Asperger Research Articles

Internet Use Habits, Parental Control and Psychiatric Comorbidity in Young Subjects with Asperger Syndrome.

We aimed to investigate the characteristics of internet use in a clinical sample of 60 young subjects with Asperger Syndrome (AS) and its relationship with parental control and psychiatric comorbidity. Of the participants, 38.3% were classified as having problematic internet use (PIU). Subjects with normal internet use (NIU), compared to the subjects with PIU, had significantly higher scores on parental control scale. While there was no significant difference in terms of any comorbid diagnoses between subjects with NIU versus PIU, severity of depressive symptoms was found to predict higher scores on Young Internet Addiction Scale (YIAS). In conclusion, PIU may be common in AS and may be associated with internalizing problems, while parental control may protect against it.

Changes in Autism Nosology: The Social Impact of the Removal of Asperger's Disorder from the Diagnostic and Statistical Manual for Mental Disorders, Fifth Edition (DSM-5).

This study examined the perception of an ASD label compared to Asperger's syndrome or no diagnosis. Seventy-one undergraduates read an adapted vignette (Ohan et al. J Autism Dev Disord 45:3384-3389, 2015) about an undergraduate with ASD, Asperger's Syndrome, or No Diagnosis. Participants also completed questionnaires. More positive ratings emerged for the Asperger's and ASD labels than No Diagnosis in low contact scenarios, particularly when involving greater social versus professional interaction. In contrast, more positive ratings emerged for the Asperger's compared to the ASD and No Diagnosis on high contact items. Ratings between low and high contact items differed only for ASD. Results demonstrate the impact of diagnostic labels across social contexts and support the need for education surrounding changes in nosology.

Syndrome des dysfonctions nonverbales chez l’adulte : intérêt de l’évaluation neuropsychologique pour le diagnostic différentiel et pertinence d’une prise en charge psychiatrique

IntroductionNonverbal learning disability is a neurodevelopmental disorder not belonging to any official classification to date. It is characterized by three core deficits: visuospatial impairments, executive and attentional deficits as well as socio-emotional disorders (social judgment, nonverbal communication). Case studyWe describe a rare syndrome for which the diagnosis is essentially based on the neuropsychological assessment. Differential diagnoses are: Asperger syndrome, attention deficit hyperactivity disorder, intellectual disability and dyspraxia. DiscussionThis case study highlights the difficulty in identifying a rare and poorly studied syndrome in adults, but also the relevance of psychiatric care (e.g. social skills training, psychological counseling, continuous and close social support, recognition of disability) for a patient with a learning disability of neurological origin. In order to reinforce his autonomy and his social integration, psychosocial rehabilitation (development of resources necessary for proper functioning in the community) appears to be a relevant player. ConclusionThis article shows the interest of a neuropsychological assessment in the differential diagnosis and the need of care approach based on mental disability.

USING ORIGAMI TO ENHANCE VISUAL AND MATHEMATICAL THINKING SKILLS AMONG THE AUTISTICS

Autism is a general term for a group of complex disorders that affects brain development (Autism Society of America, (2014). “Autos” means ‘you in your own self’ which is described as ‘a runaway from reality’ (Leo Kanner, (1943). Autism has its own specializations which are mathematical (Baron Cohen et al 2001), and visual thinkers (Karren Piece, 2010). They can follow steps and create designs in more creative ways than others. This paper will deliberate on how the origami technique helps escalate the development of mathematical and visual thinking skills of autistic people. Three autistics namely Che’ Suria Aishah Farhana Binti Che’ Mat, an Asperger Syndrome Autistic, Muhamad Aliff Najmi bin Che’ Kamarudin, a Classic Autistic and Mohamad Aizuddin, a Pervasive Developmental Disorder Autistic were selected. They are from a special inclusive class of SMK Kadok, Kelantan in the eastern part of West Malaysia. Based on the objectives of this research paper a qualitative study was implemented. The triangulation method comprising of observation, interview and analysis was applied. The results revealed that Asperger Syndrome Autistic has a very systematic way of learning. Her ability to develop new ideas and new designs indicates that she is a mathematical and visual thinker. The Classic Autistic too has a systematic way of learning and is able to innovate new designs that prove that he is a mathematical and visual thinker. On the other hand, the Pervasive Developmental Disorder autistic was not interested in origami. He just stared at the origami and showed no interest in it. Future research can be implemented on how to capture the interest of the Pervasive Developmental Disorder autistics.

How had the wife faced the “difference” of husband with Asperger syndrome?

How had the wife faced the “difference” of husband with Asperger syndrome?

‘Sometimes labels need to exist’: exploring how young adults with Asperger’s syndrome perceive its removal from the Diagnostic and Statistical Manual of Mental Disorders fifth edition

The study aimed to ascertain opinions of young adults with Asperger’s syndrome (AS) regarding removal of the diagnosis from the Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5). Structured face-to-face interviews were conducted with nine male participants diagnosed with AS before the age of 14. Transcripts were analysed using thematic analysis. Three main themes emerged – ‘The AS diagnosis: “a lot of positives”’; ‘DSM-5: a step backwards’; and ‘“What they’re doing is stupid as hell”: fear, anger, and confusion’ – and also several subthemes. Participants broadly rejected the DSM-5 changes and expressed concern about support for people like themselves in the future. Participants also worried about a threat to the ‘Aspie’ identity that they felt engendered a strong sense of belonging and had been particularly helpful to them on their personal journeys. The findings indicate that the more generalised nature of the new diagnostic criteria is an area of concern.

Armenian teachers’ dichotomous perspectives on children with high‐functioning autism

AbstractThis article uses the views of student teachers and serving teachers from a post‐Soviet context in order to better understand current thinking around teachers’ perceptions of children with what might be termed ‘hidden’ disabilities. Drawing on social comparison theory, and adopting a phenomenographical approach, the study explores teachers’ perspectives of autism in the Republic of Armenia, offering an insight into the impact of its social, cultural and political history. Whilst serving teachers demonstrated contrastive and downward comparisons when presented with a vignette of a young person with Asperger's Syndrome, student teachers expressed more connective comparisons. The data suggest, then, that Armenian student teachers represent progressive attitudinal change towards individuals with disabilities. These results also shed light on how social comparison theory might be used to tease out assumptions and taken‐for‐granted attitudes in the global West.

Detection of Autism in Children by the EEG Behavior Using Hybrid Bat Algorithm-Based ANFIS Classifier

Autism spectrum disorder (ASD) is basically a varied neurodevelopmental disorder which affects the developmental curve in numerous behavioral domains. This includes the impairments of social communication, cognitive and also language abilities. Autism has an extensive gamut of severity and symptoms that are often utilized to categorize the ASD. Each of the syndromes under ASD is disparate as of the other. For instance, individuals suffering with Asperger syndrome have no considerable hindrance in language development. Kids with ASD might concurrently also encompass other issues, for instance, Tourette’s syndrome epilepsies, attention-deficit hyperactivity disorder, etc. So, there is a need to detect autism in children. ASD can be detected in children by analyzing the signals (EEG). Initially, the EEG signals are attained from the dataset. This signal undergoes preprocessing utilizing Kalman filter. Next, signal decomposition is done by the variable mode decomposition. This is followed by feature extraction. These are classified utilizing Hybrid Bat Algorithm with ANFIS classifier (HBA–ANFIS). The classified output is either a normal signal or an autism signal. To prove the proposed work’s efficiency, disparate performance metrics were determined and also analyzed. The proposed work shows superior performance in respect of all the evaluated metrics.

The effect of Dance/Movement Psychotherapy on Anxiety Decrease and sociality Improvement of Adolescents with Asperger's Syndrome

The effect of Dance/Movement Psychotherapy on Anxiety Decrease and sociality Improvement of Adolescents with Asperger's Syndrome

Social Stories to Enhance Communicative Strategies Among Autism Spectrum Disorder (ASD) Children

The use of strategies by children with developmental disabilities in repairing their communicative breakdowns has received little attention in the research literature to date. These children may also have fewer strategies available to them. By using Tarone’s Taxonomy (1980) of communicative strategies, this current study was trying to further unravel and discuss how children with autism spectrum disorder (ASD) could enhance their spoken communicative intent in conversing about moral values. Audiotaped, semi-structured conversational data was collected from four children (two low functioning autism and two Asperger Syndrome) with autism ASD. They were seven to nine years old from Sekolah Kebangsaan Desaminium, Seri Kembangan, Selangor. Two social stories were told to the subjects; Visiting atuk and nenek in Kampung and Being Kind to Animals with two moral values underpinned in each social story. Findings revealed that all four ASD children were using almost all the nine communicative strategies except for word coinage. The study concluded that Tarone’s Taxonomy (1980) of communicative strategies was really helpful in unravelling the communicative intent of a group of ASD children in talking about moral values based on the social stories told to them. Having said so, future research still needs to consider how these strategies or perhaps other communicative strategies could be used as attempts to repair communicative breakdowns among ASD children. It is hoped that the impairment in understanding others’ mind hinders the development of an intent-based moral judgment in ASD children. Keywords: Tarone’s taxonomy, communicative strategies, social stories, moral values, autism .

Considerações sobre a sexualidade e educação sexual de pessoas com transtorno do espectro autista

Autism Spectrum Disorder (ASD) is a developmental disorder, characterized by deficits in social communication and restricted/repetitive interests or behaviors. This work, focused on the levels of TEA that require less support, previously described as Asperger's Syndrome and here denominated TEA/SA, presents a theoretical revision on the sexuality of this population. Such sexuality is often invisible, the right of access to information and sexual experiences commonly denied, and there is vulnerability to abuse and violence. Studies indicate that deficits in social skills, communication, restricted and repetitive interests and hypersensitivity are possible limiting factors of sexual development. Some data point to the identification of sexual desires focused especially on solitary experiences of sexuality and less frequent sexual practices compared to the population. The difficulties of parents and professionals to talk about sexuality were highlighted, and an efficient program of sexual education for people with TEA/SA was appointed as a protective factor for a satisfactory development and reduction of victimization, including this intervention important aspects such as the use of accessible, direct and clear language; the systematic teaching of social skills; family and professional orientation. The literature review was important to clarify the issue and support the development of sexual education proposals for this population, without omitting, of course, the needs of the people with TEA/SA.

The construction of cooperative and inferential meaning by children with Asperger syndrome

Abstract This study aims to apply the Gricean theory of conversational cooperation to the example of inferential meaning in the oral speech of children with pragmatic deficit. Firstly, the analysis pays attention to the use of tropic inferences and particularized implicatures in conversation. Secondly, it focuses on the degree of maintenance or flouting with regard to conversational maxims. On average, study participants are 11.15 years old and possess a confirmed clinical diagnosis of Asperger syndrome. Results suggest a rare understanding and production of tropic inferences and particularized implicatures in dialogues, as well as the systematic application of the maxim of quality, the generalized non-fulfilment of the maxim of quantity and different degrees of fulfilment according to the remaining maxims.

Steroid Metabolites Support Evidence of Autism as a Spectrum.

Objectives: It is common nowadays to refer to autism as a spectrum. Increased evidence of the involvement of steroid metabolites has been shown by the presence of stronger alterations in Kanner’s syndrome compared with Asperger syndrome. Methods: 24 h urine samples were collected from 20 boys with Asperger syndrome, 21 boys with Kanner’s syndrome, and identically sized control groups, each matched for age, weight, and height for comprehensive steroid hormone metabolite analysis via gas chromatography–mass spectrometry. Results: Higher levels of most steroid metabolites were detected in boys with Kanner’s syndrome and Asperger syndrome compared to their matched controls. These differences were more pronounced in affected individuals with Kanner’s syndrome versus Asperger syndrome. Furthermore, a specific and unique pattern of alteration of androsterone, etiocholanolone, progesterone, tetrahydrocortisone, and tetrahydrocortisol was identified in boys with Kanner’s syndrome and Asperger syndrome. Interestingly, in both matched samples, only androsterone, etiocholanolone, progesterone, tetrahydrocortisone, tetrahydrocortisol, and 5a-tetrahydrocortisol groups were positively correlated. In the Asperger syndrome group, all metabolites showed a positive correlation. In the Kanner’s syndrome group, 5-a tetrahydrocortisol with androsterone showed a positive correlation. Conclusions: Due to differences in the level of alteration, the premise that Asperger syndrome is on the mild side of the autism spectrum and that Kanner’s syndrome is on the severe side is supported, but alteration patterns yield different phenotypic expressions.

Building Healthy Relationships: A Conversation With Dr. Ellen McGinnis-Smith

Dr. McGinnis-Smith earned a PhD in special education with emphasis in EBD at the University of Iowa and an administrator certification from Drake University. She is coauthor of the social skills teaching series Skillstreaming. She also coauthored with Richard Simpson Skillstreaming Children and Youth with High Functioning Autism and Social Skills Success for Students with Asperger Syndrome and High-Functioning Autism. Dr. McGinnis-Smith recently retired as the Mental Health and Dispute Resolution Consultant for the Iowa Department of Public Instruction. Throughout her career, Dr. McGinnis-Smith says her passion has been helping educators meet the needs of children and youth with mental health and behavioral concerns.

The Comprehension Ability of Indirect Speech Acts in Children with Asperger Syndrome

본 연구는 학령기 아스퍼거 장애 아동의 의사소통 상황에서 화용능력을 알아보기 위하여 간접화행 이해능력을 조사하였다. 이를 위해 초등학교 1∼4학년의 아스퍼거 장애 아동 12명과 일반 아동 12명에게 간접화행 이해과제를 실시하였다. 아동은 맥락문장과 함께 제시된 간접화행 문장을 읽고 간접화행이 의미하는 바를 구어로 표현하였다. 아동의 이해가 오반응일 경우, 구체적 행위를 예측할 수 있도록 단서추가 질문을 제시하여 아동의 반응을 기록하였다. 그 결과, 아스퍼거 장애 아동은 일반 아동에 비하여 저조한 간접화행 이해수준을 보였다. 오반응에 대한 단서추가 질문이 제시된 경우, 아스퍼거 장애 아동이 일반아동에 비하여 정반응 향상 폭이 유의미하게 높았지만, 간접화행 이해 총 점수에서는 여전히 일반아동과 비교하여 유의미하게 저조했다. 이러한 결과를 통해 아스퍼거장애 아동은 간접화행 이해능력은 또래 일반아동에 비하여 유의미하게 저조하나, 추가이해 단서를 제공하면 이해능력의 유의미하게 높아짐을 확인하였다. 이를 근거로 아스퍼거 장애 아동의 간접화행 이해와 사회적 의사소통 능력 향상에 대하여 논의하였다.The purpose of this study was to investigate the ability to understand indirect speech acts of Asperger syndrome children. 12 Asperger syndrome children from grade 1 to 4 and age matched 12 general children participated in this study. All children performed an indirect speech acts comprehension task. After the child read context sentence and indirect speech acts sentence, they said the meaning of the indirect sentences. When the child was misunderstood, an the additional clue question was added to predict the concrete behavior and than the child’s reaction was recorded. As a result, children with Asperger syndrome had a lower level of understanding of indirect speech acts than children in general. In the case of the additional clue questions, the children with Asperger syndrome children showed a significantly higher level of positive response compared to the general children, but the score of the understanding of indirect speech acts tasks was still lower than that of the general children. With these results for children with Asperger syndrome is an indirect speech act comprehension is significantly weaker than the general children, but we also confirmed the significantly increased by providing a additional clue question. Based on this results, we discussed the understanding of indirect speech acts with Asperger syndrome children and the improvement of social communication ability of Asperger syndrome children.

Some thoughts on communication, empathy, and sensory differences in autism

What does it mean to be severely autistic, to be unable to communicate and to be dependent on others to meet your basic needs? People with high functioning autism or Asperger Syndrome have often provided an insight into the lived experience of others who have severe autism and have minimal communication ability. But what can we learn from people who are on the opposite end of the autistic spectrum? Can we glean insights of a different kind? Unlikely as it may sound, I would argue that yes, we can.

Narratives About Autism: An Analysis of YouTube Videos by Individuals Who Self-Identify as Autistic.

Purpose The goal of this study was to expand the field's understanding of autism through the analysis of 1st-person perspectives from autistic video webloggers (vloggers). Method This study analyzed the representation of autism in 39 YouTube videos authored by self-identified autistic individuals and published between 2007 and 2015. Consistent with the cross-disciplinary tradition of narrative inquiry, thematic analyses of the video transcripts were conducted. Findings Vloggers were predominantly, but not exclusively, White male adults who spoke mainstream American English and self-identified as experiencing Asperger's syndrome. Key findings included (a) the predominance of a narrative about autism that incorporated features of both the medical model of disability and the neurodiversity paradigm to varying degrees, (b) a trend toward more medical model features across most content areas, and (c) a relatively high prevalence of neurodiversity paradigm features related specifically to language use and the description of autistic traits. Conclusions Implications include the need for clinicians to (a) familiarize themselves with the varying views of autism held within the autistic community, (b) reflect on the language used to talk about autism and listen to how clients and/or their caregivers talk about it, and (c) consider the exploration of potential positive dimensions of autistic traits.

Gift from the gods? Dyslexia, popular culture and the ethics of representation

The popular culture of learning difficulties has gained increasing attention in recent years, especially autism and Asperger syndrome. As yet, the representation of dyslexia has gone unexplored. Here, the popular culture of dyslexia is analysed, using the Percy Jackson series as a point of reference. It is suggested that three key tropes characterise these popular cultures: dyslexia as gift, functional limitation and joke. Conceptually, the article seeks to explore the potential for accounts of the popular culture of disability to go beyond the positive/negative ethical binary. It does so by situating representations of dyslexia within dyslexia’s broader histories and cultures, drawing on interviews with people with dyslexia from the UK Dyslexia Archive, amongst other sources. The article suggests that, in the case of dyslexia’s popular culture, the positive/negative ethical binary does not always capture the full complexity of representations.Points of interestThis account contributes to emerging work on learning difficulties and popular culture, focusing on dyslexia in western popular culture.This account of dyslexia and popular culture focuses, in particular, on one of the most popular representations to feature a character with dyslexia: Percy Jackson.Representations of dyslexia fall into three significant tropes: dyslexia as gift and/or functional limitation and/or joke.Representations of dyslexia often exceed straightforward conceptualisations as either ethically positive or negative.This account calls for future research on the representation of disability to move beyond the positive/negative ethical binary.

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 4 Years - Early Autism and Developmental Disabilities Monitoring Network, Seven Sites, United States, 2010, 2012, and 2014.

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 4 Years - Early Autism and Developmental Disabilities Monitoring Network, Seven Sites, United States, 2010, 2012, and 2014.

Functional and structural asymmetry in primary motor cortex in Asperger syndrome: a navigated TMS and imaging study

Motor functions are frequently impaired in Asperger syndrome (AS). In this study, we examined the motor cortex structure and function using navigated transcranial magnetic stimulation (nTMS) and voxel-based morphometry (VBM) and correlated the results with the box and block test (BBT) of manual dexterity and physical activity in eight boys with AS, aged 8–11 years, and their matched controls. With nTMS, we found less focused cortical representation areas of distinct hand muscles in AS. There was hemispheric asymmetry in the motor maps, silent period duration and active MEP latency in the AS group, but not in controls. Exploratory VBM analysis revealed less gray matter in the left postcentral gyrus, especially in the face area, and less white matter in the precentral area in AS as compared to controls. On the contrary, in the right leg area, subjects with AS displayed an increased density of gray matter. The structural findings of the left hemisphere correlated negatively with BBT score in controls, whereas the structure of the right hemisphere in the AS group correlated positively with motor function as assessed by BBT. These preliminary functional (neurophysiological and behavioral) findings are indicative of asymmetry, and co-existing structural alterations may reflect the motor impairments causing the deteriorations in manual dexterity and other motor functions commonly encountered in children with AS.