| Asperger's Syndrome FAQ's Page 2: 2. Student must have restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following: Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms
Persistent preoccupation with parts of objects
3. The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning. 4. There is no clinically significant general delay in language (researchers are debating this topic presently.) 5. There is no clinically significant delay in cognitive development or in the development of age-appropriate self help skills, adaptive behavior (other than in social interaction) and curiosity about the environment in childhood. 6. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia. During the last few years, screening instruments have been devised to screen for Asperger's Syndrome and higher functioning autism. The Autism Spectrum Screening Questionnaire (ASSQ), the Australian Scale for Asperger's Syndrome, The PDD Assessment Scale/ Screening Questionnaire, and the most recent, the Childhood Asperger Syndrome Test (CAST) , are some of the instruments that are reliable for identification of school-age children with Asperger's Syndrome or higher functioning autism. These tools concentrate on social and behavioral impairments in children without significant language delay. Is there any treatment? The ideal treatment for AS coordinates therapies that address the three core symptoms of the disorder: poor communication skills, obsessive or repetitive routines, and physical clumsiness. There is no single best treatment package for all children with AS, but most professionals agree that the earlier the intervention, the better. An effective treatment program builds on the child's interests, offers a predictable schedule, teaches tasks as a series of simple steps, actively engages the child's attention in highly structured activities, and provides regular reinforcement of behavior. It may include social skills training, cognitive behavioral therapy, medication for co-existing conditions, and other measures. The goal of treatment should not be to "normalize" the person with AS, but to help them to feel good about who they are. Children with AS can have a very difficult time navigating the social world they are immersed in. Treatment should center around ways to make and keep friends, and, to maintain positive self-esteem. What is the prognosis? With effective treatment, children with AS can learn to cope with their uniqueness, but they may still find social situations and personal relationships challenging. Many adults with AS are able to work successfully in mainstream jobs, although they may continue to need encouragement and moral support to maintain an independent life. Organizations MAAP Services for Autism, Asperger's, and
PDD Autism Network International (ANI) Autism Society of America Autism Research Institute (ARI) National Institute of Mental Health (NIMH) National Institute on Deafness and Other
Communication Disorders Information Clearinghouse
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Asperger's Syndrom/PDD-NOS FAQ's
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