Asperger's Syndrome is a developmental disability characterized by impairments in social interaction and communication, as well as restrictive and repetitive behaviors. It was first identified in 1944 but not widely recognized until the 1980s. Asperger's is thought to have a genetic component and may be influenced by environmental factors affecting brain development. It occurs in about 48 out of every 10,000 children. Assessment involves evaluating social, language, behavioral, and developmental history. Characteristics include difficulties with social skills, establishing relationships, flexibility, and restricted interests. Suggested supports include social skills training, sensory integration activities, visual aids, and structured learning environments.

1. Christopher Johnston
Asperger’s Syndrome

2. Definition
Asperger’s Syndrome (AS) is a developmental
disability that is defined by impairments in social
relationships, verbal and nonverbal communication,
and by restrictive, repetitive patterns of behaviors,
interests, and activities.

3. Background
 Identified in 1944 by Hans Asperger.
(Austria)
 Brought to the attention of the
English-speaking world in 1980 by Dr.
Lorna Wing.
 Was not added to the Diagnostic and
Statistics Manual of the American
Psychiatric Association until 1994.
 “Autism’s Shadow”

4. Causes
 There seems to be a hereditary component
 Environmental factors that affect brain
development might play a role
Not caused by:
 Emotional deprivation
 Bad parenting

5. Incidence Rates
 48 out every 10,000 children
(Kadesjo, Gillberg, & Nagberg, 1999)

6. Assessment Information
 Psychosocial evaluation
 when symptoms were first recognized
 development of motor skills and language
patterns
 other aspects of the child's personality and
behavior (including favorite activities, unusual
habits, preoccupations, etc.).
 past and present problems in social interaction
and development of friendships

7. Characteristics
 Marked delay in non-verbal behaviors
 Impairments in establishing peer relationships
 Delays in social reciprocity
 Preoccupation with one restricted area of interest
 Inflexibility or rigidity, sticking to a set, sometimes
non-functional routine; stereo-typed and repetitive
motor movements
 Preoccupation with parts of objects
 Peculiarities in speech

8. Instructional Ideas
 Be careful in classroom seating assignments
 Use the “peer buddy” system
 Avoid self-selection in group work
 Carefully consider the maturity of the group
members involved
 Provide “safe haven” or quiet area
 Explain metaphor and sarcasm use concretely
 Use “social stories” for providing directions
 Vigorously but respectfully maintain class rules and
other boundaries

9. Other treatments
 Parent education and training
 Social skills training
 Language therapy
 Sensory integration training for younger children,
usually performed by an occupational therapist, in
which a child is desensitized to stimuli to which he is
overly sensitive
 Psychotherapy or behavioral/cognitive therapy for
older children

10. Technology
 Visuals
 Graphics
 Models, manipulatives
 Computers
 The Internet

11. Resources
Adreo, D. & Stella, J. (2001). Transition to middle and high school: Increasing the
success of students with Asperger’s Syndrome. Intervention in School and
Clinic, 36(5), 266-271.
Barnill, G. P. (2001) What is Asperger’s Syndrome? Intervention in School and
Clinic, 36(5), 259-265.
Maag, J. W. & Katsiyannis, A. (2000). Recent legal and policy developments in
special education. NASSP Bulletin 84(613), 1-8.
Marks, S. U., et al. (1999). Social skills for social ills: Supporting the social skills
development of adolescents with Asperger’s Syndrome. Teaching Exceptional
Children, 32(2), 56-61.
Safron, J. S. (2002). Supporting students with Asperger’s Syndrome in general
education. Teaching Exceptional Children, 34(5), 60-66.

12. Resources continued
Attwood, T. (1998). Asperger’s Syndrome:A guide for parents and
professionals. Philadelphia, PA: Jessica Kingsley Publishers, Ltd.