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

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Published: 26 July 2024

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1

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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2

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

SZATMARI, PETER, LAWRENCE TUFF, M. ALLEN J. FINLAYSON, and GIAMPIERRO BARTOLUCCI. "Asperger's Syndrome and Autism: Neurocognitive Aspects." Journal of the American Academy of Child & Adolescent Psychiatry 29, no. 1 (January 1990): 130–36. http://dx.doi.org/10.1097/00004583-199001000-00021.

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13

Pearce, J. M. S. "Kanner's infantile autism and Asperger's syndrome." Journal of Neurology, Neurosurgery & Psychiatry 76, no. 2 (February 1, 2005): 205. http://dx.doi.org/10.1136/jnnp.2004.042820.

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14

Rehfeldt, Ruth Anne. "Supported Employment for Adults with High Functioning Autism and Asperger's Syndrome." Australian Journal of Rehabilitation Counselling 9, no. 1 (January 2003): 1–13. http://dx.doi.org/10.1017/s1323892200000466.

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The prevalence of autism spectrum disorders is currently on the rise nationwide. Approximately one fifth of all individuals with autism and related disorders function within the normal range of intelligence, and may, in fact, possess superior intelligence in certain areas. Despite this, many individuals with high functioning autism and Asperger's syndrome are not competitively employed. The challenges that such individuals experience in securing and maintaining employment are often just as severe as those for individuals with more limited intellectual functioning. Characteristics of high functioning autism and Asperger's syndrome are described, and recommendations for how rehabilitation counsellors and other professionals can best support the employment pursuits of individuals with the disorders are provided.

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15

Kováčová, Barbora, and Zuzana Trefná. "Analýza kresby v kontexte vývinu dieťaťa s Aspergerovým syndrómom." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 2 (2023): 70–82. http://dx.doi.org/10.54937/ssf.2023.22.2.70-82.

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The paper describes the theoretical-research background oriented to the drawing of a child with autism spectrum disorder with a comparison of characteristics in the drawing of a child with intact development. Through analyses of drawings of a child with Asperger's syndrome, the authors present unique characteristics of drawing expression. They analyze 13 of the authors' drawings of a boy with Asperger's syndrome that were collected over a two-year period. Specifically, this was the developmental period of the boy with Asperger's syndrome when he began to be drawing active (4 years and 6 months) and at a marked progression in drawing representation (6 years and 7 months). The authors consider the qualitative assessment of drawings as a possible evaluative support for further research on the appreciation of drawings of children with autism spectrum disorder.

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16

Puda, Karolina. "Difficulties and successes of a teacher supporting a student with diagnosed autism in an autoethnographic narrative." Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy 2, no. 43 (July 31, 2022): 57–71. http://dx.doi.org/10.5604/01.3001.0015.9794.

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The author of this paper presents the successes and failures of a teacher co-organizing education for students with autism and Asperger's syndrome with the use of autoethnographic narrative. On the basis of research involving a student of Primary School No. 5, he provides recommendations for further work after the implementation of some changes and reorganization of work in the school. The article discusses the methodological aspects of research and autoethnographic description. The perspective necessary to appeal to the participant's feelings was also presented. The use of this type of research in the work of teachers will result in their broader awareness of the problems arising from the organization of work in schools with students affected by autism and Asperger’s syndrome.

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17

Robinson, Jackie Ann. "Notions of support challenged by participatory research with adults with Asperger's syndrome." Groupwork 26, no. 2 (July 1, 2017): 51–73. http://dx.doi.org/10.1921/gpwk.v26i2.1034.

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Abstract: The article discusses the findings of participatory research involving co-researchers with Asperger's syndrome. The findings of the research led to the development of a model of mutual understanding: the Triad of Understanding. The article discusses how the findings were arrived at and the implications for traditional notions of support.Keywords: autism; Asperger's syndrome; participatory research; support

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18

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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Lamont, M. "Alternative approach to autism and Asperger's syndrome." Focus on Alternative and Complementary Therapies 8, no. 1 (June 14, 2010): 146. http://dx.doi.org/10.1111/j.2042-7166.2003.tb05806.x.

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20

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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Jones, P. B., and R. W. Kerwin. "Left Temporal Lobe Damage in Asperger's Syndrome." British Journal of Psychiatry 156, no. 4 (April 1990): 570–72. http://dx.doi.org/10.1192/bjp.156.4.570.

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In the search for neurobiological factors in the aetiology of autism, interest has focused on the temporal lobes. We present a case of Asperger's syndrome in an otherwise healthy adult with direct evidence of left temporal lobe damage on computerised tomography.

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22

Kerbeshian, Jacob, Larry Burd, and Wayne Fisher. "Asperger's Syndrome: To be or Not to Be?" British Journal of Psychiatry 156, no. 5 (May 1990): 721–25. http://dx.doi.org/10.1192/bjp.156.5.721.

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It has been questioned whether Asperger's syndrome (AS) is in fact a specific (high-functioning) subgroup of autism, rather than a distinct entity. Thirteen AS patients were compared with 13 autistic patients and 13 developmentally disordered controls. While there was symptom overlap between AS and autism, patients could be separated into one or other group. However, current criteria are based on symptoms, and it is argued that studies of genetics and treatment response are needed to elucidate the relationship between these developmental disorders.

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LaRose, Sarah E., and Andrew C. Thoron. "Teaching Students with Disabilities: Autism Spectrum Disorder and Asperger's Syndrome." EDIS 2016, no. 1 (February 16, 2016): 4. http://dx.doi.org/10.32473/edis-wc240-2015.

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Teachers of all subjects must familiarize themselves with the specific needs of the students in their classrooms, especially in the case of students with autism spectrum disorders (ASD) and Asperger’s syndrome because students may vary greatly in the degree to which they are affected by these disabilities. This 4-page fact sheet explains the differences between autism and Asperger’s syndrome and how instructors can modify their lessons to effectively meet the needs of learners with these disabilities in different types of learning environments and achieve greater classroom success for the educator and the learner. Written by Sara E. LaRose and Andrew C. Thoron, and published by the Agricultural Education and Communication Department, December 2015.

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Miles, S. W., and P. Capelle. "Asperger's Syndrome and Aminoaciduria: A Case Example." British Journal of Psychiatry 150, no. 3 (March 1987): 397–400. http://dx.doi.org/10.1192/bjp.150.3.397.

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An 18-year-old male, originally diagnosed as suffering from infantile autism but with a developmental history and clinical picture in keeping with Asperger's syndrome, and showing current signs of impairment of higher cerebral functioning, is presented. The subject and several males of his family present behavioural disturbances of an enduring type. An aminoaciduria was discovered in the subject and his father. A possible relationship between the metabolic disturbance and the neurological and behavioural disturbance is raised. Mechanisms for this relationship are discussed, including sporadic hyperlysinaemia.

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25

Jordan, R. "Managing autism and Asperger's syndrome in current educational provision." Pediatric Rehabilitation 8, no. 2 (April 2005): 104–12. http://dx.doi.org/10.1080/13638490500054891.

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26

Samson, Andrea C., Oswald Huber, and James J. Gross. "Emotion regulation in Asperger's syndrome and high-functioning autism." Emotion 12, no. 4 (2012): 659–65. http://dx.doi.org/10.1037/a0027975.

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27

Davies, Susan, Dorothy Bishop, Antony S. R. Manstead, and Digby Tantam. "Face Perception in Children with Autism and Asperger's Syndrome." Journal of Child Psychology and Psychiatry 35, no. 6 (September 1994): 1033–57. http://dx.doi.org/10.1111/j.1469-7610.1994.tb01808.x.

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Hallahan, B., E. M. Daly, G. McAlonan, E. Loth, F. Toal, F. O'Brien, D. Robertson, et al. "Brain morphometry volume in autistic spectrum disorder: a magnetic resonance imaging study of adults." Psychological Medicine 39, no. 2 (September 8, 2008): 337–46. http://dx.doi.org/10.1017/s0033291708003383.

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BackgroundSeveral prior reports have found that some young children with autism spectrum disorder [ASD; including autism and Asperger's syndrome and pervasive developmental disorder – not otherwise specified (PDD-NOS)] have a significant increase in head size and brain weight. However, the findings from older children and adults with ASD are inconsistent. This may reflect the relatively small sample sizes that were studied, clinical heterogeneity, or age-related brain differences.MethodHence, we measured head size (intracranial volume), and the bulk volume of ventricular and peripheral cerebrospinal fluid (CSF), lobar brain, and cerebellum in 114 people with ASD and 60 controls aged between 18 and 58 years. The ASD sample included 80 people with Asperger's syndrome, 28 with autism and six with PDD-NOS.ResultsThere was no significant between-group difference in head and/or lobar brain matter volume. However, compared with controls, each ASD subgroup had a significantly smaller cerebellar volume, and a significantly larger volume of peripheral CSF.ConclusionsWithin ASD adults, the bulk volume of cerebellum is reduced irrespective of diagnostic subcategory. Also the significant increase in peripheral CSF may reflect differences in cortical maturation and/or ageing.

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McAlonan, G. M., C. Cheung, V. Cheung, N. Wong, J. Suckling, and S. E. Chua. "Differential effects on white-matter systems in high-functioning autism and Asperger's syndrome." Psychological Medicine 39, no. 11 (April 9, 2009): 1885–93. http://dx.doi.org/10.1017/s0033291709005728.

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BackgroundWhether autism spectrum maps onto a spectrum of brain abnormalities and whether Asperger's syndrome (ASP) is distinct from high-functioning autism (HFA) are debated. White-matter maldevelopment is associated with autism and disconnectivity theories of autism are compelling. However, it is unknown whether children with ASP and HFA have distinct white-matter abnormalities.MethodVoxel-based morphometry mapped white-matter volumes across the whole brain in 91 children. Thirty-six had autism spectrum disorder. A history of delay in phrase speech defined half with HFA; those without delay formed the ASP group. The rest were typically developing children, balanced for age, IQ, gender, maternal language and ethnicity. White-matter volumes in HFA and ASP were compared and each contrasted with controls.ResultsWhite-matter volumes around the basal ganglia were higher in the HFA group than ASP and higher in both autism groups than controls. Compared with controls, children with HFA had less frontal and corpus callosal white matter in the left hemisphere; those with ASP had less frontal and corpus callosal white matter in the right hemisphere with more white matter in the left parietal lobe.ConclusionsHFA involved mainly left hemisphere white-matter systems; ASP affected predominantly right hemisphere white-matter systems. The impact of HFA on basal ganglia white matter was greater than ASP. This implies that aetiological factors and management options for autism spectrum disorders may be distinct. History of language acquisition is a potentially valuable marker to refine our search for causes and treatments in autism spectrum.

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Szatmari, Peter, Rebecca Bremner, and Joan Nagy. "Asperger's Syndrome: A Review of Clinical Features." Canadian Journal of Psychiatry 34, no. 6 (August 1989): 554–60. http://dx.doi.org/10.1177/070674378903400613.

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The term Asperger's Syndrome (AS) refers to a clinical picture characterized by social isolation in combination with odd and eccentric behaviour. While the syndrome has been recognized for some time, diagnostic criteria for the disorder have not yet been established or evaluated. The objective of this paper is to describe some of the clinical features of AS. Twenty-eight children and adolescents with AS were compared to a group of psychiatric outpatients (matched on age and sex) who were also socially impaired. The AS subjects showed a range of social impairments essentially different than those seen in the control group. The sex ratio, family history, and presence of neurologic disease in some AS cases, suggest that the etiology of the disorder is similar to that in autism. The methodological limitations of the study are discussed, and a revised set of diagnostic criteria are proposed for AS.

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Bryant, N. R. "Understanding Asperger's Syndrome: Four New Titles." Journal of the International Neuropsychological Society 7, no. 4 (May 2001): 529–30. http://dx.doi.org/10.1017/s1355617701224096.

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Asperger's Syndrome, edited by Ami Klin and colleagues of the Yale University Child Study Center, contains contributions from 27 authors representing 13 universities, and several agencies and clinical practices in the United Kingdom, Canada, and the USA. This is a thorough and sorely needed review of the research, diagnostic process, treatment options, and outcomes associated with Asperger's syndrome (AS). Written for professionals, the volume is research-based, and in this relatively new field of study, is as useful in elucidating the questions still requiring investigation as in describing what is currently known. Several aspects of diagnosis are covered, including the development of AS as a formal diagnostic category, a review of clinical features and associated conditions, differential diagnostic considerations (particularly high functioning Autism, Schizoid Personality Disorder, developmental language disorders, and Nonverbal Learning Disability), and special consideration of the contributions of motor functioning, social language use, and neuropsychological functioning to differential diagnosis. Of special interest to neuropsychologists may be the chapter reviewing neuropsychological and neuroimaging studies of AS, from which inferences can be drawn about potential neurodevelopmental processes leading to the manifestations of this disorder. Other chapters focus on genetic factors, clinical outcomes in adolescence and adulthood, pharmacological intervention, and general treatment considerations. A chapter on assessment suggests practical guidelines for assessment of cognitive, neuropsychological, communicative, social–emotional, and adaptive functioning. A set of essays by parents closes the volume, providing an important reconnection to the everyday challenges faced by individuals with AS and their families.

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Barkham, Elizabeth, Santhana Gunasekaran, and Caroline Lovelock. "Medium secure care: forensic aspects of autism and Asperger's syndrome." Journal of Intellectual Disabilities and Offending Behaviour 4, no. 1/2 (January 2013): 9–16. http://dx.doi.org/10.1108/jidob-02-2013-0005.

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33

Schopler, Eric. "Convergence of learning disability, higher-level autism, and Asperger's syndrome." Journal of Autism and Developmental Disorders 15, no. 4 (December 1985): 359–60. http://dx.doi.org/10.1007/bf01531780.

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34

Donaldson, Jeffrey B., and Dianne Zager. "Mathematics Interventions for Students with High Functioning Autism/Asperger's Syndrome." TEACHING Exceptional Children 42, no. 6 (July 2010): 40–46. http://dx.doi.org/10.1177/004005991004200605.

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Bowler, Dermot M., Nicola J. Matthews, and John M. Gardiner. "Asperger's syndrome and memory: Similarity to autism but not amnesia." Neuropsychologia 35, no. 1 (January 1997): 65–70. http://dx.doi.org/10.1016/s0028-3932(96)00054-1.

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Szatmari, Peter, G. Bartolucci, and Rebecca Bremner. "ASPERGER'S SYNDROME AND AUTISM: COMPARISON OF EARLY HISTORY AND OUTCOME." Developmental Medicine & Child Neurology 31, no. 6 (November 12, 2008): 709–20. http://dx.doi.org/10.1111/j.1469-8749.1989.tb04066.x.

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Szatmari, Peter. "The Classification of Autism, Asperger's Syndrome, and Pervasive Developmental Disorder." Canadian Journal of Psychiatry 45, no. 8 (October 2000): 731–38. http://dx.doi.org/10.1177/070674370004500806.

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Anggreni, Dhitya, and M. Manugeren. "THE CHARACTERISTICS OF AUTISM ASPERGER SYNDROME IN MARK HADDON’S NOVEL THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT." JOURNAL OF LANGUAGE 1, no. 2 (April 21, 2020): 112–19. http://dx.doi.org/10.30743/jol.v1i2.2455.

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This article is concerned with the protagonist of the story suffering from Asperger Syndrome. He finds difficulty in social interaction, be it appearance, language, attitude, or thinking. In addition, he has got an intelligent ability to interpret objects around him well. He has also the ability to make patterns of activities that he does every time. The whole analysis is conducted by means of qualitative research method supported by library research. The grand theory used is on autism, picturing Asperger Syndrome as an autism spectrum disorder on the high functioning end; referred to as “dash of autism”. Asperger syndrome, also known as Asperger’s, is a developmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests. The results show that the protagonist of the novel has got some significant features of Asperger Syndrome: Lacking of Social Activity, Ability of Interpreting Object, and Ability to Set Routine Patterns.

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Polok, Krzysztof, and Magdalena Sadlik. "Teaching the skill of speaking to an autistic learner – a case study." Językoznawstwo 16, no. 1 (June 2022): 167–78. http://dx.doi.org/10.25312/2391-5137.16/2022_11mskp.

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This paper reports the findings of research that the author conducted in order to investigate the development of English communication skills in learners with autistic spectrum disorders. Information and background about the issue is followed by a brief analysis of theory as presented in the literature. In the first part of the paper, the authors examine the relationship between appropriate therapy, understanding the disorder, using specific teaching methods, and the effective learning of communication skills in English. As shown in the literature, learning a language can bring therapeutic benefits and the use of particular teaching techniques has great effects on the development of English communication skills in autistic children. Furthermore, the subsequent part of the paper presents the results of the author's work with a student suffering from Asperger's syndrome. The paper ends with conclusions drawn as a result of the case study. Keywords: SEN, autism spectrum disorders, English language teaching/learning, interactive methods, Asperger’s Syndrome, parents of autistic children, the MI theory

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Myhr, Gail. "Autism and other Pervasive Developmental Disorders: Exploring the Dimensional View." Canadian Journal of Psychiatry 43, no. 6 (August 1998): 589–95. http://dx.doi.org/10.1177/070674379804300607.

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Objective: To examine empirical data on children with autistic disorder (AD), Asperger's disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) for continuities or distinguishing features between disorders and to see to what extent the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnostic criteria reflect observed data. Method: Studies were identified in 4 ways. 1) A Medline search from 1976 to the present of articles with the key words autism, pervasive developmental disorder, autistic spectrum disorder, and Asperger; of these articles, those with mesh headings or textwords “cluster,” which identified cluster analyses deriving pervasive developmental disorder (PDD) subtypes, were retained. 2) The Journal of Autistic and Developmental Disorders from 1990 to the present was hand-searched to identify other empirically derived studies on diagnosis, prevalence, classification, and validity of PDD subtypes. 3) Key review articles were searched for their references. 4) The references of all identified articles were searched. Results: Eight cluster studies were retained for their relevance to diagnostic issues, as were 7 empirically derived studies delineating clinical characteristics of children with AD, Asperger's syndrome, or PDD-NOS. Data suggest that children with PDD may fit into 1 of 2 overlapping groups, including a lower-functioning group with greater developmental compromise, social aloofness, and a greater number of autistic symptoms and a higher-functioning group with higher IQ, fewer autistic symptoms, and more prosocial behaviour. The PDD subtypes resemble each other and can be seen as existing on a continuum, differing only by degree of impairment. Conclusion: Children exhibiting the triad of autistic impairments can be seen as suffering from disorders on a PDD continuum. While the DSM-IV does identify a lower-functioning autistic group (AD), the higher-functioning group is less well served. Asperger's disorder as defined in the DSM-IV is not clearly distinguishable from AD and PDD-NOS, and the PDD-NOS subcategory is not operationalized. Further research is required to elaborate criteria for the higher-functioning PDD group, and measures related to etiology, outcome, and treatment response may help determine which diagnostic criteria can meaningfully separate one disorder from another.

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Bishop, D. V. M. "Autism, Asperger's syndrome and semantic-pragmatic disorder: Where are the boundaries?" International Journal of Language & Communication Disorders 24, no. 2 (January 1989): 107–21. http://dx.doi.org/10.3109/13682828909011951.

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Ropar, Danielle, and Peter Mitchell. "Are Individuals with Autism and Asperger's Syndrome Susceptible to Visual Illusions ?" Journal of Child Psychology and Psychiatry 40, no. 8 (November 1999): 1283–93. http://dx.doi.org/10.1111/1469-7610.00544.

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SZATMARI, PETER, LYNDA ARCHER, SANDRA FISMAN, DAVID L. STREINER, and FREDA WILSON. "Asperger's Syndrome and Autism: Differences in Behavior, Cognition, and Adaptive Functioning." Journal of the American Academy of Child & Adolescent Psychiatry 34, no. 12 (December 1995): 1662–71. http://dx.doi.org/10.1097/00004583-199512000-00017.

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Robertson, John W. "Informing the public? UK newspaper reporting of autism and Asperger's syndrome." Journal of Research in Special Educational Needs 9, no. 1 (March 2009): 12–26. http://dx.doi.org/10.1111/j.1471-3802.2009.01112.x.

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Ozonoff, Sally, Sally J. Rogers, and Bruce F. Pennington. "Asperger's Syndrome: Evidence of an Empirical Distinction from High-Functioning Autism." Journal of Child Psychology and Psychiatry 32, no. 7 (November 1991): 1107–22. http://dx.doi.org/10.1111/j.1469-7610.1991.tb00352.x.

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KOYAMA, TOMONORI, HISATERU TACHIMORI, HIROKAZU OSADA, TOSHINOBU TAKEDA, and HIROSHI KURITA. "Cognitive and symptom profiles in Asperger's syndrome and high-functioning autism." Psychiatry and Clinical Neurosciences 61, no. 1 (February 2007): 99–104. http://dx.doi.org/10.1111/j.1440-1819.2007.01617.x.

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Dun, Xiangyu, Diwen Shi, and Jiarui Xu. "Exploring Autism Spectrum Disorder in Genetic Perspective Review." Highlights in Science, Engineering and Technology 74 (December 29, 2023): 1265–71. http://dx.doi.org/10.54097/2yxcj568.

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Autism in children is a common mental and behavioral disorder in pediatrics, and the incidence is increasing year by year, but the pathogenesis of autism has not been clear, and there is no specific drug. At present, the number of autistic groups in China is still growing, which brings great pressure to families and society. In recent years, public awareness of autism has significantly increased, thanks to the dissemination of knowledge in professional journals and the widespread use of social media. As a result, professionals in the fields of psychology and biology are increasingly using the term 'autism spectrum disorders' (ASDs) to describe this conditio. This paper aims to explore the ASD in genetic perspective which include several ways to diagnose ADS, introduction of different type of symptoms such as Rett syndrome or Asperger's syndrome, also giving variety causes both in genetic and nurture factors and some conservative therapy recommendations such as some drugs therapy.

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JOLLIFFE, THERESE, and SIMON BARON-COHEN. "Linguistic processing in high-functioning adults with autism or Asperger's syndrome. Is global coherence impaired?" Psychological Medicine 30, no. 5 (September 2000): 1169–87. http://dx.doi.org/10.1017/s003329179900241x.

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Background. Linguistic processing was explored in normally intelligent adults with either autism or Asperger's syndrome, to test if global coherence was impaired. Global coherence is the ability to establish causal connections and interrelate local chunks into higher-order chunks so that most linguistic elements are linked together thematically. Since individuals with autism are hypothesized to have weak central coherence then one would predict that the clinical groups would have difficulty integrating information globally so as to derive full meaning.Methods. Two experiments were designed to test global coherence. Experiment 1 investigated whether individuals on the autism spectrum condition could arrange sentences coherently. Experiment 2 investigated whether they were less able to use context to make a global inference. Results. The clinical groups were less able to arrange sentences coherently and use context to make a global inference.Conclusions. The results suggest that individuals on the autism spectrum have impaired global coherence. Arranging sentences and making global inferences correlated highly, suggesting that central coherence may be a unitary force in these different tasks. Of the two clinical groups, the autism group had the greater deficit. The effect that such a deficit would have on one's daily life is discussed, along with possible explanations for the clinical groups' greater difficulty, and suggestions for future research.

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Holt, Geraldine. "Commentary." Advances in Psychiatric Treatment 2, no. 4 (July 1996): 176–77. http://dx.doi.org/10.1192/apt.2.4.176.

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The concept of autism has widened from the typical, classic or nuclear autism of Kanner (1943), to include those with the ‘triad of social impairments’ (Wing & Gould, 1979); that is impaired social interaction, communication and imagination which is associated with narrow, stereotyped, repetitive patterns of behaviour. These features make up the ‘autistic spectrum disorders’ and include Kanner's and Asperger's syndromes (Box 1).

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Kangesan, Babu. "Autism and Asperger’s syndrome." InnovAiT: Education and inspiration for general practice 10, no. 3 (July 28, 2016): 173–77. http://dx.doi.org/10.1177/1755738016657570.

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Autism represents a spectrum of disorders, Asperger’s syndrome being part of that spectrum. The increased awareness of autism in recent years has increased the likelihood of parents seeking help from their GP regarding their child’s behaviour. This article aims to cover some of the challenges encountered in the diagnosis and management of autism in children. Autism in adults provides particular challenges; however, they are not discussed in this article.

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