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Journal articles on the topic 'Asperger's Syndrome'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

MIZYTHRA, Spyridoula, Mariana SOKOL, and Galyna ROZLUTSKA. "THEORETICAL AND PEDAGOGICAL BACKGROUNDS TO CHILDREN’S ASPERGER SYNDROME DEFINITION." Освітні обрії 52, no. 1 (March 28, 2021): 48–52. http://dx.doi.org/10.15330/obrii.52.1.48-52.

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The article is dedicated to the study of theoretical and pedagogical principles of studying the concept of childhood Asperger's syndrome in order to improve the quality of education. It has been stated that Asperger syndrome refers to diffuse developmental disorders and was classified as a separate disorder first in ICD −10 (World Health Organization, 1992) and then in DSM – IV (American Psychiatric Organization, 1994). The aim of the study is to outline the theoretical preconditions for the definition of childhood Asperger's syndrome. In order to achieve the goal they have been guided by the theoretical and bibliographic method, for the study, generalization of scientific and educational literature. In order to systematize, specify the basic concepts of the study, identify features of Asperger's syndrome in the educational environment, the interpretive method has been used to rethink the role of children with Asperger's syndrome by social institutions in the educational environment, as well as to form a comprehensive understanding of this subgroup. It has been defined that Asperger’s syndrome is a subset of the pervasive developmental disorder that is characterized by autism spectrum disorders, difficulty communicating and interacting, and stereotyping. A review of the literature showed that people with Asperger syndrome experience great difficulties in basic social behaviors, such as failure to develop and build friendships or to seek fun activities with others. They also have difficulty understanding non-verbal communication (body language) and facial expressions, postures and eye contact. The early recognition of Asperger syndrome is imperative, with the ultimate goal of continuous information and awareness of all health professionals, in the light of the interdisciplinary approach and the public towards it. It has been concluded that Asperger’s syndrome is defined by a group of symptoms related to low performance in social interaction and communication skills, as well as increased stereotypical action in different activities and interests. Moreover, Asperger’s syndrome has some common with autism symptoms, such as unique peculiarities mainly in the linguistic and social fields.

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2

Valente, Andrea. "What’s in a Name? Asperger’s Syndrome in the Formation of Otherness." Rhetoric and Communications, no. 50 (January 22, 2022): 19–34. http://dx.doi.org/10.55206/xkmg1497.

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Abstract: In this contribution I revise the changes that have been put in place for phasing out Asperger's syndrome based on the DSM-5 and question its implication to individuals with Asperger’s in terms of their disability identity and positionality as the Other in autism spectrum disorder. Moreover, recent backlash against the eponym of Asperger's syndrome have struck the autistic/Asperger community affecting once again their self-concept and sense of belonging. In view of these two instances in the Asperger community, I argue that fluctuations in the disability identity have become a matter of rhetoric of naming and of a repositioning of Otherness as a result of complex relations and contexts that involve clinical medicine and history. Hence, I aim to show that Asperger’s disorder has become a contested diagnosis of Otherness in autism studies by analysing extracts from Temple Grandin’s published autobiography Thinking in picture and from comments posted by viewers of a YouTube Channel, “The Aspies World”, in which a video reveals Hans Asperger’s involvements with the Third Reich during the annexation of Austria. Keywords: Hans Asperger; DSM-5; disability identity; Otherness; Temple Grandin.

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3

Shilpa Merlyn Jose, Keerthi Sasanka, and Jothi Priya A. "Awareness of Asperger’s syndrome among College Students." International Journal of Research in Pharmaceutical Sciences 11, SPL3 (September 16, 2020): 596–601. http://dx.doi.org/10.26452/ijrps.v11ispl3.2989.

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To determine the awareness of Asperger's syndrome among college students. Asperger’s syndrome is a developmental disorder affecting ability to socialize and communicate. It is an autism spectrum. People affected with this syndrome have problems in understanding others point of view. People affected with this syndrome have intense focus on a particular area or subject. The symptoms of Asperger’s syndrome varies from behavioural aggression to depression. People affected with Asperger’s syndrome generally have higher brain functioning than others. This syndrome can be acquired during life time or from birth. There is neither particular diagnostic criteria nor treatment for this syndrome. It may sometimes last for life long. Preparation of self structured questions and circulated through online survey link-Google forms. From the results We can conclude that awareness of Asperger's syndrome among college students was good but it was often considered as autism which is a neurological disorder.

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4

Perez Torres, Lisset. "Disorders of the autistic spectrum: asperger syndrome and its repercussion in academic performance." Journal of America health 1, no. 2 (July 2, 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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5

Bedrossian, Louise. "Understand ASD differences in women for accurate referral, diagnosis, accommodations." Student Affairs Today 26, no. 7 (September 21, 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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6

Frei, Heiner. "Asperger's Syndrome." Homoeopathic Links 24, no. 01 (March 2011): 19–22. http://dx.doi.org/10.1055/s-0030-1250711.

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7

VOLKMAR, FRED R., AMI KLIN, ROBERT SCHULTZ, RICHARD BRONEN, WENDY D. MARANS, SARA SPARROW, and DONALD J. COHEN. "Asperger's Syndrome." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 1 (January 1996): 118–23. http://dx.doi.org/10.1097/00004583-199601000-00020.

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8

Clarke, Juanne, and Gudrun Van Amerom. "Asperger's Syndrome." Social Work in Health Care 46, no. 3 (February 28, 2008): 85–106. http://dx.doi.org/10.1300/j010v46n03_05.

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9

Schraibman, Ivor. "Asperger's Syndrome." Journal of the Royal Society of Medicine 96, no. 3 (March 2003): 156. http://dx.doi.org/10.1177/014107680309600322.

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10

Tantam, Digby. "ASPERGER'S SYNDROME." Journal of Child Psychology and Psychiatry 29, no. 3 (May 1988): 245–55. http://dx.doi.org/10.1111/j.1469-7610.1988.tb00713.x.

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11

Burd, Larry, and Jacob Kerbeshian. "Asperger's Syndrome." British Journal of Psychiatry 151, no. 3 (September 1987): 417. http://dx.doi.org/10.1192/bjp.151.3.417a.

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12

Vanbergeijk, Ernst O., and Oren Shtayermman. "Asperger's Syndrome." Journal of Human Behavior in the Social Environment 12, no. 1 (October 13, 2005): 23–37. http://dx.doi.org/10.1300/j137v12n01_02.

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13

Schraibman, I. "Asperger's syndrome." JRSM 96, no. 3 (March 1, 2003): 156. http://dx.doi.org/10.1258/jrsm.96.3.156.

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14

Attwood, Tony. "Asperger's Syndrome." Tizard Learning Disability Review 11, no. 4 (October 2006): 3–11. http://dx.doi.org/10.1108/13595474200600032.

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15

Wolff, S. "Asperger's syndrome." Archives of Disease in Childhood 66, no. 2 (February 1, 1991): 178–79. http://dx.doi.org/10.1136/adc.66.2.178.

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16

Sagar, JVijay. "Asperger's syndrome." Archives of Mental Health 11, no. 1 (2010): 12. http://dx.doi.org/10.4103/2589-9171.225960.

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17

Bowman, Eimer Philbin. "Asperger's Syndrome and Autism: The Case for a Connection." British Journal of Psychiatry 152, no. 3 (March 1988): 377–82. http://dx.doi.org/10.1192/bjp.152.3.377.

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There is considerable disagreement on the classification of Asperger's syndrome and its relationship to autism. Unlike autism, Asperger's is not usually recognised before 30 months of age, and speech delay is not typical. However, if a child exhibits all the symptoms of autism apart from these two features, are these sufficient grounds for withholding a diagnosis of autism? This paper describes four boys and their father who, by presenting at various points on the autistic/Asperger spectrum, embody this dilemma for the diagnostician. The implications for research and clinical practice are discussed.

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18

Scott, Derek W. "Asperger's syndrome and non-verbal communication: a pilot study." Psychological Medicine 15, no. 3 (August 1985): 683–87. http://dx.doi.org/10.1017/s0033291700031548.

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SynopsisThe study investigated the ability of 10 patients with Asperger's syndrome to recognize and produce non-verbal aspects of facial and spoken (e.g. vocal intonation) communication by use of photographs, audiotape and videotape. It also aimed to establish materials to differentiate individuals with this condition from a comparable non-Asperger group. Asperger subjects tended to be poorer than comparable patients on all subtests.

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19

Everall, Ian Paul, and Ann Lecouteur. "Firesetting in an Adolescent Boy with Asperger's Syndrome." British Journal of Psychiatry 157, no. 2 (August 1990): 284–87. http://dx.doi.org/10.1192/bjp.157.2.284.

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Firesetting in children and adolescents is commonly associated with other antisocial acts that comprise conduct disorders. Asperger's syndrome is a rare pervasive developmental disorder. In the case presented we argue that the firesetting arose from the disabilities inherent in Asperger's syndrome. This also indicates that antisocial acts may be symptoms in other psychiatric syndromes as well as a specific conduct disorder.

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20

Kerbeshian, Jacob, and Larry Burd. "Asperger's Syndrome and Tourette Syndrome." British Journal of Psychiatry 148, no. 6 (June 1986): 731–36. http://dx.doi.org/10.1192/bjp.148.6.731.

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We review the English-language literature on Asperger's syndrome (AS), with particular reference to diagnostic criteria and differentiation from infantile autism and personality disorders, and describe six cases seen in practice; all met DSM-III criteria for ‘atypical pervasive developmental disorder’. Three also developed Tourette syndrome: the co-occurrence of the two disorders, and methods of intervention, are discussed.

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21

Fitzgerald, Michael. "Did Ramanujan Have Asperger's Disorder or Asperger's Syndrome?" Journal of Medical Biography 10, no. 3 (August 2002): 167–69. http://dx.doi.org/10.1177/096777200201000311.

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22

Steinberg, A. S., and A. L. Voskov. "Work of Support Group for Adults with Asperger’s Syndrome in Russia." Autism and Developmental Disorders 18, no. 2 (2020): 55–62. http://dx.doi.org/10.17759/autdd.2020180208.

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Problems with Asperger's syndrome diagnostic in adults in Russia and obsolete practice of replacement of the diagnosis after age of 18 caused necessity of organization of specialized supports and efforts for social adaptation of such individuals. Experience of organization and leading the support group (that works since 2010) for adults with Asperger’s syndrome and high functioning autism is described: conditions, rules and recommendations for its organization. The discussed topics include autism awareness, social integration, personal relationships, autism symptoms and coping strategies, independent life. The participants report that the group is beneficial as a comfortable place for socialization, life experience exchange, development of self-acceptance, self-awareness and independent life skills. Involvement of psychologists in leading of some group meetings showed the necessity to extend their knowledge about autism spectrum disorders in adults. A review of screening tests and other aspects of self-diagnosis is given. Analysis of functioning of the support group for people with Asperger's syndrome and high-functioning autism confirmed large demand on this kind of help and its necessity for improving life quality.

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23

Hippler, Kathrin, and 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, no. 1430 (February 28, 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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24

Cipta, Dyah Ayu Sulistyaning, Donna Avianty, and Anik Kurniawati. "Profil Berpikir Kritis Siswa Asperger pada Pembelajaran Bangun Datar dengan Metode Montessori." Jurnal Didaktik Matematika 6, no. 2 (October 6, 2019): 149–60. http://dx.doi.org/10.24815/jdm.v6i2.14175.

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Critical thinking skills in Mathematics learning are commonly only centred on typical students. Sometimes teachers forget that there are students with special needs who also need to study Mathematics; one of them are students with Asperger's Syndrome. Through this study, the researcher used the Montessori method to teach the plane geometry topic. The research method used was descriptive qualitative. The students observed were two students with Asperger's learning while applying the Montessori method. This study illustrated how the Montessori method was used to students with Asperger's syndrome and described the profile of students critical thinking suffering from Asperger's syndrome. The instruments in this study were the critical thinking test and field notes conducted by the research team. The results showed that the Montessori method seemed to make students with Asperger's Syndrome more expressive and willing to interact with the surrounding environment. They also had better motor skills and the critical thinking skills of the students were of high criteria. Besides, the aspects of freedom, integrating with the environment and the presence of playground tools, seem to make the Montessori method appropriate to be used use by students with Asperger's Syndrome.

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25

Ashwell, Gemma. "Autism and Asperger's Syndrome." InnovAiT: Education and inspiration for general practice 2, no. 11 (October 21, 2009): 651–56. http://dx.doi.org/10.1093/innovait/inp150.

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26

Szabo, C. P., and D. Aber. "Neglect of Asperger's Syndrome." Journal of the American Academy of Child & Adolescent Psychiatry 31, no. 6 (November 1992): 1170–71. http://dx.doi.org/10.1097/00004583-199211000-00036.

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27

Fitzgerald, Michael. "Suicide and Asperger's Syndrome." Crisis 28, no. 1 (January 2007): 1–3. http://dx.doi.org/10.1027/0227-5910.28.1.1.

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28

Barber, Christopher. "What is Asperger's syndrome?" British Journal of Healthcare Assistants 1, no. 4 (July 2007): 178–80. http://dx.doi.org/10.12968/bjha.2007.1.4.24264.

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29

Wing, Lorna. "Clarification on Asperger's syndrome." Journal of Autism and Developmental Disorders 16, no. 4 (December 1986): 513–15. http://dx.doi.org/10.1007/bf01531716.

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30

Hall, I., and J. Bernal. "Asperger's syndrome and violence." British Journal of Psychiatry 166, no. 2 (February 1995): 262. http://dx.doi.org/10.1192/bjp.166.2.262a.

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31

Zukauskas, Patricia Ribeiro, Francisco Baptista Assumpção, Jr., and Nava Silton. "Temporality and Asperger's Syndrome." Journal of Phenomenological Psychology 40, no. 1 (2009): 85–106. http://dx.doi.org/10.1163/156916209x427990.

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AbstractAsperger's syndrome is a pervasive developmental condition characterized by features of autism. As observed in clinical practice, individuals with Asperger's syndrome present an impairment related to inflexibility in their everyday routine, an immediate manner of experiencing and relating, and difficulties in estimating periods of time. Following a phenomenological perspective, this study is an attempt to examine these aforementioned aspects in terms of temporality. Thirteen participants with Asperger's syndrome, from 13 to 20 years old, were interviewed about their experience of periods of time, personal history, their past, present and future; and their concept of time and finitude. After the interviews, it was possible to identify three general themes which emerged in the invariant aspects of their experience of time: factual experience of present and future dimensions, chronological time and the past experience. Moreover, participants' descriptions evidenced aspects of experience based on the specificity of lived facts and a sense of time specifically related to what was lived in the past.

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32

Attwood, Tony. "Cognitive Behaviour Therapy for Children and Adults with Asperger's Syndrome." Behaviour Change 21, no. 3 (September 1, 2004): 147–61. http://dx.doi.org/10.1375/bech.21.3.147.55995.

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AbstractAsperger's syndrome is a relatively newly diagnosed developmental disorder within the autistic spectrum. Children and adults with Asperger's syndrome have an intellectual ability within the normal range but due to their unusual profile of cognitive, social and emotional abilities are vulnerable to the development of a secondary mood disorder. This paper provides an explanation of the abilities associated with Asperger's syndrome, and modifications to cognitive behaviour therapy (CBT) for this very unusual client group. In particular, the paper emphasises the importance of affective education for this clinical population and describes a new strategy used in cognitive restructuring, namely, the emotional toolbox. The paper concludes with a brief description of a current evaluation study of the effectiveness of CBT to treat anxiety and anger in children who have Asperger's syndrome. However, the strategies described in this paper can also be used with adults with Asperger's syndrome and applied to other clinical populations.

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33

Padovan, Catherine, Mathilde Bonze, Isabelle Rouch, Mathieu Herrmann, and Jean-Michel Dorey. "From Diogenes syndrome to Asperger's syndrome?" International Journal of Geriatric Psychiatry 33, no. 3 (February 9, 2018): 555–56. http://dx.doi.org/10.1002/gps.4779.

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34

Littlejohns, Carl S., David J. Clarke, and John A. Corbett. "Tourette-Like Disorder in Asperger's Syndrome." British Journal of Psychiatry 156, no. 3 (March 1990): 430–33. http://dx.doi.org/10.1192/bjp.156.3.430.

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An eight-year-old boy with Asperger's syndrome was given haloperidol to control agitation and aggressive outbursts. Withdrawal of the drug after two years was followed by Tourette-like symptoms. Subsequently neither haloperidol nor a second antipsychotic drug altered the core features of Asperger's syndrome, despite suppressing the movement disorder. His first exposure to neuroleptics was in utero.

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35

Russo, A. J., and Robert deVito. "Analysis of Copper and Zinc Plasma Concentration and the Efficacy of Zinc Therapy in Individuals with Asperger's Syndrome, Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) and Autism." Biomarker Insights 6 (January 2011): BMI.S7286. http://dx.doi.org/10.4137/bmi.s7286.

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Aim To assess plasma zinc and copper concentration in individuals with Asperger's Syndrome, Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) and autistic disorder, and to analyze the efficacy of zinc therapy on the normalization of zinc and copper levels and symptom severity in these disorders. Subjects and methods Plasma from 79 autistic individuals, 52 individuals with PDD-NOS, 21 individuals with Asperger's Syndrome (all meeting DSM-IV diagnostic criteria), and 18 age and gender similar neurotypical controls, were tested for plasma zinc and copper using inductively-coupled plasma-mass spectrometry. Results Autistic and PDD-NOS individuals had significantly elevated plasma levels of copper. None of the groups (autism, Asperger's or PDD-NOS) had significantly lower plasma zinc concentrations. Post zinc and B-6 therapy, individuals with autism and PDD-NOS had significantly lower levels of copper, but individuals with Asperger's did not have significantly lower copper. Individuals with autism, PDD-NOS and Asperger's all had significantly higher zinc levels. Severity of symptoms decreased in autistic individuals following zinc and B-6 therapy with respect to awareness, receptive language, focus and attention, hyperactivity, tip toeing, eye contact, sound sensitivity, tactile sensitivity and seizures. None of the measured symptoms worsened after therapy. None of the symptoms in the Asperger's patients improved after therapy. Discussion These results suggest an association between copper and zinc plasma levels and individuals with autism, PDD-NOS and Asperger's Syndrome. The data also indicates that copper levels normalize (decrease to levels of controls) in individuals with autism and PDD-NOS, but not in individuals with Asperger's. These same Asperger's patients do not improve with respect to symptoms after therapy, whereas many symptoms improved in the autism group. This may indicate an association between copper levels and symptom severity.

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36

Rhode, Maria. "Asperger's Syndrome: A Mixed Picture." Psychoanalytic Inquiry 31, no. 3 (May 2011): 288–302. http://dx.doi.org/10.1080/07351690.2010.513633.

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37

Barry-Walsh, Justin B., and Paul E. Mullen. "Forensic aspects of Asperger's Syndrome." Journal of Forensic Psychiatry & Psychology 15, no. 1 (March 2004): 96–107. http://dx.doi.org/10.1080/14789940310001638628.

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38

Casanova, Manuel F., Daniel P. Buxhoeveden, Andrew E. Switala, and Emil Roy. "Asperger's Syndrome and Cortical Neuropathology." Journal of Child Neurology 17, no. 2 (February 2002): 142–45. http://dx.doi.org/10.1177/088307380201700211.

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39

Berthier, M. L. "Corticocallosal anomalies in Asperger's syndrome." American Journal of Roentgenology 162, no. 1 (January 1994): 236–37. http://dx.doi.org/10.2214/ajr.162.1.8273679.

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40

TANTAM, DIGBY, CHRISTOPHER EVERED, and LIONEL HERSOV. "Asperger's Syndrome and Ligamentous Laxity." Journal of the American Academy of Child & Adolescent Psychiatry 29, no. 6 (November 1990): 892–96. http://dx.doi.org/10.1097/00004583-199011000-00008.

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41

Wolff, Sula. "Asperger's Syndrome: Crossing the Bridge." Child and Adolescent Mental Health 8, no. 3 (August 4, 2003): 152. http://dx.doi.org/10.1111/1475-3588.00064_1.

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42

Holford, L. "ASPERGER'S SYNDROME: A CLASSIFICATION STRUGGLE." Southern African Journal of Child and Adolescent Mental Health 6, no. 2 (January 1994): 47–56. http://dx.doi.org/10.1080/16826108.1994.9631533.

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43

Murrie, Daniel C., Janet I. Warren, Marianne Kristiansson, and Park E. Dietz. "Asperger's Syndrome in Forensic Settings." International Journal of Forensic Mental Health 1, no. 1 (April 2002): 59–70. http://dx.doi.org/10.1080/14999013.2002.10471161.

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44

Fitzgerald, Michael. "Louis Wain and Asperger's syndrome." Irish Journal of Psychological Medicine 19, no. 3 (September 2002): 101. http://dx.doi.org/10.1017/s0790966700007217.

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45

Szatmari, Peter, Giampiero Bartolucci, Alan Finlayson, Lester Krames, and Eric Schopler. "A vote for Asperger's syndrome." Journal of Autism and Developmental Disorders 16, no. 4 (December 1986): 515–18. http://dx.doi.org/10.1007/bf01531717.

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46

Volkmar, Fred R., Rhea Paul, and Donald J. Cohen. "The use of ?Asperger's syndrome?" Journal of Autism and Developmental Disorders 15, no. 4 (December 1985): 437–39. http://dx.doi.org/10.1007/bf01531788.

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47

Whitenstall, M. "My life with Asperger's syndrome." Archives of Disease in Childhood 89, no. 3 (March 1, 2004): 281. http://dx.doi.org/10.1136/adc.2003.046730.

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48

Barth, G. M. "Asperger's syndrome and computer abuse." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S199—S200. http://dx.doi.org/10.1016/j.neurenf.2012.04.390.

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49

Jones, Robert S. P., and Tor Ole Meldal. "Social Relationships and Asperger's Syndrome." Journal of Learning Disabilities 5, no. 1 (March 2001): 35–41. http://dx.doi.org/10.1177/146900470100500104.

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50

Henderson, Lynnette M. "Asperger's Syndrome in Gifted Individuals." Gifted Child Today 24, no. 3 (July 2001): 28–35. http://dx.doi.org/10.4219/gct-2001-541.

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