Relevant bibliographies by topics / Autism and asperger's syndrome

Academic literature on the topic 'Autism and asperger's syndrome'

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Published: 26 July 2024

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Journal articles on the topic "Autism and asperger's syndrome"

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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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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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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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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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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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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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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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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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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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Hudson, William. "Asperger's syndrome, autism, and camouflaging." Interactions 26, no. 2 (February 22, 2019): 55–59. http://dx.doi.org/10.1145/3305356.

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Dissertations / Theses on the topic "Autism and asperger's syndrome"

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Chow, Ying-kwan Connie. "Friendship and loneliness in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716565.

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Bailey, Suzette. "Asperger's Syndrome in African American Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4834.

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The prevalence of autism in the United States is 1 in 68 children. African American children are less likely to receive advance testing to confirm the diagnosis of Asperger's Syndrome (AS) compared to other ethnic groups. The purpose of this study was to determine if demographic factors (parental education level, family annual income, marital status of custodial parent(s), parent ethnicity, number of children in home, other children with disability, family location, mother age at time of birth, gender of child, birth status of child, adoption status and age, child order, and other disability) have any predictive relationship to AS diagnosis among African American children in the Washington Metropolitan area. A quantitative correlational study of a cross-sectional nature was conducted using a survey to collect data from parents of children age 3-16 (n= 187) who may or may not have a confirmed autism diagnosis. Bronfenbrenner's ecological theory provided an understanding of how environmental factors may be related to a diagnosis of AS. Chi-square analyses were conducted and statistically significant higher frequencies of diagnosis were found in parents with no other child with a disability, later born children, and parents who have been married. Logistic regressions analysis resulted in parental marital status being found to be a statistically significant predictor of a child having an official AS diagnosis. There is a critical need to train health care professionals working in underserved communities where minority groups may reside about AS. Results from this study may provide information to develop policies, community-based services, and programs that ensure that children can receive an accurate AS diagnosis regardless of factors such as race, ethnicity, or socioeconomic status.
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Craig, Jaime-Stewart. "Imagination and creativity in autism and Asperger's syndrome." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389433.

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周映君 and Ying-kwan Connie Chow. "Friendship and loneliness in high-functioning children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716565.

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Ruggeri, Susan. "The experience of humour in Asperger's syndrome." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113716.

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This study investigated the experience of humour of people with Asperger’s syndrome. It aimed to explore the lived experience of this phenomenon. A literature review was undertaken which revealed that people with Asperger’s syndrome are thought not to have a sense of humour and a number of theories are proposed to explain the difficulties that may be experienced in regard to humour. In order to gain insight into the lived experience a qualitative approach was adopted using semi structured research interviews with eight, adult, male participants. Interpretative Phenomenological Analysis was then used to illuminate the “insider perspective”. The analysis highlighted four main themes, the experience of difference, the experience of learning, what I find amusing and how I use humour. It was suggested that people with Asperger’s syndrome do have a sense of humour but they may need to put in extra effort to develop it. The importance of individuality and acceptance of differences was also recognised. The report highlighted a number of clinical implications such as the role humour plays in social interactions and the importance of asking questions rather than making assumptions when working with people with Asperger’s syndrome.
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Hayes, Kaira M. Barakat Lamia. "High-functioning autism and Asperger's Disorder : a neuropsychological comparison /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1562.

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McGregor, Evelyn. "Developing a cognitive intervention programme to help people with autism learn about belief." Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302596.

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Wallace, Simon Bruce. "Perception of faces and visual patterns in autism and Asperger's syndrome." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272149.

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Bolling, Kim L. "Asperger's Syndrome/Autism Spectrum Disorder and Marital Satisfaction: A Quantitative Study." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1438293072.

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Schaefer, Whitby Peggy. "The Effects of a Modified Learning Strategy on the Multiple Step Mathematical Word Problem Solving Ability of Middle School Students with High-Functioning Autism or Asperger's Syndrome." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3690.

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Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Books on the topic "Autism and asperger's syndrome"

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Allman, Toney. Asperger's syndrome. Detroit: Lucent Books, 2009.

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Attwood, Tony. Asperger's syndrome: A guide for parents and professionals. London: Jessica Kingsley Publishers, 1998.

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Rowe, Alis. Asperger's syndrome (1). 2nd ed. London: Lonely Mind Books, 2014.

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Rowe, Alis. Asperger's syndrome and anxiety. London: Lonely Mind Books, 2015.

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Juhel, Jean-Charles. La personne autiste et le syndrome d'Asperger. [Québec]: Presses de l'Université Laval, 2003.

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Attwood, Tony. El síndrome de Asperger: Una guía para la familia. Barcelona: Paidós, 2002.

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Uta, Frith, ed. Autism and Asperger syndrome. Cambridge: Cambridge University Press, 1991.

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Rodriguez, Ana Maria. Autism and Asperger syndrome. Minneapolis: Twenty-First Century Books, 2009.

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Rowe, Alis. Asperger's syndrome: Meltdowns and shutdowns. 2nd ed. London: Lonely Mind Books, 2015.

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K, Shapiro Bruce, and Accardo Pasquale J, eds. Autism frontiers: Clinical issues and innovations. Baltimore: Paul H. Brookes Pub., 2008.

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Book chapters on the topic "Autism and asperger's syndrome"

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Woodbury-Smith, Marc. "Asperger Syndrome." In Encyclopedia of Autism Spectrum Disorders, 246–52. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1361.

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Woodbury-Smith, Marc. "Asperger Syndrome." In Encyclopedia of Autism Spectrum Disorders, 322–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1361.

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Woodbury-Smith, Marc. "Asperger Syndrome Epidemiology." In Encyclopedia of Autism Spectrum Disorders, 256–59. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_2.

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Woodbury-Smith, Marc. "Asperger Syndrome Epidemiology." In Encyclopedia of Autism Spectrum Disorders, 332–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_2.

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Robinson, Janine. "Australian Scale for Asperger’s Syndrome." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_1365-3.

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Robinson, Janine. "Australian Scale for Asperger’s Syndrome." In Encyclopedia of Autism Spectrum Disorders, 338–41. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1365.

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Robinson, Janine. "Australian Scale for Asperger’s Syndrome." In Encyclopedia of Autism Spectrum Disorders, 438–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1365.

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Viktorinova, Michaela, and James C. McPartland. "Asperger Syndrome Diagnostic Interview." In Encyclopedia of Autism Spectrum Disorders, 252–56. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_709.

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Viktorinova, Michaela, and James C. McPartland. "Asperger Syndrome Diagnostic Interview." In Encyclopedia of Autism Spectrum Disorders, 329–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_709.

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Wing, Lorna. "Early Childhood Autism and Asperger’s Syndrome." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry, 47–52. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_9.

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Conference papers on the topic "Autism and asperger's syndrome"

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Egan, Mary Anne L. "Students with Asperger's syndrome in the CS classroom." In the 36th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1047344.1047369.

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Ji, Yangfeng, Hwajung Hong, Rosa Arriaga, Agata Rozga, Gregory Abowd, and Jacob Eisenstein. "Mining Themes and Interests in the Asperger's and Autism Community." In Proceedings of the Workshop on Computational Linguistics and Clinical Psychology: From Linguistic Signal to Clinical Reality. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-3212.

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Damm, Oliver, Karoline Malchus, Petra Jaecks, Soeren Krach, Frieder Paulus, Marnix Naber, Andreas Jansen, et al. "Different gaze behavior in human-robot interaction in Asperger's syndrome: An eye-tracking study." In 2013 IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2013. http://dx.doi.org/10.1109/roman.2013.6628501.

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Konieczna, Iwona, Barbara Marcinkowska, and Katarzyna Smolinska. "QUESTIONNAIRE FOR FUNCTIONAL ASSESSMENT OF COMMUNICATION SKILLS OF STUDENTS WITH ASPERGER'S SYNDROME - PSYCHOMETRIC ASSESSMENT OF THE TOOL." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0720.

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Soygaonkar, Pratik, and Balaji Patil. "A Survey: Strategies for detection of Autism Syndrome Disorder." In 2020 IEEE 15th International Conference on Industrial and Information Systems (ICIIS). IEEE, 2020. http://dx.doi.org/10.1109/iciis51140.2020.9342647.

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Wolstencroft, J., W. Mandy, and D. Skuse. "040 Autism spectrum disorders in girls and women with turner syndrome." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.40.

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Sahid, Muhammad Hidayat, Andriani Pratiwi, and Ratna Darjanti Haryadi. "The Effectiveness of Sensory Integration Therapy for Children with Asperger's Syndrome and Pervasive Developmental Disorder-Not Otherwise Specified: A Case Control Study." In The 11th National Congress and The 18th Annual Scientific Meeting of Indonesian Physical Medicine and Rehabilitation Association. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009089302700280.

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Abdul Aziz, Naziatul Shima, Wan Fatimah Wan Ahmad, and Nurul Jannah binti Zulkifli. "User experience on numerical application between children with Down Syndrome and autism." In CHIuXiD '15: CHI UX Indonesia'15. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2742032.2742036.

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Akromova, A. K. "Problems of correction of the mental development of children with autism syndrome." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-01.

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Sudirman, S. Saidin, and N. Mat Safri. "Study of Electroencephalography signal of autism and Down syndrome children using FFT." In 2010 IEEE Symposium on Industrial Electronics and Applications (ISIEA 2010). IEEE, 2010. http://dx.doi.org/10.1109/isiea.2010.5679434.

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Reports on the topic "Autism and asperger's syndrome"

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Developmental language disorder. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.5650.

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Developmental language disorder (DLD) is diagnosed when a child’s language skills are persistently below the level expected for the child’s age. In DLD, language deficits occur in the absence of a known biomedical condition, such as autism spectrum disorder or Down syndrome, and interfere with the child’s ability to communicate effectively with other people.
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