Asperger Research Articles

BURNOUT OF PARENTS OF CHILDREN WITH DISABILITIES

This study is the second in a series of articles dealing with the situation of parents of children with disabilities or developmental disorders. The subject of the research are the symptoms of the burnout syndrome in the parents of children with disabilities as examined using the Maslach Burnout Inventory (MBI) questionnaire. With respect to the factors diff erentiating the study’s results, gender, place of residence and the type of disability were taken into account. A total of 315 people participated in the study, 246 mothers and 69 fathers. Six groups of parents were distinguished, based on the type of disability or developmental disorder of their children, i.e.: autism, Asperger syndrome, cerebral palsy, Down syndrome, ADHD and mental retardation.

Support Teachers in the Education of Students with Autism and Asperger Syndrome in Integrated and Mainstream Schools

Anida Szafrańska, Support Teachers in the Education of Students with Autism and Asperger Syndrome in Integrated and Mainstream Schools. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 59–80. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.03
 The article presents a pilot study of the tasks of support teachers in relation to students with autism, including those with Asperger’s syndrome. Data contained in the Educational Information System shows a significant increase in the number of students with this type of disorder studying in integrated units and mainstream schools. The education of students with autism and Asperger’s syndrome is difficult due to their deficits in the cognitive sphere, as well as problems in social and emotional functioning. When carried out in an appropriate manner, with relevant professionalsupport, the inclusion of autistic children may be beneficial both for the children’s intellectual, social and emotional development, as well as other students.

Asperger Syndrome and proneness to delinquency

Asperger Syndrome and proneness to delinquency

Oral Surgery Management in Asperger Syndrome: A Case Report

Asperger syndrome is a developmental disorder characterized by difficulties in social interaction and communication. Dental treatment of patients with Asperger syndrome could be challenging due to lack of communication and compliance. This case report described the dental treatment of a patient with Asperger syndrome. A surgeon should be aware of the problems associated with patients with Asperger syndrome and how these can interfere in the surgical treatment. Communication is the key to successful dental treatment in a patient with Asperger syndrome.

Exploring the role of family in enhancing the well-being of patients with developmental disorders

Purpose The purpose of this paper is to investigate how family members co-create value and improve the well-being of patients with chronic developmental disorders, such as Asperger syndrome (AS) that undertake permanent therapy services. Design/methodology/approach Qualitative methodology is used to identify family value co-creation activities and well-being outcomes. Extensive interviews with family members and professional therapists of AS patients were conducted as the main data collection method. Findings Drawing from previous conceptualizations of value co-creation activities in health contexts, the findings of this study identify the specific value co-creation activities held by family members that influence the different dimensions of well-being for AS patients and their families: co-learning, combining therapies, changing ways of doing things, connecting, co-operation and co-production, managing daily life, motivating, protecting, regulating and establishing roles. The findings also reveal improvements in the following dimensions of patient well-being: autonomy, self-acceptance, purpose in life, positive relationships with others, control of the environment and personal growth. In addition, value co-creation activities also improve family relationships at home and the well-being of patient family members. Originality/value This study contributes to the services literature and addresses a gap in transformative service research by exploring the value co-creation activities of family members for improving well-being outcomes of patients with chronic developmental disorders. People with chronic developmental disorders engage in permanent therapy services and tend to have below-average well-being scores, which also extends to their family members.

Life Is a Stage: Autistic Perspectives on Neurotypicality.

Professional interventions for autistic people often encourage the development of neurotypical behavior. However, the pressure to appear or behave neurotypically has been associated with negative mental health outcomes. Consequently, autistic perspectives on the concept of neurotypicality are a critical area for empirical research. As a follow-up to a prior study on perceptions of autism, the present study examined the concept of neurotypicality as represented in 39 online video logs authored by YouTubers who self-identified as autistic. The study aimed to understand autistic perspectives on neurotypicality to guide professional service provision toward practices that support overall well-being. Consistent with procedures frequently implemented within narrative inquiry, we identified three exemplary videos that presented salient and consistent narratives about neurotypicality. We submitted transcripts of these three videos to inductive thematic analysis to establish their distinctive features and hence the features of the narratives they embodied. Afterward, we used the distinctive features of the exemplary videos to deductively analyze the remaining 36 videos in the data set. The three exemplary videos presented features that related to three divergent narratives about neurotypicality that were supported by the data set as a whole: neurotypicality as (1) an achievement; (2) a masquerade; and (3) a curse. These three narratives differed sharply in regard to the desirability and feasibility of neurotypical conduct. Across all narratives, neurotypical behavior was associated with significant effort. Implications for professionals serving the autism community include the need to be prepared to offer clients different narratives about neurotypical behavior, as presented in writings and media authored by autistic individuals. A second implication concerns the need to align intervention and educational goals with a client's views and values. Finally, independent of the goals established between professionals and clients, the former must monitor the stress and effort associated with the enactment of neurotypicality and make changes accordingly. Why was this study done?: Professionals often want to help autistic clients to behave like people who are not autistic (often called neurotypicals). However, we do not know much about how people on the autism spectrum feel about the idea of neurotypicality. In this study, we analyzed 39 videos from YouTubers who identified as autistic to learn more about what they think of neurotypicality.What was the purpose of this study?: Our goal was to learn directly from autistic individuals and to help professionals (e.g., psychologists and speech-language therapists) to provide better services to the autistic community.What did the researchers do?: We chose three of the videos that were good examples of different ways of thinking about neurotypicality. We analyzed the three videos to identify their unique features. Then we identified examples of those features in the other 36 videos in our data set.What were the results of the study?: We identified three ways of thinking about neurotypicality: neurotypicality as (1) an achievement; (2) a masquerade or theatrical performance; and (3) a curse. These ways of thinking about neurotypicality differed mostly in regard to the extent to which neurotypicality was desired and considered possible. A shared characteristic was that neurotypical behavior required a lot of effort from autistic individuals.What do these findings add to what was already known?: The findings of our study highlight the effort associated with neurotypical behavior and the connection between neurotypical behavior and mental health. The study can help professionals to better understand what behaving neurotypically feels like for autistic individuals. It also has the potential to increase discussions about neurotypicality by amplifying the autistic voices that are still underrepresented in scientific studies.What are potential weaknesses in the study?: The ways of thinking about neurotypicality that we identified in our data may not be representative of all the autistic community because most of the vloggers in our data were white males who identified with Asperger's syndrome. Also, our study included only videos recorded in English and uploaded to YouTubeTM between 2005 and 2015. Future studies should include individuals from all areas of the autism spectrum and more recent data presented in more varied formats and languages.How will these findings help autistic adults now or in the future?: The findings of our study suggest that professionals who serve the autistic community should be able to share with others different views of neurotypicality, help clients work toward goals that are important to them, and monitor signs of stress caused by the effort to behave neurotypically. This should in turn positively impact the quality of services provided to the autistic community and with it the overall well-being of people on the autism spectrum.

Expert system to diagnose child development growth disorders with forward chaining method

Growth and development in children determine quality throughout their lives. The lack of understanding of parents about the importance of child development makes parents often ignore a situation or disease that occurs in their children. For this reason, an expert system is needed using the forward chaining method in reasoning to the knowledge base, which can help parents to know the growth problems experienced by their children based on the symptoms found in children. In its development, the expert diagnostic system for child development disorders is implemented using PHP and MySQL programming as the database. After this expert system is implemented, the system can diagnose 5 disorders of child development (Autism, Asperger syndrome, attention deficit disorders and Hyperactivity, Down syndrome, and mental retardation) especially in children aged 6 - 12 years.

Assessment of Social Support for a Mother Raising a Child Diagnosed with Asperger Syndrome, as Experienced by her Family. A Case Study

Assessment of Social Support for a Mother Raising a Child Diagnosed with Asperger Syndrome, as Experienced by her Family. A Case Study

P.810 Asperger syndrome and associated comorbidities over a 14 year timespan

P.810 Asperger syndrome and associated comorbidities over a 14 year timespan

P.809 Correlation between childhood autism rating scale 2 and clinical global impression improvement

This paper presents the psychometric properties of the Lebanese version of the Childhood Autism Rating Scale Second Edition, High Functioning Version (CARS2-HF). The participants consisted of 30 children aged 6–18 years among which 24 had a clinical diagnosis of Asperger disorder or Pervasive Developmental Disorder-Not Otherwise Specified and 6 had a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). All participants were verbally fluent and had IQ estimates of 80 or higher, determined with the Wechsler Nonverbal Scale of Ability (WNV). Forward and backward translation of the CARS2-HF and the Childhood Autism Rating Scale Second Edition, Questionnaire for Parents or Caregivers (CARS2-QPC) was completed before the administration of the scales. The results of this study showed that the Lebanese CARS2-HF has a high degree of internal consistency (.92), inter-rater reliability (.97), and test–retest reliability (.99). Receiver Operating Characteristic (ROC) analysis determined that individuals with total raw scores below 26 are less likely – to be in the autism spectrum. This instrument can be used in screening and assessing for ASD in high-functioning Lebanese and Arab speaking individuals.

Smart Assistance for Asperger Syndrome using Raspberry Pi

This paper focuses on autism people who need smart assistance for their everyday survival. One of the most common Autism categories is Asperger syndrome. The motive of this project is to promulgate their tasks efficiently by detecting and recognizing their faces which will be stored in the database using Raspberry Pi.The “Smart Assistant for Asperger Syndrome using Raspberry Pi” involves IoT (Internet of Things) and Robotics. This mirror not only allows the users to plan their daily schedules, but also helps them to be updated with the environment such as weather conditions.

Effect of probiotic supplementation on cognitive function in children and adolescents: a systematic review of randomised trials.

Available reviews have shown potential effects of probiotics on neurobehavioral outcomes through 'gut-brain axis' mechanism in adults. However, reviews on cognitive function in children and adolescents are lacking. Therefore, we conducted a systematic review of randomised controlled trials (RCTs) of the effect of probiotic supplementation on cognitive function in children and adolescents. A search of four databases (Cochrane Central Register of Controlled Trials, PsycARTICLES, Scopus, PubMed) was conducted to identify RCTs published from January 1990 to December 2018. Seven studies met the inclusion criteria and their cognitive outcomes were analysed. Only one study found a positive result with Lactobacillus rhamnosus GG (LGG) 1×1010 cfu supplementation with outcomes on attention deficit hyperactivity disorder (ADHD) or Asperger syndrome (AS) manifestations as diagnosed using the International Classification of Diseases-10 criteria. The supplementations were administered to Finnish mothers for 4 weeks before delivery and continuously given for 6 months after delivery if they breastfed, or to the children. ADHD or AS was diagnosed at the age of 13 years in 17.1% children in the placebo and none in the probiotic group (P=0.008). This study found significant differences in species composition and number of cells belonging to the genus Bifidobacterium between healthy children and children who later developed ADHD or AS at different time points. Six remaining studies with varying strains, durations of intervention, start-time of administration, and outcomes demonstrated no difference in cognition after probiotic supplementation. Metagenomic analyses on gut microbiota composition were not performed in any of these studies. In conclusion, the favourable effect of probiotic supplementation on cognitive function in children and adolescents was observed in one study with LGG supplementation by a risk reduction of developing ADHD or AS (i.e. autism). More long-term and follow-up trials using probiotics identifying the effect on cognition are warranted before routine use.

A Brief Report on Suicidal Ideation in Adolescents Diagnosed with Asperger Syndrome

A limited number of studies have examined the intersection of suicide and autism spectrum disorders (ASD). Because of the limited data on suicidal ideation among individuals diagnosed with autism spectrum disorders, the objectives of this study were to measure the prevalence of suicidal ideation among adolescents diagnosed with Asperger syndrome and to assess the presence of mental health conditions in this population. This study examined the relationship between Asperger syndrome (AS) and suicidal ideation in a sample of 14 adolescents who completed an online survey. Participants completed an online survey using Qualtrics platform. This was a non-probability and purposive sample to assess the objectives. Several mental health measurements were used to assess for suicidal ideation and mental health. Of the 14 individuals, 21.4% (3) reported on high levels of suicidal ideation, and 28.6% (4) met the criteria for major depressive disorder while 15.4% (2) met the criteria for generalized anxiety disorder (GAD). Results suggested that suicidal ideations were correlated with peer victimization. The scores of suicidal ideations of individuals with MDD were higher compared with those who did not meet criteria for MDD. Future studies can enhance our understanding of risk for suicide among adolescents with AS. Data from this study is consistent with previous studies in the area. Educators, mental health professional, teachers, and parents should be aware of how suicide and mental health issues may present among adolescents diagnosed with AS.

'Coming Out' with Autism: Identity in People with an Asperger's Diagnosis After DSM-5.

Asperger's Syndrome was introduced as a separate diagnostic category in the DSM-4 (1994). Its subsequent absorption into autism spectrum disorder in the DSM-5 (2013) led to vigorous debate and concerns about the loss of the unique Asperger's identity. Existing research has identified that adults previously diagnosed with Asperger's have expressed a diverse range of opinions regarding the DSM-5 changes. This Australian study explored the role of disability identity development in responses to the change through semi-structured interviews with 12 adults diagnosed with Asperger's under the DSM-4. Their different views did not appear to be a function of demographic variables; a connection was identified between participants' views of the change and differing stages of integration with the Asperger's and/or autism identities.

Autism spectrum disorders among adolescents and adults and comparison with schizophrenia

Objectives: Autism Spectrum Disorders (ASD) may be commonly misdiagnosed as schizophrenia due to common symptoms and accompanying psychotic manifestations in both adolescence and adulthood. The purpose of this study is to examine and compare the autistic symptoms and positive and negative symptoms of schizophrenia in cases diagnosed as Autism Spectrum Disorder. Methods: Twenty-one patients between ages of 16-36 who have admitted to outpatient clinic have previously been diagnosed as autism spectrum disorders (autistic disorder, Asperger Syndrome, pervasive development disorder not otherwise specified) according to DSM-IV diagnosis criteria, have an IQ of 50 or above, have been included in the study. Control group have been composed of 21 patients between ages of 21-39 who have been diagnosed as schizophrenia according to DSM-IV diagnosis criteria and have an IQ of 50 or above. Psychiatric assessment has been made with Childhood Autism Rating Scale (CARS), Scale for the Assessment of Positive Symptoms (SAPS), Scale for the Assessment of Negative Symptoms (SANS), SCID-I and WAIS. Results: The negative symptoms of ASD are found to be higher than schizophrenia cases where as the positive symptoms of schizophrenia cases are found to be higher than ASD cases. Twenty percent (n = 4) of OSB cases do not meet autism symptoms while none of the schizophrenia cases meet autism symptoms. In one case of the ASD group, additional schizophrenia diagnosis was present. Conclusions: In this study, it has been found that negative symptoms of schizophrenia are widely observed in adolescent and adult patients followed with ASD diagnosis. Consequently, autism spectrum disorders are manifested common symptoms with schizophrenia in adolescence and adulthood.

The Role of Painting Activity as an Emotional Regulation in Children with Asperger Syndrome

Children with Asperger syndrome still need to be adjusted, in regulating their emotion, to their enjoyment in an activity that will be their emotional allocation. Art is able to improve their self-ability, to strengthen their self-confidence, and also to re-shape lack of knowledge about their own identity. This is because activity of art becomes a collection of inspiration, the aspect of imagination that is closely related to the aesthetic experience. This was a qualitative research as a study intended to understand the phenomenon of something that is experienced by the subject of research. For example: behaviour, perception, motivation, and action in holistic way and described in form of words and language, in a specific-natural context and by utilizing various methods. The research findings show that ability of emotional regulation is the ability of the subject in receiving and understanding a command, and then in minimizing tantrum, so that the subject is able to achieve a treatment therapy; including the subject's ability to identify and draw an object or other objects around them, to recognize some painting tools and to answer questions orally or in writing through the image media. The therapy can be packaged through art education based on painting activity which is the advantage of an area itself. Schools present learning programs that also support character education and the creative potential of the children, so that they can live independently later.

Проблема виховання дітей з особливими освітніми потребами в умовах сім’ї та освітніх установ

The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.

Blessing or curse? The World Wide Web as information source for autism and Asperger Syndrome

Blessing or curse? The World Wide Web as information source for autism and Asperger Syndrome Abstract. Objective: The World Wide Web is today one of the most common methods used for obtaining health-related information, though the quality of the information is sometimes questionable. The present study addresses the quality of the information source internet and the resulting implications and discusses examples related to autism spectrum disorder. Method: We systematically evaluated 96 German websites, with the aim of estimating specific characteristic features, reliability of publications, presentation of information as well as overall website quality. We also analyzed the clinical implications of the presentations. Results: Only 39 % of the websites provided references to scientifically well-founded information, whereas advertisements were found on 53 % of websites. The greatest percentage of false information (17 %) was disseminated concerning therapy. 75 % of the websites provided incomplete information. Only 10 % of websites discussed the impairment or familial burden. The quality of information was insufficient on 30 %, poor on 41 %, and good on only 6 % of the websites. Conclusions: Similar to results available for English-language websites, the quality of German websites providing health-related information can be considered low. Implications concerning confirmation bias, stigma, overidentification, in-group/outgroup, contrast and snowball effects are discussed.

Auditory Deficits in Audiovisual Speech Perception in Adult Asperger's Syndrome: fMRI Study.

Audiovisual (AV) integration deficits have been proposed to underlie difficulties in speech perception in Asperger’s syndrome (AS). It is not known, if the AV deficits are related to alterations in sensory processing at the level of unisensory processing or at levels of conjoint multisensory processing. Functional Magnetic-resonance images (MRI) was performed in 16 adult subjects with AS and 16 healthy controls (HC) matched for age, gender, and verbal IQ as they were exposed to disyllabic AV congruent and AV incongruent nouns. A simple semantic categorization task was used to ensure subjects’ attention to the stimuli. The left auditory cortex (BA41) showed stronger activation in HC than in subjects with AS with no interaction regarding AV congruency. This suggests that alterations in auditory processing in unimodal low-level areas underlie AV speech perception deficits in AS. Whether this is signaling a difficulty in the deployment of attention remains to be demonstrated.

Profil Berpikir Kritis Siswa Asperger pada Pembelajaran Bangun Datar dengan Metode Montessori

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.