Asperger's syndrome is a type of autism that usually manifests during childhood through various social interactions, repetitive behaviors, unique interests and slight physical disturbances. First diagnosed in 1944 by Dr. Hans Asperger and then medically recognized in 1994, Asperger's diagnoses have risen dramatically because of the increased awareness of autism and its many degrees of severity. The signs and symptoms of Asperger's are unique in children because of the age of onset and cognitive development.
Social Interactions
One of the most common characteristics of a child with Asperger's is a deficiency of understanding peers. Children with Asperger's may show little empathy toward friends and classmates, while maintaining decreased motivation for inclusion. Their cognitive and linguistic abilities are rarely deficient, while making connections through non-verbal cues can be severely limited. Children with Asperger's may have problems understanding someone's gestures through eye contact, physical posture and varying facial expressions. In comparing Asperger's with other forms of autism, Dr. Byron Rourke and associates found that children with Asperger's scored relatively high in verbal scores and significantly lower in perceptual organization.
Routine and Limited Behaviors
A child with Asperger's may stick to one or two familiar routines. The child may become obsessed with a specific topic that is usually narrow in focus. He may collect as much material as possible about the subject, while showing a lack of interest in how the subject matter plays a role in society on a larger practical scale. He may also choose rigid and specific play routines that feel safe and comfortable. He may see these routines as an activity that is mastered through long-term repetition. In the April 2005 issue of the "Journal of Autism and Developmental Disabilities," South and associates stated that repetitive behaviors are core to the diagnosis of autism, including Asperger's.
Difficulty With Speech and Communication
Children with Asperger's develop language abilities and build their vocabulary at about the same rate as their peers. What stands out in children with Asperger's is their overall inability to use language in dynamic situations, such as use of metaphors, changes in pitch and tone, transitioning between topics and emotional relevance of each topic. One particular pervasive trait is that children with Asperger's may have a speech pattern that is monotone, loud, jerky and often spoken at a much higher rate than surrounding peers. Children with Asperger's may be advanced readers and can develop vocabularies far ahead of their learning curve. How this may be an indicator is their lack of infusing this vocabulary into smooth rhythmic conversation with those around them. The words in their vocabulary are often verbose and taken literally. Figurative and colloquial meanings of words and phrases are rarely understood and integrated by children with Asperger's. In the September 2005 issue of "Current Opinion in Psychiatry," Kasari and associates stated that children with Asperger's have significant difficulty in understanding both humor in context as well as the overall importance of humor.
References
- "Asperger Syndrome"; Ami Klin; 2000
- "Journal of Autism and Developmental Disorders"; Repetitive Behavior Profiles in Asperger Syndrome and High-Functioning Autism; Mikle South; April 2005
- "Current Opinion in Psychiatry"; Current Trends in Psychological Research on Children with High-Functioning Autism and Asperger Disorder; Connie Kasari; September 2005
