Asperger's Syndrome FAQ's:
Portions of this material obtained from the National Institute of Mental Health

What is Asperger's Syndrome?

Asperger's Syndrome (AS) is an autism spectrum disorder (ASD) and is one of a distinct group of neurological conditions characterized by a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behavior. Other ASDs include: classic autism, Rett syndrome, childhood disintegrative disorder, high functioning autism (HFA), and pervasive developmental disorder not otherwise specified (PDD-NOS).

The most distinguishing symptom of AS is a child's obsessive interest in a single object or topic to the exclusion of any other. Children with AS want to know everything about their topic of interest and their conversations with others will be about little else. Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors. Other characteristics of AS include repetitive routines or rituals; peculiarities in speech and language; socially and emotionally inappropriate behavior; the inability to interact successfully with peers; problems with non-verbal communication; and clumsy and uncoordinated motor movements.

Children with AS are isolated because of their poor social skills and narrow interests. They may approach other people, but make normal conversation impossible by inappropriate or eccentric behavior, or by wanting only to talk about their singular interest. Children with AS usually have a history of developmental delays in motor skills such as pedaling a bike, catching a ball, or climbing outdoor play equipment. They are often awkward and poorly coordinated with a walk that can appear either stilted or bouncy.

How is it diagnosed?

Asperger's Syndrome, because it is a high functioning form of an ASD, is more difficult to detect as early as more severe forms of ASD. Children with Asperger's Syndrome (AS) generally develop expressive language earlier than receptive language, thus giving the impression to caregivers of "normal," even advanced development. Many children with AS are hyperlexic, meaning they can read at a very high level with little or no comprehension. As a result, most children with AS are not identified until the age of 6 or 7, when social impairments begin to stand out to parents and school staff members.

As with autism, the Diagnostic and Statistical Manual-Fourth Edition-Text Revision (DSM-IV TR) provides specific criteria for making a formal diagnosis of AS:

1. Student must have impairment in social interaction, as manifested by at least two of the following (possible examples with each):

Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction

• He makes limited eye contact with the person in which he is speaking.
• Her facial expressions do not change to demonstrate points.

Failure to develop peer relationships appropriate to developmental level

• Friends are much younger than his actual age.
• Does not have a large group of peer friends.

A lack of spontaneous seeking to share enjoyment, interest or achievements with other people

• Does not point out objects that would be of interest to other people.
• She does not congratulate the winner of a game.

Lack of social or emotional reciprocity

• He interrupts others talking in a social setting.
• She does not understand how to appropriately engage in small talk.

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