This document discusses challenges in diagnosing Asperger's syndrome. It notes that Asperger's is often misdiagnosed or overlooked due to similarities with autism. The main problem is a lack of distinct research on Asperger's without including aspects of autism. Proper diagnosis is difficult due to differences between Asperger's and autism not being clearly addressed. The document examines various testing and criteria used in diagnosis, and concludes that while symptoms are similar in autism spectrum disorders, differentiating even small traits is important to accurately diagnose conditions like Asperger's.
Dr. Neus Barrantes-Vidal presentation at the Schizophrenia Research Forum live webinar of July 6, 2015: http://www.schizophreniaforum.org/for/live/detail.asp?liveID=97
Lars Christopher Gillberg is a Swedish professor of child psychiatry known for his pioneering research on autism spectrum disorders, Asperger syndrome, Tourette's syndrome, and attention deficit hyperactivity disorder (ADHD). In the 1970s, he developed the concept of Deficits in Attention, Motor control and Perception (DAMP), which refers to children with both ADHD and developmental coordination disorder. Gillberg's research has provided important insights into the genetics and diagnostic criteria of autism spectrum disorders.
The document defines autism spectrum disorders and provides details on pervasive developmental disorder-not otherwise specified (PDD-NOS). PDD-NOS is included in the DSM-IV and involves some, but not all, features of autism or another pervasive developmental disorder. It is defined by marked impairment in social interaction and communication. Symptoms must be present before age 3. The document also discusses characteristics of autism spectrum disorders that can vary between individuals and impact functioning, as well as treatments and prevalence statistics.
This document outlines a proposed research study examining whether dairy products and vitamin B12 are dietary inducers of autism spectrum disorder (ASD). The study would involve dividing 20 ASD participants ages 2-35 into four groups with varying diets and vitamin supplementation. Behaviors would be observed and questionnaires administered over 120 days to analyze the effects of the dietary manipulations. The research aims to test the hypothesis that ASD behaviors are influenced by levels of lactose, B vitamins, and sugar in the diet. Ethical considerations for conducting research with ASD participants are also discussed.
Dissociative identity disorder (DID) is characterized by two or more distinct personality states and episodes of amnesia. It is believed to often develop from severe childhood abuse or trauma combined with poor family support. The hallmark is multiple personality states that may differ in things like gender, memories, and perceptions. Treatment involves long-term therapy to help integrate alters and address trauma, though there remains skepticism around the diagnosis due to a lack of controlled studies and training on dissociative disorders for many clinicians. Experts recommend embracing all alters, using exposure techniques cautiously, and focusing on emotional regulation and future relationships in later stages of treatment.
Highlights
Theory and practice of diagnostic assessment is central yet contentious in psychiatry.
DSM-5 contains heterogeneous diagnostic categories.
Pragmatic criteria give clinical flexibility but undermine the diagnostic model.
Trauma has a limited causal role in DSM-5, despite research evidence to the contrary
This document discusses testing the validity and reliability of classifications in the DSM-IV, specifically examining the distinction between autism and Asperger's syndrome. A study was conducted following children diagnosed with autism or Asperger's syndrome over two years. The study found that while children with Asperger's syndrome showed better social skills and fewer autistic behaviors initially, both groups showed similar developmental pathways over time, with children with autism falling behind those with Asperger's. However, the distinctions between the subtypes may still have prognostic value, and a clearer understanding of pervasive developmental disorders is still needed.
PREVALENCE OF FRONTOTEMPORAL DEMENTIA IN COMMUNITY-BASED STUDIES IN LATIN AME...NEUROCONSULTAS
OFFICIAL JOURNAL OF THE COGNITIVE NEUROLOGY AND AGEING DEPARTMENT OF THE BRAZILIAN ACADEMY OF NEUROLOGY AND OF THE BRAZILIAN ASSOCIATION OF GERIATRIC NEUROPSYCHIATRY
Vol. 7 No. 1 - Jan/Feb/Mar de 2013
http://www.demneuropsy.com.br/detalhe_artigo.asp?id=371
Custodio N, Herrera-Perez E, Lira D, Montesinos R, Bendezu L. Prevalence of frontotemporal dementia in community-based studies in Latin America: a systematic review. Dement. Neuropsychol. 2013;7(1):27-32
Dr. Neus Barrantes-Vidal presentation at the Schizophrenia Research Forum live webinar of July 6, 2015: http://www.schizophreniaforum.org/for/live/detail.asp?liveID=97
Lars Christopher Gillberg is a Swedish professor of child psychiatry known for his pioneering research on autism spectrum disorders, Asperger syndrome, Tourette's syndrome, and attention deficit hyperactivity disorder (ADHD). In the 1970s, he developed the concept of Deficits in Attention, Motor control and Perception (DAMP), which refers to children with both ADHD and developmental coordination disorder. Gillberg's research has provided important insights into the genetics and diagnostic criteria of autism spectrum disorders.
The document defines autism spectrum disorders and provides details on pervasive developmental disorder-not otherwise specified (PDD-NOS). PDD-NOS is included in the DSM-IV and involves some, but not all, features of autism or another pervasive developmental disorder. It is defined by marked impairment in social interaction and communication. Symptoms must be present before age 3. The document also discusses characteristics of autism spectrum disorders that can vary between individuals and impact functioning, as well as treatments and prevalence statistics.
This document outlines a proposed research study examining whether dairy products and vitamin B12 are dietary inducers of autism spectrum disorder (ASD). The study would involve dividing 20 ASD participants ages 2-35 into four groups with varying diets and vitamin supplementation. Behaviors would be observed and questionnaires administered over 120 days to analyze the effects of the dietary manipulations. The research aims to test the hypothesis that ASD behaviors are influenced by levels of lactose, B vitamins, and sugar in the diet. Ethical considerations for conducting research with ASD participants are also discussed.
Dissociative identity disorder (DID) is characterized by two or more distinct personality states and episodes of amnesia. It is believed to often develop from severe childhood abuse or trauma combined with poor family support. The hallmark is multiple personality states that may differ in things like gender, memories, and perceptions. Treatment involves long-term therapy to help integrate alters and address trauma, though there remains skepticism around the diagnosis due to a lack of controlled studies and training on dissociative disorders for many clinicians. Experts recommend embracing all alters, using exposure techniques cautiously, and focusing on emotional regulation and future relationships in later stages of treatment.
Highlights
Theory and practice of diagnostic assessment is central yet contentious in psychiatry.
DSM-5 contains heterogeneous diagnostic categories.
Pragmatic criteria give clinical flexibility but undermine the diagnostic model.
Trauma has a limited causal role in DSM-5, despite research evidence to the contrary
This document discusses testing the validity and reliability of classifications in the DSM-IV, specifically examining the distinction between autism and Asperger's syndrome. A study was conducted following children diagnosed with autism or Asperger's syndrome over two years. The study found that while children with Asperger's syndrome showed better social skills and fewer autistic behaviors initially, both groups showed similar developmental pathways over time, with children with autism falling behind those with Asperger's. However, the distinctions between the subtypes may still have prognostic value, and a clearer understanding of pervasive developmental disorders is still needed.
PREVALENCE OF FRONTOTEMPORAL DEMENTIA IN COMMUNITY-BASED STUDIES IN LATIN AME...NEUROCONSULTAS
OFFICIAL JOURNAL OF THE COGNITIVE NEUROLOGY AND AGEING DEPARTMENT OF THE BRAZILIAN ACADEMY OF NEUROLOGY AND OF THE BRAZILIAN ASSOCIATION OF GERIATRIC NEUROPSYCHIATRY
Vol. 7 No. 1 - Jan/Feb/Mar de 2013
http://www.demneuropsy.com.br/detalhe_artigo.asp?id=371
Custodio N, Herrera-Perez E, Lira D, Montesinos R, Bendezu L. Prevalence of frontotemporal dementia in community-based studies in Latin America: a systematic review. Dement. Neuropsychol. 2013;7(1):27-32
This paper reviews 15 studies examining psychopathology in relatives of individuals with borderline personality disorder (BPD). The studies investigated prevalence of schizophrenia, mood disorders like depression and bipolar disorder, and impulse spectrum disorders such as substance abuse. The literature does not support a link between BPD and schizophrenia. Results are ambiguous about a link between BPD and depression. Studies suggest familial aggregation of impulse disorders and BPD itself. However, methodological limitations like indirect assessments and small samples leave major questions about familial links that require more definitive research.
Asperger syndrome in childhood personality dimensions in adult lifemiriam odar
Study about to examine temperament and character in males that were diagnosed with ASD in childhood and followed prospectively over almost two decades.
DSM-5: Neurodevelopmental Disorders and Gender Dysphoria Christine Chasek
The document provides an overview of neurodevelopmental disorders as defined in the DSM-5. It discusses several categories of neurodevelopmental disorders including intellectual disabilities, communication disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder, and motor disorders. For each category, it outlines the defining characteristics, changes from previous DSM editions, and examples of disorders within the category. It also discusses assessment tools, treatment approaches, and other topics relevant to neurodevelopmental disorders.
This research study examined psychology doctoral students' ability to correctly diagnose obsessive-compulsive disorder (OCD) based on case presentations. The study found that prior to a video intervention, students were less aware of and more likely to misdiagnose OCD presentations that did not involve contamination or symmetry obsessions. After viewing an educational video about OCD, students' rates of misdiagnosing OCD decreased significantly. The results suggest that graduate training in mental health could benefit from targeted education to improve identification of diverse OCD symptoms beyond just contamination and symmetry.
Section 5 - Classification, Diagnosis and AssessmentSimon Bignell
Section 5 - Classification, Diagnosis and Assessment
'Autism, Asperger's and ADHD' module by Simon Bignell - Lecturer in Psychology at University of Derby.
The document discusses the changing face of autism spectrum disorders including prevalence, DSM-5 diagnosis criteria, comorbidities, development across the lifespan, etiology, and effective interventions. It provides details on the DSM-5 criteria for autism spectrum disorder and specifies levels of severity. It also addresses issues related to intellectual disability, language impairment, epidemiology, and forensic aspects as they relate to autism spectrum disorders.
Challenges and Strategies for Promoting Awareness of Open and Accessible Educ...Una Daly
Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources
Time: Tuesday, March 11, 6:00 pm (GMT), 2:00 pm (EDT), 11:00 am (PDT)
This webinar focuses on creating awareness of the need for open and accessible educational resources to improve learning outcomes for all students regardless of disabilities. Sharing the struggles that college students with disabilities face, efforts by the National Federation of the Blind, MERLOT (Multimedia Educational Resource for Learning and Online Teaching), the California State University system, and the OpenCourseWare Consortium to enhance educational experiences for all learners will be highlighted.
Learn about the range of accessibility issues that need to be addressed and the open educational services that can enable the OER community to provide more accessible educational resources and services. Presenters will invite the audience to join in an online community for sharing accessibility expertise and the discovery and delivery of open educational resources.
Presenters:
• Anne Taylor, Director of Access Technology, National Federation of the Blind, United States
• Gerry Hanley, Assistant Vice Chancellor, Academic Technology Services, California State University system and Executive Director of MERLOT.
• Una Daly, Community College Outreach Director at the OpenCourseWare Consortium
The document discusses the school-to-prison pipeline and efforts to dismantle it through special education law and positive behavioral supports. It notes that students with disabilities are overrepresented in the juvenile justice system due to zero tolerance policies and the failure to properly implement special education plans and services. The Southern Poverty Law Center is using litigation, legislation, and public education across multiple states to promote positive behavioral supports as an alternative to zero tolerance and ensure students with disabilities receive their required education and support.
Ricardo M. De La Vega Navarro has over 20 years of experience managing global IT implementations and operations across various industries. Some of his roles and accomplishments include:
- Led a team that implemented Oracle HR systems for GE Capital globally between 1995-1999.
- As IT Finance Manager for Afore Garante Citigroup in 2000-2001, he developed systems to automate processes that reduced government penalties by over $4 million.
- As IT Manager for Reforma Newspaper in 2001-2002, he launched their first website and implemented digital photography.
- Between 2003-2007 as IT Director for McGraw-Hill Education in Latin America, he established a shared services hub and standardized
Javier Pineda López is a telecommunications engineer with a Master's degree in smart buildings and digital homes. He has experience managing projects in various markets including education, transportation, government, healthcare, energy, hospitality, media, and residential. Some of the projects he has managed include network management centers, airport security systems, interactive digital lecture rooms in schools, traffic violation detection systems, luxury home automation, hotel facility integration, and data center infrastructure. He has worked with clients such as the Ministry of Education of the Community of Madrid, Bilbao city council, Me Madrid hotel, Indra company, and Red.es.
The project aimed to create a documentary about the Lewis Chessmen. Groups researched conventions like using archival footage and interviews. They watched examples to understand successful techniques. The student decided to use interviews, footage of the chessmen, titles, music, and visual coding. Pre-planning through storyboarding and interview questions helped filming go smoothly. While research took too long, the footage collected and teamwork during production went well. Some shots came out professionally but others could have been improved with better timing and planning.
This document summarizes and comments on three journal articles about teaching students with disabilities. The first article discusses how service learning programs can benefit secondary students with disabilities by helping them learn skills for transitioning out of school. The second article examines physical education teachers' beliefs about including students with disabilities, finding that teachers felt unprepared without proper training. The third article looks at challenges providing transition services for 18-21 year olds in rural Wisconsin due to a lack of local resources. The document advocates for more support and training for teachers of students with disabilities, as well as ensuring transition plans utilize all available resources.
Bridges Instead of Boundaries: Pedagogy Meets DisabilitySpike Wilson
This is the visual component of my presentation at Ivy Tech's 2011 Adjunct Faculty Conference. I was encourage by one campus' Executive Director to research mental health resources in the six counties of Ivy Tech's Kokomo Region. This presentation was inspire by that initial exploration.
This document discusses students with disabilities and assistive technologies. It outlines various disabilities including learning disabilities, ADHD, autism, and sensory impairments. The IDEA aims to provide students with disabilities the least restrictive environment and individualized education plans. A variety of assistive devices and software can help students with organization, note-taking, writing, and cognitive tasks. Technologies also provide support for hearing, vision, ADHD, and emotional challenges. Overall, assistive technologies promote independence and success for students with disabilities.
Enhancing our special needs students with technological resourcesashleyec
Assistive technology is any item, equipment, or product system that helps individuals with disabilities perform functions that may otherwise be difficult or impossible. There are different types including no-tech, low-tech, and high-tech devices. One advantage of assistive technology is allowing teachers to integrate students with disabilities into inclusive classrooms with non-disabled peers. Another advantage is enabling students with special needs to learn in the least restrictive environment possible with supplementary aids. However, assistive technology faces challenges such as teacher and student attitudes, demands of technology upgrades, access issues due to cost, and ensuring proper student training.
The document summarizes research on the effects of depression in students with and without learning disabilities. Several studies found that depression can be mistaken for a learning disability or vice versa. Students with learning disabilities may be more prone to depression due to factors like low self-esteem, academic struggles, and social challenges. However, other research has found no significant differences in depression rates or symptoms between students with and without learning disabilities. More research is still needed to better understand and distinguish depression from learning disabilities in students.
The document discusses inclusive classrooms and the benefits of inclusion. An inclusive classroom embraces diversity, provides access to learning for all students, and encourages collaboration between teachers. Benefits of inclusion include building community, enhancing respect, and maximizing individual growth. The document also provides examples of technological resources that can aid students with special needs, such as ADD/ADHD, visual disabilities, auditory disabilities, and learning disabilities. These include tools like electronic organizers, screen magnifiers, talking word processors, and voice recognition software.
This document summarizes a student's extended photography project. It discusses how the student planned their time using a Gantt chart but ended up spending more time on research. It describes problems exhibiting the work and getting feedback. The student's final outcomes differed from their original plans and they would approach certain aspects differently in the future, such as better planning photographs and exhibitions. Overall, the student felt they managed the project efficiently and were happy with their final outcomes and feedback received.
Sensory Impairments
This document defines and discusses visual and hearing impairments. It outlines the prevalence, causes, and characteristics of these impairments. It provides guidance for teachers on classroom adaptations, inclusion practices, and specific supports for students with visual or hearing impairments, such as seating arrangements, use of technology, clear speech, and visual aids. The goal is for teachers to understand these impairments and meet students' needs through appropriate accommodations and techniques that promote independence.
This document contains Ryan McDonnell's research for an animation project, including questionnaires, links to sample emotional 2D animations on YouTube, research on concept art and characters, and different types of animations. It also includes sections for drafts, evaluation, and brief/feedback.
Dissertation Defense: An Exploration of the Lived Experiences of College Stud...Jackie Koerner
This document provides an overview of a qualitative study that investigated the experiences of college students with disabilities at four-year degree-granting institutions. The study found that students faced challenges with their identity development and stigma, had varying experiences with accommodations and support, and encountered social and academic barriers. To improve experiences, the study recommends increasing campus awareness and sensitivity training, better preparing faculty to support students with disabilities, and conducting further research on identity development and career transitions.
This paper reviews 15 studies examining psychopathology in relatives of individuals with borderline personality disorder (BPD). The studies investigated prevalence of schizophrenia, mood disorders like depression and bipolar disorder, and impulse spectrum disorders such as substance abuse. The literature does not support a link between BPD and schizophrenia. Results are ambiguous about a link between BPD and depression. Studies suggest familial aggregation of impulse disorders and BPD itself. However, methodological limitations like indirect assessments and small samples leave major questions about familial links that require more definitive research.
Asperger syndrome in childhood personality dimensions in adult lifemiriam odar
Study about to examine temperament and character in males that were diagnosed with ASD in childhood and followed prospectively over almost two decades.
DSM-5: Neurodevelopmental Disorders and Gender Dysphoria Christine Chasek
The document provides an overview of neurodevelopmental disorders as defined in the DSM-5. It discusses several categories of neurodevelopmental disorders including intellectual disabilities, communication disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder, and motor disorders. For each category, it outlines the defining characteristics, changes from previous DSM editions, and examples of disorders within the category. It also discusses assessment tools, treatment approaches, and other topics relevant to neurodevelopmental disorders.
This research study examined psychology doctoral students' ability to correctly diagnose obsessive-compulsive disorder (OCD) based on case presentations. The study found that prior to a video intervention, students were less aware of and more likely to misdiagnose OCD presentations that did not involve contamination or symmetry obsessions. After viewing an educational video about OCD, students' rates of misdiagnosing OCD decreased significantly. The results suggest that graduate training in mental health could benefit from targeted education to improve identification of diverse OCD symptoms beyond just contamination and symmetry.
Section 5 - Classification, Diagnosis and AssessmentSimon Bignell
Section 5 - Classification, Diagnosis and Assessment
'Autism, Asperger's and ADHD' module by Simon Bignell - Lecturer in Psychology at University of Derby.
The document discusses the changing face of autism spectrum disorders including prevalence, DSM-5 diagnosis criteria, comorbidities, development across the lifespan, etiology, and effective interventions. It provides details on the DSM-5 criteria for autism spectrum disorder and specifies levels of severity. It also addresses issues related to intellectual disability, language impairment, epidemiology, and forensic aspects as they relate to autism spectrum disorders.
Challenges and Strategies for Promoting Awareness of Open and Accessible Educ...Una Daly
Challenges and Strategies for Promoting Awareness of Open and Accessible Educational Resources
Time: Tuesday, March 11, 6:00 pm (GMT), 2:00 pm (EDT), 11:00 am (PDT)
This webinar focuses on creating awareness of the need for open and accessible educational resources to improve learning outcomes for all students regardless of disabilities. Sharing the struggles that college students with disabilities face, efforts by the National Federation of the Blind, MERLOT (Multimedia Educational Resource for Learning and Online Teaching), the California State University system, and the OpenCourseWare Consortium to enhance educational experiences for all learners will be highlighted.
Learn about the range of accessibility issues that need to be addressed and the open educational services that can enable the OER community to provide more accessible educational resources and services. Presenters will invite the audience to join in an online community for sharing accessibility expertise and the discovery and delivery of open educational resources.
Presenters:
• Anne Taylor, Director of Access Technology, National Federation of the Blind, United States
• Gerry Hanley, Assistant Vice Chancellor, Academic Technology Services, California State University system and Executive Director of MERLOT.
• Una Daly, Community College Outreach Director at the OpenCourseWare Consortium
The document discusses the school-to-prison pipeline and efforts to dismantle it through special education law and positive behavioral supports. It notes that students with disabilities are overrepresented in the juvenile justice system due to zero tolerance policies and the failure to properly implement special education plans and services. The Southern Poverty Law Center is using litigation, legislation, and public education across multiple states to promote positive behavioral supports as an alternative to zero tolerance and ensure students with disabilities receive their required education and support.
Ricardo M. De La Vega Navarro has over 20 years of experience managing global IT implementations and operations across various industries. Some of his roles and accomplishments include:
- Led a team that implemented Oracle HR systems for GE Capital globally between 1995-1999.
- As IT Finance Manager for Afore Garante Citigroup in 2000-2001, he developed systems to automate processes that reduced government penalties by over $4 million.
- As IT Manager for Reforma Newspaper in 2001-2002, he launched their first website and implemented digital photography.
- Between 2003-2007 as IT Director for McGraw-Hill Education in Latin America, he established a shared services hub and standardized
Javier Pineda López is a telecommunications engineer with a Master's degree in smart buildings and digital homes. He has experience managing projects in various markets including education, transportation, government, healthcare, energy, hospitality, media, and residential. Some of the projects he has managed include network management centers, airport security systems, interactive digital lecture rooms in schools, traffic violation detection systems, luxury home automation, hotel facility integration, and data center infrastructure. He has worked with clients such as the Ministry of Education of the Community of Madrid, Bilbao city council, Me Madrid hotel, Indra company, and Red.es.
The project aimed to create a documentary about the Lewis Chessmen. Groups researched conventions like using archival footage and interviews. They watched examples to understand successful techniques. The student decided to use interviews, footage of the chessmen, titles, music, and visual coding. Pre-planning through storyboarding and interview questions helped filming go smoothly. While research took too long, the footage collected and teamwork during production went well. Some shots came out professionally but others could have been improved with better timing and planning.
This document summarizes and comments on three journal articles about teaching students with disabilities. The first article discusses how service learning programs can benefit secondary students with disabilities by helping them learn skills for transitioning out of school. The second article examines physical education teachers' beliefs about including students with disabilities, finding that teachers felt unprepared without proper training. The third article looks at challenges providing transition services for 18-21 year olds in rural Wisconsin due to a lack of local resources. The document advocates for more support and training for teachers of students with disabilities, as well as ensuring transition plans utilize all available resources.
Bridges Instead of Boundaries: Pedagogy Meets DisabilitySpike Wilson
This is the visual component of my presentation at Ivy Tech's 2011 Adjunct Faculty Conference. I was encourage by one campus' Executive Director to research mental health resources in the six counties of Ivy Tech's Kokomo Region. This presentation was inspire by that initial exploration.
This document discusses students with disabilities and assistive technologies. It outlines various disabilities including learning disabilities, ADHD, autism, and sensory impairments. The IDEA aims to provide students with disabilities the least restrictive environment and individualized education plans. A variety of assistive devices and software can help students with organization, note-taking, writing, and cognitive tasks. Technologies also provide support for hearing, vision, ADHD, and emotional challenges. Overall, assistive technologies promote independence and success for students with disabilities.
Enhancing our special needs students with technological resourcesashleyec
Assistive technology is any item, equipment, or product system that helps individuals with disabilities perform functions that may otherwise be difficult or impossible. There are different types including no-tech, low-tech, and high-tech devices. One advantage of assistive technology is allowing teachers to integrate students with disabilities into inclusive classrooms with non-disabled peers. Another advantage is enabling students with special needs to learn in the least restrictive environment possible with supplementary aids. However, assistive technology faces challenges such as teacher and student attitudes, demands of technology upgrades, access issues due to cost, and ensuring proper student training.
The document summarizes research on the effects of depression in students with and without learning disabilities. Several studies found that depression can be mistaken for a learning disability or vice versa. Students with learning disabilities may be more prone to depression due to factors like low self-esteem, academic struggles, and social challenges. However, other research has found no significant differences in depression rates or symptoms between students with and without learning disabilities. More research is still needed to better understand and distinguish depression from learning disabilities in students.
The document discusses inclusive classrooms and the benefits of inclusion. An inclusive classroom embraces diversity, provides access to learning for all students, and encourages collaboration between teachers. Benefits of inclusion include building community, enhancing respect, and maximizing individual growth. The document also provides examples of technological resources that can aid students with special needs, such as ADD/ADHD, visual disabilities, auditory disabilities, and learning disabilities. These include tools like electronic organizers, screen magnifiers, talking word processors, and voice recognition software.
This document summarizes a student's extended photography project. It discusses how the student planned their time using a Gantt chart but ended up spending more time on research. It describes problems exhibiting the work and getting feedback. The student's final outcomes differed from their original plans and they would approach certain aspects differently in the future, such as better planning photographs and exhibitions. Overall, the student felt they managed the project efficiently and were happy with their final outcomes and feedback received.
Sensory Impairments
This document defines and discusses visual and hearing impairments. It outlines the prevalence, causes, and characteristics of these impairments. It provides guidance for teachers on classroom adaptations, inclusion practices, and specific supports for students with visual or hearing impairments, such as seating arrangements, use of technology, clear speech, and visual aids. The goal is for teachers to understand these impairments and meet students' needs through appropriate accommodations and techniques that promote independence.
This document contains Ryan McDonnell's research for an animation project, including questionnaires, links to sample emotional 2D animations on YouTube, research on concept art and characters, and different types of animations. It also includes sections for drafts, evaluation, and brief/feedback.
Dissertation Defense: An Exploration of the Lived Experiences of College Stud...Jackie Koerner
This document provides an overview of a qualitative study that investigated the experiences of college students with disabilities at four-year degree-granting institutions. The study found that students faced challenges with their identity development and stigma, had varying experiences with accommodations and support, and encountered social and academic barriers. To improve experiences, the study recommends increasing campus awareness and sensitivity training, better preparing faculty to support students with disabilities, and conducting further research on identity development and career transitions.
The document describes a student's extended project proposal to create an advertising campaign for The Body Shop's makeup range. The campaign aims to change the way girls use makeup by promoting natural beauty. Research was conducted on existing campaigns and their effects on girls' self-esteem. A TV advert, billboard, and website banner were created showing a model enjoying herself without airbrushing to promote a natural look. Feedback on the first TV advert draft led to improvements in audio and video quality. The final campaign was evaluated as successfully conveying the message of natural beauty in a fun, quirky way.
This is the main bulk of my EPQ which gained an A grade at A Level. There are other bits, such as a log, reflection and several appendices, but this is the main bulk of it
- The document summarizes a student's Extended Project Qualification presentation on how to effectively meet the individual needs of children with Autism Spectrum Disorder in primary classrooms.
- The student's project involved researching characteristics of ASD and strategies for inclusion, through interviews with teachers and studies on social skills interventions.
- While the student struggled with referencing and an informal writing style, conducting the project helped develop skills in referencing, writing dissertations, time management, and confidence in her abilities.
This document provides background information and context for a study on juvenile delinquency in the Philippines. It discusses:
- The author's experience working with children in the Philippines and founding Barner Learning Center (BLC) to help at-risk youth.
- An analytical framework that examines nature vs. nurture theories of juvenile delinquency and relevant local factors.
- The study will focus on 21 at-risk students at BLC and examine their characteristics and the interventions used to prevent criminal behavior.
- The significance of understanding at-risk youth and intervening early to help them develop into productive citizens rather than criminals.
9.1 What Is Autism Spectrum DisorderStudents with autism spectr.docxransayo
Students with autism spectrum disorder (ASD) experience difficulties in three main areas: communication, social skills, and repetitive behaviors. They may struggle with changes in routines, have unusual sensory responses, and have difficulty understanding emotions. ASD is defined by the DSM-5 and includes autism, Asperger's syndrome, and other disorders. Students with ASD exhibit a wide range of abilities and challenges.
This document outlines a proposed study to examine the effects of structured physical exercise as a treatment for adolescents diagnosed with autism spectrum disorder. The study would recruit 50 adolescents aged 12-19 with ASD Level 1 from various agencies. Participants would be assigned to one of three groups with different exercise and nutrition variables. Outcome measures would assess changes in social communication skills and restricted/repetitive behaviors. It is hypothesized that a program of cardiovascular exercise and weight training would significantly increase social skills and decrease repetitive behaviors for adolescents with ASD.
Autism spectrum disorder (ASD) refers to a developmental disability with challenges in verbal/nonverbal communication and social interaction. It is characterized by qualitative impairments in social interaction and communication, as well as restricted and repetitive behaviors. The document describes the history and types of ASD, including classic autism, Asperger's syndrome, and childhood disintegrative disorder. It also discusses characteristics such as social skills deficits and communication deficits in children with ASD.
Topic 5 - Classification, Assessment and Diagnosis 2010Simon Bignell
Autism, Asperger's and ADHD
Topic 5 - Classification, Assessment and Diagnosis.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Asperger's syndrome is a developmental disorder characterized by difficulties with social interaction and restricted, repetitive patterns of behavior. It was first described by Austrian physician Hans Asperger in 1944, but not widely recognized until the 1980s. Asperger's is considered an autism spectrum disorder, distinguished from autism by normal language and cognitive development. Diagnosis involves comprehensive evaluation of social, communication, and behavioral symptoms.
A Comparison of Social Cognitive Profiles in children with Aut.docxsleeperharwell
This study compared the social cognitive profiles of children with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Both groups performed significantly worse than typical children on tests of facial and vocal affect recognition, social judgment, and parent/teacher reports of social functioning. Although the ASD group had more severe deficits, the pattern of deficits was surprisingly similar between groups, suggesting social cognitive deficits may be more comparable in ASD and ADHD than previously thought. The authors conclude both groups may need treatment targeting social skills.
Autism Spectrum Disorder A case study of Mikey.pdfKathryn Patel
This case study describes an 8-year-old boy, Mikey, who was diagnosed with Autism Spectrum Disorder at age 4. Mikey is having behavioral issues during his morning routine that disrupt his entire day. An occupational therapy evaluation found that Mikey has sensory processing difficulties, engages in repetitive behaviors, and plays at the social developmental level of a 12-month old. The evaluation suggests occupational therapy to address Mikey's sensory needs and develop his social skills morning routine.
READ AND FOLLOW THE GUIDED RESPONSES. ANSWER PEER 1 THE PEER 2 O.docxtemplestewart19
READ AND FOLLOW THE GUIDED RESPONSES. ANSWER PEER 1 THE PEER 2 ON A DIFFERENT PAGE.
Guided Response:
Imagine you are no longer a new teacher, but rather are now mentoring a new teacher. The teacher you are mentoring has come to you asking for advice because a parent of a child who was recently diagnosed with ASD has come to her asking for suggestions on how she can support her child at home.
Respond to your peer with support for this parent by including the following tips:
1. What recommendations can be provided to this parent with regards to helping the child academically as well as socially?
2. What resources are available to support this parent?
3. Lastly, how should the classroom teacher support this parent through communication?
PEER 1
IDEA disability category with the reauthorization of IDEA in 1990. IDEA 2004 defines autism as a developmental disability in which a child has problems communicating, verbally and nonverbally, to a degree that affects academic performance. It states that these communicative and social difficulties usually arise before the age of 3 years, and are often accompanied by repetitive movements or behaviors, resistance to change, and atypical responses to sensory experiences.
Communication Social Skills Repetitive or obsessive behaviors.
Misuses Pronouns Blurts out Collects things.
Speaks in short sentences Displays a lack of personal space Covers ears. Arches back.
Struggles to whisper Talks a lot about one topic. Participates in repetitive play
A grammatical structure which may appear immature (i.e., telegraphic speech, improper tense or use of pronouns) or grammatical structure which may appear pedantic (e.g., monologue, advanced vocabulary in an area of interest). Auditory input sensitivities are covering ears during loud noises Their working memory or the time it takes to process information, especially processing several pieces of information at one time, can be difficult for people with ASD. Some have high word recognition skills, but poor comprehension, others have high calculation skills, but poor applied math problem skills and a proportion are low in all areas. (Pratt, Hopf & Larriba-Quest, 2017)
PEER 2
ASD is a learning or pervasive developmental disorder with symptoms including difficulty with communication, social skills, and repetitive behavior. Individuals with ASD are categorized into levels—Level 1, Level 2, or Level 3—based on their challenges with communication, social skills, and repetitive behaviors.
Students with
autism spectrum disorder (ASD)
experience difficulty with communication, social skills, and repetitive behavior (Goldstein, Naglieri, Rzepa, & Williams, 2012). These students often struggle with changes to their routines or environment. They may have unusual sensory .
This document provides an overview of Asperger Syndrome, including its diagnostic criteria, prevalence, challenges faced by individuals, and treatment approaches. Some key points:
- Asperger Syndrome is characterized by difficulties with social skills and restricted, repetitive behaviors without cognitive or language delays.
- Diagnostic criteria include poor social skills, restricted interests, repetitive behaviors, difficulties with language and motor coordination.
- Rates are higher in males than females. About 58% of children and 10% of adults in the US are estimated to have Asperger Syndrome.
- Individuals face challenges with social skills, relationships, anxiety, depression, attention issues, and adapting to changes in routines.
- Treatment involves family support, social
The document discusses autism spectrum disorder (ASD). It notes that ASD is the most prevalent childhood development disorder in the US, affecting about 1 in 88 children. ASD impairs communication, social skills, and relationship formation. There is no known cause or cure. Early intervention is important but symptoms may still persist into adulthood. The document provides an overview of the different types of ASD diagnoses and their characteristics. It also discusses prevalence, risk factors, early signs, and classroom accommodations for students with ASD.
Autism spectrum disorder (ASD) is characterized by impairments in social communication and interaction as well as restricted and repetitive behaviors. In the DSM-5, ASD encompasses several previous diagnoses including autistic disorder. The criteria were modified from three impairment areas to two domains of social communication and restricted/repetitive behaviors. There is ongoing debate around changes in the DSM-5 definition and concerns that some individuals may lose their ASD diagnosis. The condition was first described by Leo Kanner in 1943 and involves difficulties with social relationships and unusual responses to the environment.
10.6 Developmental Disabilities and EducationIn addition to gift.docxhyacinthshackley2629
10.6 Developmental Disabilities and Education
In addition to gifted children and those with more profound intellectual disorders, a significant number of children receive other kinds of special education services. About 6.4 million schoolchildren receive public special education services in the United States. Over 85% are related to behavioral problems (emotional disturbance) and developmental and learning disabilities (National Center for Education Statistics, 2013a). Whereas the numbers of individuals with intellectual disabilities in public schools have declined somewhat over the past two decades, those with emotional disturbances and other developmental disorders have increased dramatically. Like many other disabilities that affect children, the reason for this trend is unknown. Overall, the percentage of children enrolled in special education has increased from 8.3% in 1977 to over 13% currently. As shown in Figure 10.5, enrollment in special education has been dropping gradually since reaching a peak of 13.8% during the 2004–2005 school year.
Figure 10.5: Number of children receiving special education services
Public education services must meet the needs of all children, including those who have special needs.
Source: U.S. Department of Education.
Autism Spectrum Disorder
Early impairments in communication, including speech delays and nonverbal communication (e.g., gestures, eye contact), are characteristic signs of autism spectrum disorder (ASD). Other common markers include fixated interests, repetitive behaviors, and inflexibility over routines. Because of better screening procedures, this developmental disorder can now be identified by 18–24 months of age. A substantial proportion of children with ASD are mute, and many more attain initial language and then lose it. Recent brain imaging has discovered that ASD brains probably process voices and other social stimuli differently beginning at an early age (Grossman, Oberecker, Koch, & Friederici, 2010; Johnson, 2004; Lloyd-Fox, Johnson, & Blasi, 2013).
Courtesy of Ron Mossler
One of the characteristics of Asperger's syndrome is idiosyncratic, or uniquely peculiar, behaviors. In this writing sample from a sixth grader, Trevor refused to skip lines between spelling words. What is only barely visible (in the center of the image) is the smeared paper from Trevor's propensity to press extremely hard on his pencil.
A bit over half of all children with ASD have intellectual disabilities (Centers for Disease Control and Prevention, 2014d). The vast majority have social deficits, too, like skills needed to form friendships or to display empathy (another instance of the interaction of physical, cognitive, and psychosocial domains). Behavioral stereotypes like repetitive rocking or hand flapping that are indicative of ASD are often compared to obsessive-compulsive disorder (OCD). However, people with OCD usually perform rituals (compulsions) in order to experience relief from their thoughts (o.
Autism Spectrum Disorder, Asperger Syndrome, And Pervasive...Lindsey Rivera
The document discusses Autism Spectrum Disorder (ASD), Asperger Syndrome, and Pervasive Developmental Disorders. It states that ASD is characterized by difficulties in social interaction and communication, as well as repetitive behaviors. However, the severity of symptoms varies greatly between individuals. The three main types are classic autism, Asperger syndrome, and pervasive developmental disorders. Early intervention therapy can help children with ASD learn communication skills.
This article discusses the diagnosis and treatment of Asperger's syndrome using the case of a 15-year-old male patient, Marc. It reviews the history and diagnostic criteria of Asperger's, compares it to high-functioning autism, examines comorbid conditions, and discusses evidence-based assessment and treatment recommendations. The key recommendations are for early diagnosis and intervention focusing on enhancing social skills through individualized education programs tapping into special interests.
Autism is a neurodevelopmental disorder that affects communication and social interaction. It is one of the fastest growing developmental disabilities, with 1 in 68 children in the US being diagnosed with autism spectrum disorder. Autism encompasses a wide spectrum, so symptoms and severity vary greatly between individuals. While autism was first discussed in the 1940s, little was understood about the disorder until recent decades of increased research.
Topic 10 - Autism, Asperger's and ADHD 2010Simon Bignell
Topic 10 - Autism, Asperger's and ADHD.
Autism, Asperger's and ADHD.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Autism is a set of heterogeneous neurodevelopmental conditions characterized by difficulties in social communication and unusually restricted, repetitive behaviors and interests. The worldwide prevalence is about 1% and it affects more males than females. Individuals with autism have atypical cognitive profiles underpinned by atypical neural development. Genetics and early environmental factors both contribute to risk. Assessment needs to be multidisciplinary and early intervention can improve outcomes.
Behavioral disorders screening and prediction1Sonu Kumar
Behavioral disorders are common in children and adults and can negatively impact one's life if left untreated. Some common behavioral disorders include anxiety disorders, disruptive behavioral disorders, and ADHD. Emotional symptoms of behavioral disorders may include anger, blaming others, and difficulty handling frustration. Physical symptoms are generally absent aside from potential issues from substance abuse. Autism is a type of behavioral disorder characterized by challenges with social skills and communication. Artificial intelligence can help predict autism and other behavioral disorders through analysis of behavioral screening data to enable early diagnosis and improved outcomes.
Antisocial Personality Disorder Meta AnalysisJon McCormick
This document summarizes research on antisocial personality disorder (ASPD). It discusses key symptoms of ASPD such as manipulation, lack of empathy, and risk-taking behavior. The document also reviews research suggesting dysfunction in areas like the prefrontal cortex and amygdala may contribute to ASPD. Conduct disorder is described as a childhood precursor. Aggression, criminality, and high rates of re-offending in those with ASPD are also covered. The paper concludes by discussing relationships between ASPD and other disorders like borderline personality disorder and substance abuse.
1. Running Head: ASPERGER’S SYNDROME 1
A Review of Problems in
the Misdiagnosis of Asperger’s Syndrome
By
Tamara Smith
Capstone Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Master of Science
Psychology
Walden University
February 20, 2011
2. ASPERGER’S SYNDROME 2
Asperger’s Syndrome
Introduction
Asperger’s Syndrome is a disorder that is fairly new to science and research. Due to the
similarities with Autism, Asperger’s Syndrome has often been misdiagnosed, and ultimately
overlooked. Asperger’s Syndrome (AS) is a developmental disorder often categorized into
Pervasive Developmental Disorders (PDD), and is sometimes referred to as autism spectrum
disorders (ASD) (Gaus, 2011). Many times this disorder is mistaken for full blown autism, but
there are some differences that set it apart from Autism. AS can be interpreted to be a disorder
where although people accommodate the requirements individuals meet the criteria for autistic
behavior, they lack a background in regard to cognition and communication (Kanai et al., 2010).
Since AS is fairly new to the scene, continued research is conducted, along with
experiments and tests to determine the overall effects of the disorder. According to Gaus (2011),
Asperger Syndrome received its first recognition in the United States in 1994 through a
publication of DSM-IV for the American Psychological Association. Since Asperger Syndrome
is considered a subtype of Autism, it’s likely that the disorder was present long before 1994.
Problem Statement
The main problem faced with this disorder is the lack of research available specifically
designed for AS and not including so much of Autism. The differences between the two
disorders should be addressed more thoroughly in research studies, which is the main problem.
Along with differentiating between the disorders and their subgroups, it’s important to diagnose
and treat the disorders properly. According to Worth & Reynolds (2008), three difficulties
associated with autistic spectrum disorder ASD can be defined in the following domains:
3. ASPERGER’S SYNDROME 3
impairments of social interaction and relationships; impairments of language and
communication; impairments of thought and imagination.
In order to diagnose AS according to DSM standards, a decrease in clinical
communication and cognition must be present, along with the inclusion of the advancement in
an individual being able to sufficiently assist themselves (Freeman et al., 2002). Without proper
diagnosis, AS will continue to be tossed under PDD and/or Autistic disorders (AD). To continue
to have this categorization, there will never be a full, distinct differentiation among the disorders.
By placing a disorder in a category or dimension, it could become less important, while there
needs to be a barrier set among the normal and abnormal, and also considering that it will be
other choices at hand (Bölte et al., 2011).
It’s been debated whether ASD should be categorical or dimensional, thus making it
important that research and clinical purposes are cautiously evaluated by the clinical validity of
diagnostic instruments making claims appropriately assessing autism as a trait (Bölte et al.,
2011). Determining how to diagnose the disorder and all its realms can be quite cumbersome. In
order to properly diagnose, researchers must carefully distinguish between each characteristic
specific to each subcategory of ASD and label accordingly. The DSM-IV states that the criteria
for AS is the same as those with AD in that there’s impairment in social interaction and
restricted, repetitive, and stereotypic patterns of interest, but to make a proper diagnosis, there
has to be a lack of any clinically significant delays in language and cognitive development
(Freeman et al., 2002).
Diagnosing AS is especially difficult in adults, but overall, the population prevalence is
fairly high (0.7%), so in clinical settings, an exact diagnosis is crucial (Kanai et al., 2010).
Within the population, researchers have studied the prevalence in boys over girls, and children
4. ASPERGER’S SYNDROME 4
versus adults. AS with other ASD’s, children with AS are much similar in that they have
difficulty with social communication and persistent idiosyncratic interests (Neihart, 2000). The
difference between children and adults with ASD, may simply be developmental. Although AS
adults have a tendency to remain socially isolated, egocentric, and idiosyncratic, they usually
become well adapted and successful (Neihart, 2000).
Integrated Literature
Autism, Asperger’s syndrome, and atypical autism/PDDNOS are generally defined by
compositions of impairments that include three domains: reciprocal social interaction, mutual
verbal and nonverbal communication alongside with inflexible behavior patterns, interests and
activities (Bölte et al., 2010). Although there has been an increase in the diagnosis under the
label of autism spectrum disorders (ASD), a significant amount of research concludes there are
difficulties in differentiation, and most likely form one clinical spectrum of behavior problems
(Bölte et al., 2010).
Asperger’s Syndrome (AS) is often categorized as a Pervasive Developmental Disorder
(PDD) within the autistic spectrum. Although there are some differences among PDD, AS is
more often confused with Autism. AS can be interpreted as a disorder where although each
person upholds the requirements for Autistic behavior, they lack the background exhibiting
cognition or lags in communications (Kanai et al., 2010). It’s been debatable whether to provide
AS with its own category within the DSM-IV. There is a lingering confusion that continues as to
whether AS is indeed a distinct diagnostic category, different from autistic disorder (AD), or lies
in a scope of social communication learning disability with AD (Freeman et al., 2002).
In order to diagnose AS according to DSM standards, there has to be insufficient
language and cognitive delays, which include age-appropriate self-help skills (Freeman et al.,
5. ASPERGER’S SYNDROME 5
2002). Without proper diagnosis, AS will continue to be tossed under PDD and/or Autistic
disorders (AD). To continue to have this categorization, there will never be a full, distinct
differentiation among the disorders. By establishing a disorder as either categorical or
dimensional may come across as less significant, but in either case, a boundary can be made
between the normal and abnormal to determine whether an individual needs assistance or not
(Bölte et al., 2011).
Individuals with PDD share certain neuropsychological characteristics much the same as
those suffering from autism, however, they do not uphold the formal criteria for autism, and
Asperger’s Syndrome is one of those disorders (Neihart, 2000). This in itself makes it difficult
to differentiate AS from other PDD, which can also make it hard to accurately diagnose the
proper disorder. When diagnosing AD, AS must be withdrawn to meet the criteria for DSM-IV,
which in turn may lead to one of a few problems which make diagnosis quite challenging for
those with AS according to the DSM-IV (Freeman et al., 2002).
Critical Analysis Narrative
There is a dearth of knowledge on Autism and Pervasive Developmental Disorders, but
there continues to be a gap in the literature. Much of the literature suggests that all PDD are
clumped together because they share many commonalities. The symptoms are classic for each,
but there are a limited number of specific differences. Although, literature acknowledges that
there are differences, Asperger’s Syndrome in particular is often overlooked. The analysis of
PDD not otherwise noted is considered when there are deficiencies in social reciprocity and the
ability to communicate lacks severity, which cannot permit enough a diagnosis of AD or AS
(Solomon et al., 2007).
6. ASPERGER’S SYNDROME 6
The major cause for the gaps and the disorder being overlooked is that the symptoms are
remotely the same for each subcategory of Autism. In 1994, a DSM-IV field trial concluded a
significant amount of knowledge which can consider Asperger’s Syndrome to be part of
Pervasive Developmental Disorders, but there still remained quite a few difficulties for
researchers (Freeman et al., 2002). Previously, researchers have used well-known questionnaires
to determine differences with PDD, such as the Autism-Spectrum Quotient (AQ), Krug
Asperger’s Disorder Index (KADI), and Gilliam Asperger’s Disorder Scale (GADS). Two other
types of tests, which may be included due to similarities in disorders, are the Schizotypal
Personality Questionnaire (SPQ) and the Eysenck Personality Questionnaire (EPQ). The SPQ is
often used due to AS and SPD (schizotypal personality disorder) having significant similarities,
while the EPQ may be used to assess neuroticism, psychoticism, and extraversion (Kanai et al.,
2011).
Another gap that requires consideration is AS and gifted children. There are a number of
similarities between the two, such as verbal fluency, excellent memory skills, letters and
numbers fascinations, and hypersensitivity (Neihart, 2000). Many AS patients demonstrate
many of the same characteristics of those considered gifted. This can pose an overall dilemma
when trying to diagnose a patient. Among all the major similarities, the lack of insight and
awareness in response to the feelings, needs, and interests of others is the most distinguishing
(Neihart, 2000).
The effects of diagnosing or even recognizing Asperger’s Syndrome can be quite a
challenge. Considering that there are more similarities than differences, coming to a conclusive
diagnosis can require extensive research and implementation of new studies and tests. It can be
quite a task deciding whether the unusual development of a child is indeed a result of being
7. ASPERGER’S SYNDROME 7
gifted, a learning disability, or AS, most especially with highly gifted children (Neihart, 2000).
Often, research suggests that individuals with AS usually do not experience difficulties in their
use of language and understanding, but it has been suggested that researchers and parents pay
more attention to this misconception (Worth & Reynolds, 2008).
Another effect in regard to AS is the amount and type of testing involved providing an
accurate diagnosis. It is quite important for researchers and clinicians to be careful when
analyzing scientific validations in regard to tools used to diagnose that can demand the rights to
Autistic diagnosis (Bölte et al., 2011). Alternating or even administering all tests known to
diagnose PDD will serve quite beneficial. It is important to consider other closely related
disorders and their testing procedures, which can also be used to test PDD positively. Since AS it
usually diagnosed in children, it is extremely difficult to determine prevalence rates with adults,
but since we know that AS is lifelong disorder, it is likely that rehabilitation professionals will
encounter growing numbers of adolescents and adults suffering from the disorder who are in
need of support and assistance (Higgins et al., 2008).
Having the triad of impairments can assist therapists and clinicians in properly
diagnosing individuals suspected to have AS or PDD. Adding a possible fourth impairment may
stunt or become troublesome towards any future diagnosis with the disorder. The effects of this
triad as presented by Attwood (1998), as cited by Worth & Reynolds (2008), redefines the
diagnosis of AS a subgroup within the autistic spectrum including its own diagnostic criteria,
while further evidence also suggests that it is more common than classic autism and can be
diagnosed in children who have not previously been diagnosed autistic.
8. ASPERGER’S SYNDROME 8
Lastly, the effects of testing and criteria requirements can differ for each clinician and
therapists, which can be cause for concern in proper diagnosis. It is noted by Wittmann (1998) as
cited by Worth & Reynolds (2008) that to analyze children’s performance on standardized tests,
it is highly recommended that additional evidence should be gained from the child’s
environment, and linguistic and communicative competence when completing a profile of
strengths and needs of all children. Since the prevalence of the AS population is high (0.7%), an
exact diagnosis is important in the clinical setting, especially for those considered to be adults
(Kanai et al., 2011). When diagnosing AS, it is critical to take all necessary measures and steps
in the proper testing to achieve proper and accurate results. Kanai et al., (2011) suggests that in
diagnosing AS, it may be beneficial to include traits of Schizotypal Personality Disorder (SPD)
due to the report by Gaus (2007), which indicates that AS and SPD have three common traits
which include: odd beliefs and mannerisms, few or no friendships, and social anxiety.
Problem Resolution
Although symptoms are similar among those diagnosed within the Autism spectrum, it’s
important to differentiate any little trait which may be key to AS. Several types of testing are
done, but critically analyzing each symptom for each PDD will lead to a more conclusive
outcome. Often, research proposes that people with Asperger’s Syndrome usually never
encounter any problems with the use of language and understanding, but it has been suggested
that researchers and parents pay more attention to this misconception (Worth & Reynolds, 2008).
Administering random tests where those who experience difficulty with the use of language and
understanding, versus those who do not. Applying the results of this test along with a comparison
of all other known testing procedures should aid researchers in determining better conclusions.
The advantages could show new progress in the diagnosis of AS, while the disadvantage could
9. ASPERGER’S SYNDROME 9
be there is no change. Also the lack of considering the use of language and understanding in
itself could be all the diagnosis necessary.
Freitag, (2007), as cited by Rao & Salmon, (2010) found that 90% of differences with
autistic and non-autistic individuals is thought to be a result of genetic effects, upon a study
conducted on British twins. This key evidence can provide great insight to any future diagnosis
of ASD. Researchers and other health care professionals can link genetics to the overall cause
and outcome of ASD. Many times ASD can be difficult to detect and diagnose during the early
stages of an individual’s life. Several tests can be conducted in an attempt to determine the
causes of a child’s behavior, or lack thereof. Such tests include: the Modified Checklist for
Autism in Toddlers (M-CHAT), the Early Screening of Autistic Traits Questionnaire, and the
First Year Inventory (Rao & Salmon, 2010). Along with these questionnaires, there is a host of
disorder specific diagnostic instruments that can be used in diagnosis. Rao & Salmon (2010) note
that Autism Diagnostic Interview-Revised (ADI-R), the Diagnostic Interview for Social and
Communication Disorders (DISCO), and the Developmental, Dimensional and Diagnostic
interview (3Di) can be implemented while also monitoring a child’s behavior in various daily
settings.
These tests and instruments can prove beneficial as they will all detect different aspects
and factors which can be used to accurately diagnose an individual who potentially poses
characteristics specific to ASD. The advantages of such testing can simply determine whether an
individual suffers from ASD. The dilemma arises when it’s time to narrow a diagnosis down to
a particular subcategory or underlying disorder within the ASD framework. Although this can be
tedious and cumbersome, such testing may provide links to those subcategories, such as
10. ASPERGER’S SYNDROME 10
Asperger’s Syndrome, which falls under ASD. The outcomes of each test administered may
potentially show more evidence towards one spectrum over another.
The potential disadvantage of these testing procedures is that results can stagnate any
progress in this area. Testing results can continuously show that a child suffers from ASD alone
without detecting any further underlying disorders. Francis (2005) as cited by Rao & Salmon
(2010) suggest that for ASD, various interventions and treatments are available, but the evidence
base can be stronger for some compared to others. When determining the diagnosis of an
individual suspected to have ASD, it’s important to consider other closely related disorders. A
disadvantage in doing this can be that considering other disorders could cloud the overall
judgment of a therapist, further hindering accurate diagnosis. For therapists it’s critical that they
are aware and properly trained in detecting features of ASD which can later be beneficial in
pinpointing the nature and severity of the issue (Rao & Salmon, 2010).
Conclusions
In conclusion there are factors that can determine differences within the spectrum of
disorders, but can often be misconstrued or even overlooked. According to Worth & Reynolds
(2008), there are three challenges with ASD, which can be explained in the following domains:
impairments of social interaction and relationships; impairments of language and
communication; impairments of thought and imagination. Although domains may be set, issues
may still arise during diagnosis and overall treatment. Many studies show a large amount of
contradiction in symptomatology, mainly in the heart of social deficits, but comparisons between
AS and AD are displayed in early child development, most especially in relation to language and
cognitive abilities, comorbid symptoms and conditions, and adaptive functioning (Freeman et al.,
2002).
11. ASPERGER’S SYNDROME 11
AS is one of five PDD also known as Autism Spectrum Disorder (ASD), which generally
affects an individual’s intellectual functioning (Higgins et al., 2008). This disorder can be found
or misdiagnosed with individuals who are considered gifted. Also, it’s important to include other
disorders which may affect or be in combination with AS or PDD such as Schizophrenia.
Estimates on the prevalence of AS can be difficult to acquire due to the rates of other ASDs, and
researchers apply different diagnostic criteria in determining diagnosis (Higgins et al., 2008).
According to Solomon et al., (2007), despite various empirical psychosocial arbitrations in
regard to kids who maintain less active patterns of Autism, no random or monitored attempts of
psychosocial arbitrations towards a more high level of function have been noted among more
aged persons.
The effects of adding or finding new traits and characteristics into the ASD may prove to
be useful and beneficial in any future diagnosis and treatment. Over time, the diagnoses are
increasing clinically as specified under the label of ASD (Bölte et al., 2011). Even if findings
depict there are only three domains instead of the possible four, more thorough testing should be
administered and completed. By using psychometric tools designed for the general population,
there can possible be a shift from psychiatry and clinical psychology to differential and personal
psychology, in turn, providing great significance for research and clinical use to cautiously
evaluate the clinical validity of diagnostic instruments which claim to be appropriate in assessing
autism as a trait (Bölte et al., 2011).
Reactions to the project
12. ASPERGER’S SYNDROME 12
The main focus of this paper was to pinpoint any issues or discrepancies with the
diagnosing of Asperger’s Syndrome. Often times this disorder goes misdiagnosed, overlooked,
and essentially dismissed. In completing this assignment, I have come across a tremendous
amount of useful and insightful information that could be contributed to future research and
proper diagnosis of AS. The scope of this disorder can be quite broad, with several different
disorders clumped within the Autism spectrum.
I highly enjoyed and appreciated the use of weekly application assignments composing
bits and pieces of our final paper. This method made the process of composing my final paper
much smoother and easier. The assistance and guidance provided by Dr. Friedman was also of
great help, and I would highly recommend her to anyone taking the Capstone course. Breaking
down each section of the paper weekly allowed for revisions, and the addition of extra
information.
Overall, the section I enjoyed composing most was the critical analysis narrative. This
section allowed me to integrate my findings into one area, while pointing out the specifics on
what the major problem at hand is and pointing out any gaps in literature. I knew that Autism in
itself was a major issue that deserved much more attention than it receives, but I did not know
that there were so many aspects to the disorder overall. It was very interesting to learn such
aspects, contributing factors, causes, and additional information. I am glad that I chose to take
this course, which allowed me to gain more knowledge on a topic of great interest.
References
13. ASPERGER’S SYNDROME 13
Bölte, S., Westerwald, E., Holtmann, M., Freitag, C., & Poustka, F.. (2011). Autistic Traits and
Autism Spectrum Disorders: The Clinical Validity of Two Measures Presuming a
Continuum of Social Communication Skills. Journal of Autism and Developmental
Disorders, 41(1), 66-72. Retrieved from
http://proquest.umi.com.ezp.waldenulibrary.org/pqdlink?Ver=1&Exp=12-31-
2015&FMT=7&DID=2218234051&RQT=309
Freeman, B., Cronin, P., & Candela, P. (2002). Aspergers Syndrome or Autistic Disorder? The
Diagnostic Dilemma. Focus on Autism and Other Developmental Disabilities, 17(3),
145-151. doi: 10.1177/10883576020170030401
Gaus, V.. (2011). Adult Asperger Syndrome and the Utility of Cognitive-Behavioral
Therapy. Journal of Contemporary Psychotherapy, 41(1), 47-56. Retrieved from
http://proquest.umi.com.ezp.waldenulibrary.org/pqdlink?Ver=1&Exp=12-31-
2015&FMT=7&DID=2224811261&RQT=309&cfc=1
Higgins, K. K., Kocha, L. C., Boughfman, E. M., & Vierstra, C. (2008). School-to-work
transition and Asperger Syndrome. Work, 31(3), 291-298. Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?hid=18&sid=c0c474a4-
9d8b-4f16-83a2-
4567129fc1f4%40sessionmgr14&vid=1&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZ
T1zaXRl#db=bth&AN=35268116
Kanai, C., Iwanami, A., Ota, H., Yamasue, H., Matsushima, E., Yokoi, H., et al. (2011). Clinical
characteristics of adults with Asperger’s Syndrome assessed with self-report
14. ASPERGER’S SYNDROME 14
questionnaires. Research in Autism Spectrum Disorders, 5(1), 185-190.
doi:10.1016/j.rasd.2010.03.008
Neihart, M. (2000). Gifted Children With Asperger's Syndrome. Gifted child quarterly, 44(4),
222-230. doi: 10.1177/001698620004400403
Rao, S., & Salmon, G. (2010). Autism spectrum disorders. British Journal Of Hospital Medicine
(London, England: 2005), 71(12), 699-703. Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?
hid=14&sid=45fbe4ee-6fac-4c20-8c5a-43b826eda074%40sessionmgr11&vid=2
Solomon, M., Hessl, D., Chiu, S., Hagerman, R., & Hendren, R. (2007, April). A Genetic
Etiology of Pervasive Developmental Disorder Guides Treatment. The American Journal
of Psychiatry, 164, 575-580. Retrieved from
http://ajp.psychiatryonline.org.ezp.waldenulibrary.org/cgi/reprint/164/4/575?
maxtoshow=&hits=20&RESULTFORMAT=&title=
%28%28%28%28%28Genetic+AND+Etiology%29+AND+Pervasive
%29+AND+Developmental%29+AND+Disorder%29+AND+Guides
%29+AND+Treatment&searchid=1&FIRSTINDEX=0&sortspec=date&resourcetype=H
WCIT
Worth, S., & Reynolds, S. (2008). The assessment and identification of language impairment in
Asperger’s syndrome: A case study. Child Language Teaching and Therapy, 24(1), 55-
71. doi: 10.1177/0265659007084568