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BEHAVIORAL DEFINITION
The autism spectrum extends from classic autism which lies at the lower end of the spectrum through ASPERGER'S SYNDROME, which is characterized as being at the mildest and highest functioning end of the spectrum or Pervasive Developmental Disorder Continuum
The major source of stress in life for the person with Asperger's Syndrome is social contact, and increased stress generally leads to anxiety disorders & depression
Attwood,T.Asperger'sSyndrome:A Guide for Parents and Professionals,1998,p.148.
AS represents a neurologically-based disorder of development AS reflects deviations or abnormalities in four aspects of development: (1) Social relatedness and social skills (2) The use of language for purposes of communication (3) Certain behavioral and stylistic characteristics such as repetitive or persevering features (4) Limited, but intense, range of interests These dysfunctional features can range from mild to severe it is estimated that the prevalence of Asperger is 2.6 per 1,000 individuals. AS is characterized by: high cognitive abilities - or, at least, normal IQ level extending into the very superior range of cognitive ability normal language function when compared to other autistic disorders difficulties with pragmatic, or social language a better prognosis than other Autism spectrum disorders
Individuals with autism also have gifts. The gifts of autism occur as a result of the strong visual abilities, attention to minute details, unusual interests, and amazing memory. Other common traits, such as honesty, naivet, gentleness, compliance, and perfectionism, are exceedingly refreshing and unexpected in this increasingly cynical world
Janzen, J. E. (1999). Autism: Facts and strategies for Parents
Nurses are in a position to identify children with Asperger's early. After identif ication, the necessary referrals, treatment options, support, and follow-up are essential for these children. Nurses need more knowledge about this disorder and need to be proactive in defining their role to help children with the disorder in the schools and the community.
Marshall, M.C. Asperger's syndrome: Implications for nursing practice
People with Asperger's Syndrome may have unusual qualities to their language skills that superficially resemble the speech and thought disorder associated with schizophreniathis can be confusing to the clinician who is not aware of this aspect of Asperger's Syndrome
Attwood, T. (1998). Asperger's Syndrome: A Guide for Parents and Professionals, p. 149.
Some have normal or early language development, others have speech delays, then rapidly catch up, making diagnosis between AS, autism, and speech disorders difficult.
Examples: Use AS child's strengths in exchange for liabilities to foster acceptance Teach and support proper reaction to social cues - Rehearse proper response repertoires Teach WHAT to say, WHEN, and HOW to say it Model two-way interactions - Teach/model correct emotional responding Insensitive or inappropriate comments from AS are usually innocent Teaching WHY & WHAT response is appropriate is necessary Encourage participation in conversations
Adapted from: Williams, K. (1995). Understanding the student with Asperger's Syndrome: Guidelines for Teachers. Focus on Autistic Behavior, Vol. 10, #2.