Tag Archives: Repetitive Patterns

Question?: What Is Autism Spectrum Disorder

Betty asks…

How will Asperger syndrome and PDD be Diagnosed in the future once the definition is Changed?

I heard that instead of 3 being diagnosed with High Functioning Autism (aspergers syndrome), PDD-NOS and Autistic disorder there will only be one type
but, what if the child have mild symptoms of Autism just like Aspergers, how will they be diagnosed? How will Aspergers syndrome and PDD-NOS be diagnosed differently under the dsm-5 if they have symptoms of an autism Spectrum disorder?

admin answers:

Actually there are currently 5 subtypes…also childhood disintegrative disorder and retts

instead of labeling by subtype–they will just use one label for all groups

Autism Spectrum Disorder

Must meet criteria A, B, C, and D:

A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays, and manifest by all 3 of the following:

1. Deficits in social-emotional reciprocity; ranging from abnormal social approach and failure of normal back and forth conversation through reduced sharing of interests, emotions, and affect and response to total lack of initiation of social interaction,

2. Deficits in nonverbal communicative behaviors used for social interaction; ranging from poorly integrated- verbal and nonverbal communication, through abnormalities in eye contact and body-language, or deficits in understanding and use of nonverbal communication, to total lack of facial expression or gestures.

3. Deficits in developing and maintaining relationships, appropriate to developmental level (beyond those with caregivers); ranging from difficulties adjusting behavior to suit different social contexts through difficulties in sharing imaginative play and in making friends to an apparent absence of interest in people

B. Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least two of the following:

1. Stereotyped or repetitive speech, motor movements, or use of objects; (such as simple motor stereotypies, echolalia, repetitive use of objects, or idiosyncratic phrases).

2. Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change; (such as motoric rituals, insistence on same route or food, repetitive questioning or extreme distress at small changes).

3. Highly restricted, fixated interests that are abnormal in intensity or focus; (such as strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).

4. Hyper-or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment; (such as apparent indifference to pain/heat/cold, adverse response to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects).

C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities)

D. Symptoms together limit and impair everyday functioning.

Aspergers and PDDNOS CAN fit into this definition….instead of listing different types—there will just be one type…they won’t be diagnosed differently.

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What Are Autism Spectrum Disorders (ASD)?

ASD is a group of developmental disabilities that greatly affect a person’s social, communication and behavioral abilities that a person typically deals with throughout their lifetime. The Centers for Disease Control (CDC) estimate the rate of autism occurrence is 1 in 100 children in the United States. This high number of occurrences makes ASD more common than pediatric cancer, diabetes, and AIDS combined. There is not a blood test or x-ray that can detect autism. It is generally diagnosed through observation in the areas listed below. Autism has a wide range of symptoms and looks differently with each child, but typically includes difficulty in one or more areas each category listed:

COMMUNICATION:

* Poor or limited eye contact

* Limited language skills, both receptive and expressive, verbal and nonverbal.

* Repetition or echoing of phrases in place of normal language usage

* Loss of language skills as a toddler

* Lack of reciprocate language skills when language is present

SOCIAL SKILLS:

* Lack of shared attention with others

* Inability to play with other children, parallel play may exist.

* Not showing an interest in other people, sometimes even significant others such as parents.

* Not able to understand and learn social cues most children pick up on naturally.

BEHAVIOR:

* Unusual reactions to the way things smell, taste, feel or sound.

* Little or no fear of common things.

* Unusual or unrealistic fears.

* Craving physical contact or avoiding physical contact.

* Restricted or limited interests; repetitive patterns of behavior.

* Difficulty with changes in routine.

* Insistence on things being done the same way.

* Using behavior as a means to communicate needs.

* Using people as objects to get things done.

ASD is a complicated disorder and affects 1 in 100 children according to the Center for Disease Control (CDC). It affects boys 4:1 when compared to girls. Most children are diagnosed as young as age 3 by a pediatrician, neurologist or developmental specialist. Some children will show signs of autism but not be diagnosed. The key is know what to look for and be sure all areas listed above have at least one or more characteristic observable in a child. If as a parent you feel certain that something is going on with your child and the doctors won’t listen, or feel you are being over protecting, get a second opinion by someone trained in autism. Most of the time, parents are generally accurate in their assessment of their child. After all, a parent knows their child better than anyone else.

Kerri Duncan has been supporting families with children diagnosed with autism. She aims to increase awareness and educate those involved in the lives of individuals diagnosed with Autism Spectrum Disorder. If you need more information and support, click here to see how she can help you and your child reach a brighter tomorrow.

For more information on ASD, contact Kerri Duncan, Ed.D., BCaBA 417.860.7640 or go to http://www.facebook.com/hart4autism.

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Asperger Syndrome

Asperger syndrome was named after Dr. Hans Asperger, who is credited for discovering the disorder. Dr. Asperger referred to the autistic children he studied as “little professors” because,instead of having significantly delayed skills, they displayed highly developed intellectual functioning.

In children with this pervasive developmental disorder, language, curiosity, and cognitive development proceed normally while there is substantial delay in social interaction and“development of restricted, repetitive patterns of behavior, interests, and activities.”

Persons suffering from Asperger generally function better in verbal, linguistic performance than in visual, three-dimensional and motor skills. This is in contrast to people with the classic form of autism.

Patients suffering from Asperger have normal speech development. This does not imply that communication is normal. It is characteristic that speech is often interpreted concretely. They will enter into lengthy discussions, introducing the most illogical arguments and succeed in talking the hind leg off a donkey. This often applies to people with a normal to supernormal intelligence who are motor disabled and have limitations under an ‘autism disorder.’

Those with Asperger often suffer a greater degree of difficulty being accepted in normal social situations because they are intellectually normal, but have unusual behaviors. Therefore, they’re sometimes labeled as “odd” or “eccentric” rather than as individuals with a real medical disorder.

A short review of some distinguishing Asperger syndrome characteristics:

•Lack of imagination
While they often excel at learning facts and figures, people with Asperger syndrome find it hard to think in abstract ways. This can cause problems for children in school where they may have difficulty with particular subjects such as literature or religious studies.

•Special interests
People with Asperger syndrome often develop an almost obsessive interest in a hobby or collecting. Usually their interest involves arranging or memorizing facts about a particular subject, such as train timetables, Derby winners or the dimensions of cathedrals.

•Love of routines
People with Asperger syndrome often find change upsetting. Young children may impose their routines upon their families, such as insisting on always walking the same route to school. At school, sudden changes, such as a correction to the timetable, may upset them.People with Asperger syndrome often prefer to order their day according to a set pattern.
If they work set hours, any unexpected delay, such as a traffic hold-up or a late train, can make them anxious or distressed.

People with Asperger syndrome exhibit autistic characteristics like obsessive behaviors or lack of social and communication skills. Like all ASDs, the level and severity of these signs will vary from person to person.

Asperger syndrome has been diagnosed more often during the last few years and has obtained its own place in the DSM-IV. The idea that the Asperger syndrome is only found in persons with a normal to supernormal intelligence is under discussion.

Uta Frith, an authority in the field of Asperger, is concerned about the fact that Asperger may be prone to over-diagnosis. Not everybody showing clumsiness in making contact with others or behaving strangely is suffering from Asperger.

Another danger is caused by the phenomenon that many people seem to indicate famous scientists or artists may have suffered Asperger. Names like Newton and Einstein are offered as proof that Asperger is a mild form of autism bordering on genius.
Asperger, however, is not a mild form of autism. Although many people suffering Asperger are able to cope well with the help of friends, family or a partner, others are prone to develop other disorders like an anxiety disorder or depression.

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Aspergers Syndrome Facts You Can Live With

Aspergers Syndrome Facts You Can Live With

The first fact you should learn about is what the syndrome is. Asperger’s Syndrome is a milder variant for of Autistic Disorder. Asperger’s Syndrome is also part of the larger category of disorders called Autistic Spectrum Disorders

Part of living with a disorder or condition is learning all you can about it so that you can do what is necessary to have a life that is satisfying and functional. Parents of children with Asperger’s Syndrome (AS) and adults with the syndrome need to understand what the symptoms and signs are and how to relate to the individual with AS.

The first fact you should learn about is what the syndrome is. Asperger’s Syndrome is a milder variant for of Autistic Disorder. Asperger’s Syndrome is also part of the larger category of disorders called Autistic Spectrum Disorders or also referred to in the United States as Pervasive Developmental Disorders (PDD).

Individuals are identified as possibly having Asperger’s Syndrome by the inability to function in two-sided social interactions and when non-verbal communication is involved. They typically score high in vocabulary but usually have inflection abnormalities and repetitive patterns. Individuals with AS are typically clumsy in articulation and in gross motor movement. They can usually be found obsessing over a particular subject.

Individuals who are highly functioning autism have similarities to those who have AS but there are differences. When it is AS and not highly functioning autism the onset of characteristics is usually later and the outcome is typically more positive. In AS the social and communication deficiencies are less severe and the obsessive interests are more prominent. In individuals with AS the verbal IQ is typically higher than the performance IQ scores and with individuals with high functioning autism the performance IQ is higher than the verbal IQ. Individuals with AS are known frequently seen with clumsiness as a characteristic and this is not true of those with high functioning autism. The family history is also present with those with AS.

Individuals diagnosed with Asperger’s Syndrome demonstrate no evidence of brain lesion or any other biological factor of autism. Furthermore, typically individuals with autism commonly have associated medical conditions such as fragile-X syndrome, tuberous sclerosis, neurofibromatosis, and hypothyroidism which are less common in those who have been diagnosed with AS. In fact a very small number of cases of AS have been associated with any type of structural brain abnormality. One study conducted by Dr. R. Kaan Ozbayrak, found left parietooccipital hypoperfusion in those with Asperger’s Syndrome. Larger studies are needed in this area of research in order to evaluate brain imaging techniques in association with AS.

There is no known cause for Asperger’s Syndrome and there is no single treatment or “cure” for it either. There is however interventions that address the symptoms and can initiate rehabilitation.

Psychosocial interventions include individual psychotherapy, education and training concerning AS, behavioral modification, social skills training, and educational interventions.

Medications used to treat AS include psychostimulants to treat the hyperactivity, inattention and impulsivity of those with AS. The psychostimulants may include methyphenidate, dextroamphetamine, and metamphetamine. Other medications used may include clonidine, Tricyclic Antidepressants, and Strattera. In order to treat the symptoms of irritability and aggression or to stabilize mood medications such as valproate, carbamazepine, lithium, and Beta Blockers such as nadolol, and propranolol may be used as well as clonidine, naltrexone, and also Neuroleptics.

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Early symptoms and recognition of pervasive developmental disorders in Germany

Early symptoms and recognition of pervasive developmental disorders in Germany Sign In to gain access to subscriptions and/or My Tools. sign in icon Sign In | My Tools | Contact Us | HELP SJO banner Search all journals Advanced Search Go Search History Go Browse Journals Go Skip to main page content

Home OnlineFirst All Issues Subscribe RSS rss Email Alerts Search this journal Advanced Journal Search » Early symptoms and recognition of pervasive developmental disorders in Germany Michele Noterdaeme

Josefinum, Department of Child and Adolescent Psychiatry and Psychotherapy, Augsburg, Germany, michele.noterdaeme{at}lrz.uni-muenchen.de Anna Hutzelmeyer-Nickels
Heckscher Klinikum, Münich, Germany Abstract Pervasive developmental disorders are characterised by the presence of abnormalities in social interaction and communication as well as repetitive patterns of behaviours. Although early symptoms of the disorder often appear during the first two years of life, its diagnosis is often delayed. The purpose of this study is to analyse the delay between age at first symptoms and age at diagnosis as well as the characteristics of the first symptoms for the different subcategories of pervasive developmental disorders. The sample consists of 601 children with a diagnosis of a pervasive developmental disorder. Age at first symptoms, age at diagnosis and the type of the first problems are registered. The results show that children with autism show first symptoms at a mean age of 15 months whereas diagnosis is made at a mean age of 76 months. Children with Asperger’s syndrome show first symptoms at a mean age of 26 months, while diagnosis is made at the mean age of 110 months. There is still a large delay between the age at which parents first report first symptoms and age at diagnosis. To improve early detection, systematic screening and training of primary care paediatricians should be implemented.

autism Asperger’s syndrome early diagnosis first symptoms pervasive developmental disorder © The Author(s), 2010. Add to CiteULikeCiteULike Add to ConnoteaConnotea Add to DeliciousDelicious Add to DiggDigg Add to FacebookFacebook Add to Google+Google+ Add to LinkedInLinkedIn Add to MendeleyMendeley Add to RedditReddit Add to StumbleUponStumbleUpon Add to TechnoratiTechnorati Add to TwitterTwitter What’s this?

« Previous | Next Article » Table of Contents This Article Published online before print October 5, 2010, doi: 10.1177/1362361310371951 Autism November 2010 vol. 14 no. 6 575-588 » Abstract Full Text (PDF) All Versions of this Article: current version image indicatorVersion of Record – Dec 13, 2010 1362361310371951v1 – Oct 5, 2010 What’s this? References Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Similar articles in PubMed Download to citation manager Request Permissions Request Reprints Load patientINFORMation Citing Articles Load citing article information Citing articles via Scopus Citing articles via Web of Science Citing articles via Google Scholar Google Scholar Articles by Noterdaeme, M. Articles by Hutzelmeyer-Nickels, A. Search for related content PubMed PubMed citation Articles by Noterdaeme, M. Articles by Hutzelmeyer-Nickels, A. Related Content Load related web page information Share Add to CiteULikeCiteULike Add to ConnoteaConnotea Add to DeliciousDelicious Add to DiggDigg Add to FacebookFacebook Add to Google+Google+ Add to LinkedInLinkedIn Add to MendeleyMendeley Add to RedditReddit Add to StumbleUponStumbleUpon Add to TechnoratiTechnorati Add to TwitterTwitter What’s this?

Current Issue January 2012, 16 (1) Current Issue Alert me to new issues of Autism Submit a ManuscriptSubmit a Manuscript Free Sample CopyFree Sample Copy Email AlertsEmail Alerts Rss FeedsRSS feed More about this journal About the Journal Editorial Board Manuscript Submission Abstracting/Indexing Subscribe Account Manager Recommend to Library Advertising Reprints Permissions society image The National Autistic Society Most Most Read Social StoriesTM to improve social skills in children with autism spectrum disorder: A systematic review Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Emotional, motivational and interpersonal responsiveness of children with autism in improvisational music therapy Evidence-Based Practices and Autism Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program » View all Most Read articles Most Cited Diagnosis in Autism: A Survey of Over 1200 Patients in the UK The Prevalence of Anxiety and Mood Problems among Children with Autism and Asperger Syndrome Anxiety in High-Functioning Children with Autism The CAST (Childhood Asperger Syndrome Test): Preliminary Development of a UK Screen for Mainstream Primary-School-Age Children Outcome in Adult Life for more Able Individuals with Autism or Asperger Syndrome » View all Most Cited articles HOME ALL ISSUES FEEDBACK SUBSCRIBE RSS rss EMAIL ALERTS HELP Copyright © 2012 by The National Autistic Society, SAGE Publications Print ISSN: 1362-3613 Online ISSN: 1461-7005

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Diagnosing Autism

Autistic children are often analyzed with their state by or approximately age three. Though there may be instances when a parent is aware that there is something going on when the child is at a young age, higher functioning forms of autism are often harder to spot. Warning signs vary from child to child. There are a few signs that all children with autism will have, however, and when these are present, a trip to the doctor for help would be warranted. Some cases can be caught very early. No matter how difficult or how subtle the signs to a doctor diagnosing autism will look for every known issue.

Classic Autism, commonly called Autism, is also sometimes called Kanner’s Syndrome after the Psychiatrist Leo Kanner. He studied 11 children at John Hopkins University from 1932 to 1943. He wrote about the common elements found in these children including a lack of emotion, repetitive actions, and problems with their speech formation, their ability to manipulate various objects, learning difficulties, and their levels of intelligence. His studies lead to many others wanting to learn more about the disorder.

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Asperger’s Syndrome is named after its founder, Hans Asperger. His studies took place in Vienna in 1944. He discovered many individuals had the problems with social skills and repetitive patterns but they did not have trouble with learning or their cognitive abilities. They also portrayed some very exceptional talents or abilities that were considered to be very remarkable. Albert Einstein is a very famous individual who had Asperger’s Syndrome.

Dr. Andrease Rett documented what is known As Rett’s Syndrome while in Australia in 1965. This is classified as a neuro developmental degenerative disorder. It only affects girls and the degeneration results in them being completely dependent on others for all of their needs. They have some of the symptoms of Autism but they also suffer from muscle lose. Girls with Rett’s Syndrome often have very small hands and feet.

When it comes to ABA therapy, school employees will quickly learn that the method is by far the most effective treatment for all degrees of autism spectrum disorder. Another benefit to schools is the availability of training programs and classroom materials that will enable teachers to learn within the school, eliminating the need for costly travel and conferences. While students are always worth an investment, it is a sad reality that many schools lack the proper funding for such travel.

ABA therapy offers great benefit to teachers and school employees and allows professionals to teach children in a way that truly helps them learn. ABA therapy uses repetitive trials to teach children with an autism spectrum disorder to literally change the way they think. While most students inherently have the ability to infer meanings and concepts through observation, students with autism lack this innate ability. The good news, however, is that through repetition and diligent teaching, the synapses within their brains can literally be rewired so that they are able to think much like other students.

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Autism Spectrum Quotient – Does My Child Have Aspergers?

Autism Spectrum Quotient

Aspergers is one of a good number of of the autism disorders. Difficulties in social interaction and restricted interests and activities are the chief apparent traits. Only a specialized psychiatrist or counselor can determine if your child has Aspergers. There is a test known as the Autism-Spectrum Quotient or AQ. Autism Spectrum Quotient

This will give you an indication of how likely it is that your child has Aspergers. In the meantime here are some indications that will give you an idea if you should go to a doctor or not: Do you think your child is quirky about some things? Does your child have poor or limited social skills? Does your child appear to be selfish and unwilling to play with other children?

Does your child appear to be unsympathetic toward others when they make a mistake? Does your child prefer to do things in specific repetitive patterns? Is your child good at math or art or music? Is your child unable to do things like a somersaults and cartwheels? Is your child uncoordinated or slow physically? Does your child complain about certain colors, itchy labels on their skin, and certain types of foods? Autism Spectrum Quotient

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Can your child look you in the eyes while talking? If most of these apply, then your child might have a tendency to be diagnosed with Aspergers. If not Aspergers, then perhaps an different diagnosis within the autism spectrum. But only a doctor can make the accurate diagnosis.

This definitely will make your child unique if they have it. There doesn’t seem to be any long term medication that can be given like to child who has ADD or ADHD. Keep them in a regular school to learn social skills is a must. It is very important to work closely with the teacher and others to help them in the day to day management of their behavior. Behavior therapy to learn how to deal with the differences is the most prescribed treatment. Autism Spectrum Quotient

Most people with Aspergers will learn coping techniques that they will use throughout their daily lives. They still need support and encouragement. to realize that this is merely a difference and not a disability. Don’t let your child suffer anymore! Lead your child out of his world through Autism Spectrum Quotient program now!

Autism Spectrum Quotient is a proven Autism Solution for your Child.

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Identifying Asperger Syndrome Behavior

A child with Asperger syndrome may be very interested in his/her environment, extremely verbal, and have average/high intellectual functioning.

Usually an individual with Asperger syndrome behavior may have a hard time establishing social relationships, have a limited array of interests, poor coordination and poor concentration. There may also be some less noticeable self-stimulatory behavior, such as running around a room for no apparent reason or flipping objects between the fingers.

As one of the five pervasive developmental disorders, it distinguishes itself with an impairment in social skills, and repetitive patterns of behavior, interests, and/or activities. Although individuals with Asperger’s disorder may be very verbal, speech may have an unusual inflection, tone, rate, rhythm, or emphasis (e.g., tone of voice may be monotonous or may not sound appropriate in the context that it is used). They may also have an impairment in nonverbal communication, such as little eye contact, appropriate facial expressions, or appropriate body gestures/postures.

Asperger’s disorder becomes more noticeable as the child gets older and fails to develop appropriate social relationships. It may also be recognized as a child becomes inappropriately fixated on certain activities or objects. An individual may also have difficulty understanding certain types of humor, sarcasm, or other underlying information involved in socializing or communicating.

Treatment options for Asperger’s disorder may vary depending on the child’s level of need. A child displaying Asperger syndrome behavior may receive speech therapy, occupational therapy, and behavior analysis services using behavior intervention plans to increase social skills and decrease any problem behaviors.

The child may also have support from special education services within the school system to focus on specific social skills at school or other challenges the child may be facing. If you suspect your child may be showing symptoms of Asperger’s speak with your pediatrician to learn how to have your child evaluated and what services are available in your area.

Rachel Skinner is a Board Certified Behavior Analyst with a Masters degree in Applied Behavior Analysis from Western Michigan University. She has over 15 years of experience working with children, including children with pervasive developmental disorders and behavior disorders. For more information on help related to Asperger Syndrome or other child behavior visit Child Behavior Guide – A free online resource for parents and professionals.


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Aspergers Education – What Is Aspergers Syndrome And How Do I Know If My Child Has It?

Aspergers Education

Are you the parent of a young child that may have some signs of autism but does not have a lot of them? Have you been told by a Doctor or special education personnel that your child may have Aspergers Syndrome (AD)? Would you like to learn about characteristics of the disorder so that you can pursue private evaluations? This article will be discussing the characteristics of this syndrome so that you will be able to advocate for appropriate educational services for your child.

This disorder was initially described by Hans Asperger in 1944. He found a number of cases whose clinical characteristics were similar to autism, but differed in the fact that the speech was less commonly delayed, motor clumsiness was much more common, and initial cases seem to only occur in boys.

In 1994 The American Psychiatric Association added Aspergers syndrome to its Diagnostic and Statistical Manual of Mental Disorders, often referred to as the DSM IV. It is listed by itself in its own category and not under the autism umbrella, but under the broader Pervasive Developmental Disorder. Aspergers Education

Characteristics of this disorder are:

1. Major impairment in social interaction which may show in lack of empathy, difficulty with spontaneity, difficulty in developing friendships with peers, ability to show social reciprocity which is back and forth communication, and impairments in eye contact, posture and gestures.

2. Restricted repetitive patterns of behavior, interests and activities. This can be shown by preoccupation with one area of interest that is abnormal in intensity or focus. The child may be very inflexible when it comes to daily routines or rituals, and also may show an extreme preoccupation with a part of objects.

3. While a child with AD acquire language skills without delay, they often have abnormalities in how they use language. Aspergers Education

4. Children with this disorder may also have unusual sensory experiences, like sensitivities to light or sound. This disorder is called Sensory Integration dysfunction.

5. Motor clumsiness is another characteristic of this disorder. Children with this disorder may be delayed in learning skills that require motor dexterity such as riding a bike or opening a jar.

6. Children with this disorder do not show a significant delay in cognitive development.

7. Some children with this disorder are extremely bright with very high IQ’s.
The best way to determine if a child has Aspergers is to have your child evaluated by a competent trained professional such as a Neuropsychologist or a Clinical Psychologist.

Many school psychologists are not trained to diagnose this disorder, so it may be best to have your child privately tested. Two of the instruments that may be used are the Autism Diagnostic Interview Revised (ADI R), and the Autism Diagnostic Observation Schedule (ADOS).

It is important to note however that this disorder may be Co Morbid with other disorders. This means that the child may have other disorders as well. These may be ADHD, Bi Polar Disorder, Learning Disabilities, or Obsessive Compulsive Disorder. The earlier the treatment for this disorder and co morbid disorders, the better it will be for your child. Appropriate special education services can help your child be ready for post school learning and independent living, as the Individuals with Disabilities Education Act (IDEA) requires! Aspergers Education

Aspergers Educationis a proven Autism Solution for your Child.TryAutism, Aspergers, ASD Program and change child’s life forever!”
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Asperger’s Syndrome Specifics You Could Live With

An aspect of coping with a disorder or condition is learning just about all a person are able to about it to ensure you can undertake what is needed to experience a daily life that is fulfilling and purposeful.

Mothers and fathers of infants with Asperger’s Syndrome (AS) and men and women with the predicament will need to realize precisely what the symptoms and signs are and precisely how to relate to the particular person with AS.

The initial fact you ought to find out about is what the disorder is. Asperger’s Syndrome is a milder variant of Autistic Disorder. Asperger’s Syndrome is furthermore part of the larger category of disorders called Autistic Spectrum Problems or also referred to in the United States as Pervasive Developmental Disorders.

Folks are identified as perhaps having ~keyword1~ by the inability to function in two-sided social conversations and when non-verbal communication is involved.

They ordinarily score high in vocabulary but commonly have inflection abnormalities and repetitive patterns. Folks with ~keyword2~ are usually clumsy in articulation and in gross motor movements.

They can typically be found obsessing over a particular subject.

Folks who are considered to have a form of well functioning autism have similarities to those who have AS but you can find differences. When it is AS and not high functioning autism the onset of traits is normally later plus the outcome is ordinarily much more positive.

In AS social and communication deficiencies are less severe and the obsessive interests are much more prominent. In individuals with As verbal IQ is typically greater than the performance IQ scores and with folks with high functioning autism the efficiency IQ is greater than the verbal IQ. Individuals with ~keyword3~ are known often seen with clumsiness as a characteristic and this isn’t true of individuals with high functioning autism.

The family history is also present with individuals with AS.Last but not least, simply search the internet for more anger management tips. Aspergers syndrome and Asperger’s syndrome
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