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Aspergers Syndrome, Its Causes and Manifestations
Introduction
Out of various autism spectrum disorders (ASD), one is Aspergers syndrome (AS) or Aspergers disorder. This paper aims to outline the characteristics of AS, its causes, and manifestations and then discuss diagnosis, treatment, and accommodations. Since the disease affects nearly 1% of the US population, it is vital to cover this topic thoroughly. Ultimately, all should focus on positive social engagement and incorporate children into the community.
Disorder Information
Description and Definition
While the term Aspergers syndrome persists in daily use, it is no longer official. It was removed from DSM-5 (Hosseini & Molla, 2022). It is now described as a subtype of ASD with no language delay and a normal or superior IQ and ascribed to individuals with difficulties in communication and social interaction (Hosseini & Molla, 2022, para. 1). However, this term may be used intermittently throughout the paper as much of current research still applies this terminology today.
Causes
AS is neurodevelopmental and chronic, meaning that it arises during embryonal development and persists throughout an individuals lifespan. Some of the causes of AS may be mutations of neural signaling genes and environmental factors such as mothers intake of certain drug groups during pregnancy (Upadhyay et al., 2021). Thus, the AS may be ascribed to a range of reasons.
Manifestations
The symptoms and manifestations of AS should include a few categories. First, impaired social interaction, impaired communication, and restricted, repetitive behavior, such as difficulties reciprocating socially and emotionally ( Diagnostic Criteria: Autism Spectrum Disorder (ASD), 2020; Hosseini & Molla, 2022, para. 6). Second, delays or abnormal operations in interpersonal interaction, social language, or creative play (Hosseini & Molla, 2022). Hence, the most telling signs are impairments in social communication and emotional reciprocation.
Assessment Tools
Trained professionals and parents may use several tools in screening for the presence and extent of the AS. According to CDC, some diagnostic tools include interviews, observation schedules, rating scales (ADOS-G, GARS-2), and standardized criteria from the DSM-5 ( Healthcare Providers: Autism Spectrum Disorder (ASD), 2020). Clinicians, parents, and educators can all use some tools to identify and assess ASD and AS specifically.
Interventions and Instructional Strategies
The recommendations from scholars and practitioners vary significantly. Children with AS have difficulty interpreting non-verbal signs; their language tends to be literal (López, 2020). Hence, as Correia, Carvalho, and Chen (2018) propose, educators should prioritize explicit instructions to increase comprehension. Moreover, López (2020) suggests that teachers may encourage children with AS to observe their peers behavior, cooperate, and learn from it. Ultimately, educators should strive to provide diverse and personalized instruction.
Treatment Options
In terms of traditional treatment, medication and therapy have been the most common solutions. According to Upadhyay et al. (2021), no universally effective therapy for AS has been developed to this date, so Brennan et al. (2020) recommend trying different types of therapy. Researchers recommend exploring a pharmacological approach with SSRIs, antipsychotics, or stimulants (Brennan, 2020; Upadhyay et al., 2021). However, the individualized approach is critical in treatment as much as in instruction.
Evaluation and Treatment Alternatives
Despite having no universally recommended treatment options, there is merit in approaching the issue holistically. Paasch (2018) contends that encouraging positive social engagement is vital, suggesting strategies such as task analysis, social stories, and video modeling (p. 20). These strategies may be used from an early age to provide positive experiences.
Recommendations
Parents and educators may implement several modifications to make learning in the classroom and at home more accessible. It is essential to work toward developing a childs social relationships and supporting language development (Fernández-Alcántara et al., 2017). Most importantly, positively engaging children with their peers, teachers, and parents is recommended for creating a comfortable learning environment.
Conclusion
In conclusion, AS is a genetically- and environmentally-induced disorder that manifests in impaired social, emotional, and linguistic interactions and reciprocations but does not impair memory or intellectual ability. Many therapeutic and pharmacological approaches may be taken since no universal treatment exists. Lastly, the research emphasizes classroom integration, explicit instruction, and encouragement of peer relations to create a positive learning environment.
References
Brennan, D. (2020). Aspergers Syndrome.
Correia, L., Carvalho, W., & Chen, B. (2018). Intervention on reading comprehension: An approach designed for students with Aspergers Syndrome (AS). Entrepalavras, 8(2), 215.
Diagnostic Criteria: Autism Spectrum Disorder (ASD). (2020).
Fernández-Alcántara, M., Correa-Delgado, C., Muñoz, Á., Salvatierra, M. T., Fuentes-Hélices, T., & Laynez-Rubio, C. (2017). Parenting a Child with a Learning Disability: A Qualitative Approach. International Journal of Disability, Development & Education, 64(5), 526543.
Healthcare Providers: Autism Spectrum Disorder (ASD). (2020).
Hosseini, S. A., & Molla, M. (2022). Asperger Syndrome. In StatPearls. Treasure Island (FL): StatPearls Publishing.
López, P. Z. (2020). Aspergers syndrome. Characteristics and educational factors. Revista Internacional de Apoyo a La Inclusión, Logopedia, Sociedad y Multiculturalidad, 6(2), 1925.
Paasch, A. D. (2018). Strategies for Encouraging Positive Social Engagements in Physical Education for Children with High-Functioning Autism and Aspergers Syndrome (State University of New York). The State University of New York. Web.
Upadhyay, J., Patra, J., Tiwari, N., Salankar, N., Ansari, M. N., & Ahmad, W. (2021). Dysregulation of Multiple Signaling Neurodevelopmental Pathways during Embryogenesis: A Possible Cause of Autism Spectrum Disorder. Cells, 10(4), 958.
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