear cases had been missed at the original screening in 2002. The findings support the notion that subcategories of ASD should be collapsed into one overarching diagnostic entity with subgrouping achieved on other “non-autism” variables, such as IQ and language levels and overall adaptive functioning.

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Gillberg, Christopher, Carina Gillberg, Maria Råstam und Elisabeth Wentz. „The Asperger Syndrome (and High-Functioning Autism) Diagnostic Interview (ASDI): A Preliminary Study of a New Structured Clinical Interview“. Autism 5, Nr. 1 (März 2001): 57–66. http://dx.doi.org/10.1177/1362361301005001006.

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Andersen, Lisa M. J., Katharina Näswall, Irina Manouilenko, Lena Nylander, Johan Edgar, Riva Ariella Ritvo, Edward Ritvo und Susanne Bejerot. „The Swedish Version of the Ritvo Autism and Asperger Diagnostic Scale: Revised (RAADS-R). A Validation Study of a Rating Scale for Adults“. Journal of Autism and Developmental Disorders 41, Nr. 12 (16.02.2011): 1635–45. http://dx.doi.org/10.1007/s10803-011-1191-3.

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Ritvo, Riva Ariella, Edward R. Ritvo, Donald Guthrie, Max J. Ritvo, Demetra H. Hufnagel, William McMahon, Bruce Tonge et al. „The Ritvo Autism Asperger Diagnostic Scale-Revised (RAADS-R): A Scale to Assist the Diagnosis of Autism Spectrum Disorder in Adults: An International Validation Study“. Journal of Autism and Developmental Disorders 41, Nr. 8 (18.11.2010): 1076–89. http://dx.doi.org/10.1007/s10803-010-1133-5.

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Shosha, Eslam, Divyanshu Dubey, Jacqueline Palace, Ichiro Nakashima, Anu Jacob, Kazuo Fujihara, Toshiyuki Takahashi et al. „Area postrema syndrome“. Neurology 91, Nr. 17 (26.09.2018): e1642-e1651. http://dx.doi.org/10.1212/wnl.0000000000006392.

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ObjectiveTo define the frequency, duration, and severity of intractable nausea, vomiting, or hiccups in aquaporin-4–immunoglobulin G (AQP4-IgG)-positive neuromyelitis optica spectrum disorder (NMOSD) and propose diagnostic criteria and a severity scale for area postrema syndrome (APS).MethodsAn International NMOSD database was interrogated for frequency of APS. Patients with AQP4-IgG–positive NMOSD completed an APS symptom questionnaire. Nausea and vomiting severity was derived from the Pregnancy-Unique Quantification of Emesis and Nausea (PUQE) score. The diagnostic criteria, severity scale, and immunotherapy response was applied to a prospective validation cohort of patients from multiple centers.ResultsAnalysis of an international database for AQP4-IgG–seropositive NMOSD (n = 430) revealed a high prevalence of isolated APS attacks (onset 7.1%–10.3%; subsequent 9.4%–14.5%) across continents. For 100 patients with 157 episodes of APS, nausea (n = 127, 81%) lasted for a median of 14 days (range 2–365), vomiting (113, 72%) with a median of 5 episodes/d (2–40) lasted 1–20 minutes, and hiccups (102, 65%) lasted a median of 14 days (2–365). Symptoms consistently and completely resolved following immunotherapy. Data were used to propose APS diagnostic criteria and repurpose PUQE score (hiccups severity grade based on symptom duration). The clinical utility was demonstrated in a prospective validation cohort.ConclusionIsolated APS attacks are frequently encountered both at onset and during the NMOSD course. The diagnostic criteria proposed here will assist clinicians in recognizing APS. Diagnosis of an APS attack earlier than 48 hours is possible if a dorsal medulla lesion is detected. Accurate diagnosis and evaluation of APS attack severity will assist in outcome measurement in NMOSD clinical trials.

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Iovchuk, N., und A. Severniy. „On the Book of Viсtor Kagan "Autism in Children", 2nd Edition, Supplemented“. Autism and Developmental Disorders 17, Nr. 4 (2019): 57–61. http://dx.doi.org/10.17759/autdd.2019170408.

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First published in 1981 and actual until nowadays, the book of Victor Kagan “Autism in Children” reprinted at “Smysl” Publishing House. Based on the vast literature, presented edition of the book describes the history of the development of the problem of autism since the beginning of the 20th century. Author formulates owns’ definition of autism, describes the clinical picture of childhood autism, as well as autism as a psychopathological nonspecific syndrome in the schizophrenia, schizoid psychopathy and paraautistic reactions. The author dwells in detail on the identification of differential diagnostic criteria, treatment and psychotherapy of autism. The book includes a chapter on the epidemiology of childhood autism, the reasons for the dramatic increase in autism indicators, among which the first place is not clinical criteria, but socio-financial benefits. Fundamental papers of L. Kanner and G. Asperger are at the end of the monograph.

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Taniguchi, Aya, und Takahiro Yamane. „The effect of autism diagnostic labels on the stigma of university students towards peers with asperger syndrome and autism spectrum disorder“. Proceedings of the Annual Convention of the Japanese Psychological Association 82 (25.09.2018): 3PM—040–3PM—040. http://dx.doi.org/10.4992/pacjpa.82.0_3pm-040.

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Hartwig, Mayck Djúnior, und Emmy Uehara Pires. „DIAGNÓSTICO DO TRANSTORNO DO ESPECTRO DO AUTISMO EM POPULAÇÃO ADULTA: UMA REVISÃO SISTEMÁTICA“. Revista Contemporânea 3, Nr. 9 (13.09.2023): 14108–35. http://dx.doi.org/10.56083/rcv3n9-036.

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Pesquisas com amostra populacional composta por indivíduos adultos com TEA têm recebido pouca atenção na literatura e baixo investimento no âmbito brasileiro. Assim, este estudo objetivou identificar instrumentos de triagem de TEA em adultos, publicados nos idiomas inglês e português. O delineamento metodológico adotado foi de revisão sistemática da literatura, realizada no período de janeiro a maio de 2021 e proposta a analisar publicações dos últimos quinze anos nas bases de dados PubMed/MedLine, JSTOR, Science Direct, SCIelo, BVS-Psi e Biblioteca Digital de Teses e Dissertações. Adotando-se critérios PRISMA, incluiu-se um total de treze estudos empíricos de desenvolvimento e adaptação de instrumentos de triagem de TEA em adultos. Os resultados indicaram dois instrumentos que apresentam evidências de validade para utilização com população brasileira e onze publicados em países estrangeiros. Destas, a Ritvo Autism Asperger Diagnostic Scale-Revised (RAADS-R), é a escala mais traduzida para diferentes idiomas.

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Umay, Sermin Tok, und Pinar Doruk Analan. „Gray Scale Histogram Analysis of Carpal Tunnel Syndrome with Ultrasonography“. Current Medical Imaging Formerly Current Medical Imaging Reviews 15, Nr. 3 (25.02.2019): 334–37. http://dx.doi.org/10.2174/1573405614666180130152137.

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Purpose: In this study, we aim to evaluate the diagnostic value of echogenicity ratio with histogram analyses. </P><P> Materials & Methods: This retrospective study was performed on 22 patients with 44 hands. The patients had clinical presentations consistent with CTS, in at one hand. Quantitative ultrasound scanning and image capture were completed using a diagnostic sonography machine. For gray scale histogram analysis, image J software was used. Results: Mean flexor tendons histogram analysis echogenicity/Mean median nerve histogram analysis echogenicity was significantly high for 1,7 cutoff value. Conclusion: Mean FTE/MNE ratio may be a useful sonographic parameter for CTS.

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