In 1944 Hans Asperger, an Austrian psychiatrist, described an
"abnormality of personality" that he called autistic
psycopathy. This term has since been replaced by Asperger's Syndrome.
Asperger's work was not translated into English until the early
'70s, so it was not widely known in the English speaking countries.
Even after his work was translated, it was not until the late
'80s that Asperger's Syndrome was diagnosed in much of North America.
DESCRIPTION
Asperger's Syndrome is more common in boys than in girls. It is
not usually recognized before the age or three or even later.
Asperger himself defined the syndrome using the categories below.
Speech: Children with Asperger's Syndrome generally
talk at the age expected of typical children. Grammar is acquired
at a typical age or a bit later; however there may be a tendency
to use "you" or "he/she" instead of "I".
In general the form of language is typical but the content is
not. Children may talk at length about a favourite subject or
repeat a word or phrase over and over again.
Non-verbal communication: People with Asperger's
Syndrome may have few facial expressions apart from anger or misery.
Their voice may be monotone and droning or exaggerated. Comprehension
of the facial expressions or others is also poor. As well, gestures
may be clumsy and exaggerated.
Social Interaction: The rules governing
social interaction often pose a mystery to someone with Asperger's
Syndrome. The impairment of two-way interaction is perhaps the
most obvious characteristic of the person with the syndrome.
Repetitive Activities and Resistance to Change:
Children with Asperger's Syndrome may spin and watch spinning
objects for long periods or time. They often are intensely attached
to particular possessions.
Motor Coordination: Gross motor movements
are usually clumsy and uncoordinated. About 90% are poor at sports.
Some may have difficulty writing and drawing. Asperger also mentioned
stereotypic movements of body and limbs as characteristic.
Skills and Interests: Most people with
Asperger's Syndrome have excellent rote memory and become intensely
interested in one or two subjects (sometimes to the exclusion
of other topics).
Experiences at School: The impairment of
social interaction and communication, in particular, work against
the child with Asperger's Syndrome. The children are often targets
of teasing and bullying at school. Many will be acutely aware
that they are different, and can become over-sensitive to criticism,
especially as teens.
Asperger outlined the differences between autism and his syndrome
to be:
People with Asperger's Syndrome, like those with autism, respond
best when they have a regular, organized routine. It is important
for everyone concerned to understand that the person with this
syndrome will have difficulties in comprehension of abstract language
and to make modifications and adaptations so the person will grasp
what they are trying to communicate. Teachers are advised to find
a balance between insisting that the student conform and allowing
the student some time to develop his own interests and self esteem.
How to handle teasing and bullying, both on the student's part
and as a classroom or school-wide issue will also need to be addressed.
EMPLOYMENT
The best job for someone with Asperger's Syndrome will most likely
be one with a regular routine. Co-workers and employers will need
to be sensitive to the person's "eccentricities".
REFERENCES
Frith, Uta (ED) (1991). Autism and Asperger Syndrome. Cambridge,
Rickarby, Geoff, Carruthers, Anne & Mitchell, Margery. (1991).
Tantam, Digby (1988). Annotation: Asperger's Syndrome.Journal of Child Psychology
Wing, Lorna (1981). Asperger's Syndrome: a clinical account.Psychological
EDUCATION
UK: Cambridge University Press.
Brief Report: Biological Factors Associated with Asperger Syndrome.
Journal of Autism and Developmental Disorders, 21(3): 341-348
and Psychiatry, 29(3): 245-255
Medicine. 11: 115-129
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