BY: NICOLE DABBS PSYCHOLOGY PERIOD 3

DEFINITION  An autism spectrum disorder that is characterized by significant difficulties in social interaction, along with restricted and repetitive patterns of behavior and interests. Differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development.  Named after Hans Asperger  Also known as the “little professor syndrome”

SYMPTOMS  Poor communication skills  Obsessive/repetitive skills  Physical clumsiness  Non-response to social expressions  Ignoring social stimuli  Avoided eye contact  Impaired relationships  Cowering in the corner*  Interest in a very specific topic

DSM-IV-TR CRITERIA  Qualitative impairment in social interaction, as manifested by at least two of the following:  marked impairment in the use of multiple nonverbal behaviors such as eye-to eye gaze, facial expression, body postures, and gestures to regulate social interaction  failure to develop peer relationships appropriate to developmental level  a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)  lack of social or emotional reciprocity  Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:  encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity of focus  apparently inflexible adherence to specific, nonfunctional routines or rituals  stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)  persistent preoccupation with parts of objects

DSM-IV-TR CRITERIA CONTINUED  The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.  There is no clinically significant general delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).  There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.  Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia

ASPERGER’S AND AUTISM: HAND IN HAND THE SIMILARITIES  In autism there are characteristics of impairment in social interactions and communication with restricted patterns of behavior, interest, and activities, but with asperger’s there is no severe delay in language or the other cognitive skills of people with autism.

 Exact cause of asperger’s is unknown  Tends to run in families

 Estimated between 1 and 36 per 10,000  Believed to occur more often in boys than girls  Autism occurs more in girls

 Therapy is required, preferably group therapy  Psychotherapy  There are no medications needed, but if medication is given some are: methylphenidate, pemoline, and clonodine.  People with asperger’s are employed, but do best in isolated work space

 Is a lifetime disorder, but stable  People with Asperger’s have an increased risk for psychotic episodes  Prevention of the disorder is the protection of the fetus against oxygen loss during birth.

 Do you think someone with Asperger’s Disorder can perform a task better than someone without Asperger’s?