Asperger’s Disorder is sometimes considered to be a high-functioning form of Autism. What this means is that someone with Asperger’s has the same social struggles and rigidity of other people on the Spectrum, but has had no delays to language development. As a matter of fact, many parents of Asperger’s children believe their child to be gifted or precocious given the child’s “adult” vocabulary at an earlier age.
The hallmark trait of Asperger’s is a lack of demonstrated empathy. What this means is that people with Asperger’s tend to have difficulty understanding and following the “unwritten rules” of social interaction. For example, someone with Asperger’s may talk for an extended period about a topic of personal interest, without picking up on social cues (eye rolls, yawns, glances at a watch) that his listener may be bored, or may need to leave.
Many people with Asperger’s Disorder are very bright, and success in school means that they can “fly under the radar.” But it is in social interactions that the Asperger’s person draws attention. Others may describe the person as “odd” or “clueless.” People who live with Asperger’s Disorder often do not recognize that they have these social difficulties; they just know that they don’t have many close relationships. Social limitations are often misunderstood as indifference; however, many people with Asperger’s actively seek out friendship with others. If attempts at friendship are continuously unsuccessful, the Asperger’s patient may begin to expect rejection, and become depressed or angry.
Social limitations become more pertinent as the Asperger’s adolescent grows into adulthood, as there is a greater emphasis on social interactions the farther one is removed from high school. Going off to college or entering the workforce can confront the young person with their weaknesses in a way that can be hard to overcome. Early and ongoing intervention can help the Asperger’s person identify areas of weakness and work on developing specific social skills.
If you recognize any of these patterns in yourself, a friend, or a loved one, a psychological evaluation is recommended. To contact one of our clinicians, or to schedule an intake evaluation, please click on the link below:
Autism is a developmental disorder that appears within the first three years of a child’s life. It refers to a neurobiological condition that affects how the brain develops social and communication skills. For examples of how these symptoms may look in children, click here. (?Link here back to home page for Autistic Spectrum Disorders)
Delays in the development of language are what typically set Autism apart from other Spectrum Disorders. Examples of language difficulties are listed below:
Autistic Disorder is part of the larger Autism Spectrum of diagnoses, but in itself, classic Autism covers a wide range of functioning. Some children with Autism display more severe impairments (silent, mentally disabled, constantly rocking and/or flapping hands), while other children with Autism are social and outgoing but have a distinctly odd social approach.
Some Autistic children recover their functioning, enough to where the diagnosis is no longer warranted. However, there is no known “cure” for Autism, and the best prognosis is for early diagnosis and intervention. If you have questions or concerns about any of the above symptoms in your child or student, it is recommended that you contact a mental health professional for assessment.
Rett’s Disorder and Childhood Disintegrative Disorder are two extremely rare forms of ASD that include a regression following apparently normal development.
Rett’s Disorder only occurs in girls. It is characterized by apparently normal prenatal and postnatal development, along with normal psychomotor development through the first five months of birth. But children with Rett’s disorder will go through the following regressions after early development:
Childhood Disintegrative Disorder (CDD) involves normal development for the first two years of life, including normal language development, social relationships, and adaptive, flexible behavior. But before the child reaches the age of 10 years, he or she will lose skills in at least two areas of the following areas:
In addition, children with CDD will develop abnormal functioning in at least two of these areas:
If you recognize any of these patterns in your child, or in a child with whom you work, it is recommended that the child is evaluated by a professional.
Autistic Spectrum Disorders (ASD), also known as Pervasive Developmental Disorders, are “umbrella” terms used to refer to a family of disorders that share some characteristics, but that can differ in severity of impairment. Common Spectrum Disorders are listed below:
Most Spectrum disorders are characterized by children who don’t follow “typical” development of social and communication skills, and who display what are known as “repetitive, stereotyped” behaviors. Examples of these symptoms are listed in the tables below:
Social Impairments
Poor eye contact
Difficulty responding in typical “back and forth” communication
Seem indifferent to sharing their enjoyment of toys/objects with others
Difficulty understanding/empathizing with the emotions/feelings of others
Communication Delays
Delays in developing spoken language
Slow to respond to attempts at getting their attention
Repeat words or phrases they hear, also known as “echolalia”
Repetitive / Stereotyped Behaviors
Flapping hands or arms when excited
Intense preoccupation with specific topics/objects such as trains, calendars, planets
Extremely upset by changes in routine
ASD tends to affect 1 in 110 children, with boys being 4 to 5 times as likely to develop ASD. Scientists have not identified a specific factor that contributes to a child developing ASD, but believe that both environmental and genetic influences play a role. Previous theories tried to link ASD to certain vaccines given in infancy, but current research widely rejects this notion.
While there is no “cure” for ASD, early identification and treatment makes a significant difference in the ability of these children to reach their full potential. A good assessment that looks into the child’s interpersonal relationships, emotional functioning, learning style, and speech/language functioning is critical as soon as symptoms are suspected.
If you recognize any of these patterns in yourself, a friend, or a loved one, a psychological evaluation is recommended. The Tarnow Center offers both assessment and treatment for autistic spectrum disorders using a biopsychosocial approach that addresses the medical and psychosocial needs of the child and their family. Appropriate intervention for ASD includes:
To contact one of our clinicians, or to schedule an intake evaluation, please click on the links below:
Tarnow Center Clinicians who treat Autistic Spectrum Disorders
Services Provided by the Tarnow Center for Autistic Spectrum Disorders
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Psychological Assessment |
Learning Assessment |
Speech and Language |