Aspergers disorder• Characterized by: – poor peer relationships – lack of empathy – tendency to be overfocused on certain topics• These children will not seek spontaneous interpersonal interactions
• Characteristically: – average to above-average intelligence – have developed normal language skills in terms of vocabulary and grammar• There are no significant delays in the areas of cognitive development, development of age-appropriate self-help skills, adaptive behavior, and curiosity about the environment
• Common behaviors associated with Aspergers disorder: – limited range of interest – strict adherence to routines and rituals – repetitious motor movements or sequences• Aspergers disorder is one of several developmental disabilities associated with normal intelligence
• Academic and functional underachievement in the preschool and school-age child with normal intelligence is the common picture• To develop an individualized treatment plan: – Proper diagnosis – Utilizing a cooperative team effort from several individuals
• Complete medical review, family history, and physical examination – include vision and hearing assessment and neurologic evaluation to rule out other disorders• Genetic evaluation and counseling to identify the presence of recurrence risks
• Psychological testing to determine the exact nature of cognitive and perceptual dysfunctions• Behavioral and social assessment• Assessment of academic performance• MRI and other testing to determine underlying neurologic abnormality if appropriate
• Occupational and physical therapy, speech and language evaluations as necessary• School evaluation—school psychologists will obtain IQ testing and achievement testing• The teachers input is also essential
• The focus of a school evaluation is to determine eligibility for services• Most school systems will provide services only when moderate to severe problems exist.• It may be necessary for the family to provide remediation for problems considered mild outside of the educational setting.