Resources for Adults with Asperger's

Asperger’s disorder or syndrome is classified as a mild form of autism or high functioning autism. This disorder is a psychological disorder that affects one’s ability to communicate and interact with others in a social setting. The Asperger child will often avoid eye contact, display awkward movements and gestures, and focus on one or two specific topics and learn all they can about these topics.

They appear extremely intelligent and most of them genuinely are very intelligent. They display other peculiarities, such as lining things up. These behaviors can often be seen in the growing child as well, but not to such an extreme point that it interferes with socialization. Herein lies the problem. If it is to such an extreme other forms of therapies, sometimes along with medication may be beneficial as a form of treatment.

The cause of Asperger’s syndrome is unknown, but genetics are a suspicious factor. The Asperger’s child can lead a very normal life, but overcoming social anxiety will be a difficult accomplishment. The Asperger’s person has a great deal of trouble reading what others mean by what they say. They have difficulty interpreting the facial expression of others as well. Treatment for Asperger’s can be helpful, but it is best to begin as early as possible.

The adult with Asperger’s is not in any way developmentally disabled, but in fact, they are often extremely intelligent and considered logical and deep thinkers. Many famous people have been considered as having Asperger’s syndrome. A few of these people are thought to be Keanu Reeves, Woody Allen, Bill Gates, Al Gore, and Bob Dylan. Asperger’s syndrome knows no socioeconomic or racial boundaries. However, it is interesting to note that it is three to four more times likely in the male gender as opposed to the female gender.

Resources for adults with Asperger’s are best found through the National Autistic Society where Asperger’s, a high functioning form of autism, is also addressed along with helpful information and local groups and website links are found pertaining to this psychological disorder. Additionally, there are support groups for the families of Asperger’s syndrome, both for the child sufferer and the adult sufferer.

Although many parents cannot often pinpoint peculiarities in their young children due to the fact of some of these differences are also normal behaviors in children, they do note these subtle differences, but a diagnosis is sometimes overlooked or labeled as ADHD. Often a diagnosis is never made until the later years in childhood or even by the Asperger sufferer themselves when they reach their early adult years. Adult Asperger victims often say that they just felt “different” and that their thinking process was not that of their peers.

For more information and resources for adults with Asperger’s disorder, contact your local Autism organization or do an online web search for additional groups regarding Asperger’s syndrome.

What is Persuasive Developmental Disorder Not Otherwise Specified

Persuasive Developmental Disorder Not Otherwise Specified is also known as PDD-NOS. This is where a child only shows some of the signs of Autism. They may not show these signs at all times, or in all places. Usually PDD-NOS is first seen in children three or four years of age. Yet some children show signs while still an infant. There are different areas that the signs could be present. We will look at two of these.

Social Interaction

The developmental delays in social interaction can often be seen when the child is a baby. They may not look you in the eyes, or smile when you are interacting with them. They do not hold their arms up for you to pick them up. They might play off by their self. Some of the children with PDD-NOS may enjoy being cuddled on occasion. They might enjoy rough housing with their older sibling or parent.

These PDD-NOS children usually do not have problems with separation from their parents. They also do not have issues with strangers. They may run right up to a stranger like they would their parents. When the child is older they will usually become close to their parents or other adults. They have a hard time making friends. They do not like participating in games with other kids. Some children with mild PDD-NOS will want to make friends, but since they have a hard time dealing with other people socially this will be hard for them.

Communication Impairments

The impairments of communication in children with Persuasive Developmental Disorder Not Other Specified can start while in infancy. The child will not babble or try to talk like other children do. They may pick up a word and repeat it over and over again.

Some PDD-NOS children pick up speech easy, but they have problems using the right words in the right situation. They have trouble understanding the tone in someone's voice when they are joking or using sarcasm. If someone tells them something they take it literally. For example if the child was told it is raining cats and dogs they would most likely go look out the window and expect to see cats and dogs falling from the sky. Persuasive Developmental Disorder Not Otherwise Specified children may only talk about subjects they are interested in. It may seem that they are talking at you instead of with you.

Children with Persuasive Developmental Disorder Not Otherwise Specified have a hard time with emotions. They usually experience emotions, but to the extreme. If they are mad they have temper tantrums that last much loner than a normal child. This is the same for fears, or sadness. They may have extremely happy times. They usually will not show facial expressions that go along with the emotion.

These are just two of the many signs of a child with Persuasive Developmental Disorder Not Otherwise Specified. If you see these signs in your child speak to their doctor about your concerns. They can examine the child to see if further testing in necessary.

Managing With Asperger's Syndrome

The treatment plan for those with Asperger's Syndrome includes using therapy and medication to manage any distressing symptoms and also to teach the individual age-appropriate social and communication skills and when age appropriate to teach the individual vocational skills as well. Intervention, and therapy is tailored to the individual needs of the person with Asperger's Syndrome and to assist family members and other caregivers to adapt to and to understand the person who has Asperger's Syndrome.

The treatment plan may encompass social skills training to improve interpersonal interactions, cognitive behavioral therapy to improve the stress level when relating to others, and also to reduce the obsessive interests and repetitive routines of the person with Asperger's syndrome. Medication may be used if conditions such as depression or anxiety exist. Social communication intervention may include specialized speech therapy, and therapy to help with motor coordination such as physical therapy and occupational therapy for small motor skills. Educating the parents and other caregivers such as babysitters, teachers and school administrators is also often necessary in order to make a smooth transition at school after the diagnosis has been made. At the proper age vocational training will be necessary in order to teach proper job application etiquette and workplace behavior.

There are no medications that address the core symptoms and signs of Asperger's Syndrome only conditions that may co-exist with the syndrome such as depression, anxiety and bipolar disorder. Medications must be monitored closely as some abnormalities in metabolism, cardiac function and an increased risk of type 2 diabetes has been a concern. Side effects, which occur commonly with certain medications, may include sleepiness, weight gain and fatigue. Individuals with Asperger's syndrome may not be able to communicate successfully when they are experiencing these side effects so close monitoring is suggested if any types of medications are given to individuals with Asperger's Syndrome.

As of 2006, there have not been any studies to indicate the long-term outcome of individuals who have been diagnosed with Asperger's Syndrome. Adults that have Asperger's Syndrome can lead normal life expectance but have been shown to have an increased prevalence of psychiatric conditions such as depression, and anxiety disorders. There has been some recorded incidence of adults with Asperger's Syndrome achieving major accomplishments such as winning the Nobel Prize, becoming professionals and leading normal family lives. Many patients report that although these things are possible they have experienced difficulty doing what to others may seem effortless. It is with determination, intervention and therapy that individuals with Asperger's Syndrome are able to lead normal lives.

As with any disease or condition, the individual and their families learn to educate themselves about the condition, disorder or syndrome, learn interventions and therapies that help them to cope with the signs and symptoms. Managing Asperger’s Syndrome takes initiative and the willingness to take action.

Playground Proofing Children with Asperger's Syndrome

If your child is ready to head on out to school, you know that this is a mixed blessing. On the one hand, your child is ready and willing to embrace new challenges, but on the other hand you dread the potential for problems on the playground. While this is the worry for any parent, those parenting a child with Asperger’s Syndrome have amplified concerns.

Playground proofing children with Asperger’s Syndrome is a requirement to ensure that all will go well during peer interactions and it also serves to help your child understand that outside the protective environment of the home the rules of conduct are a bit different. The odds are good that your child wants to make friends with other children, but more than likely the condition she was diagnosed with will make it harder.

Adding to the mix are children who most likely have never actually been exposed to a child with Asperger’s Syndrome and therefore may be openly curious or antagonistic to your child whom they perceive to be different. It is a sad testament to the times, but truth be told, being different has always been a big no-no for integration into any clique. Although you cannot completely avoid negative interactions, there are some steps you can take for minimizing the negative impact.

First and foremost, unless your child has well established friendships and peer relationships in your community, enroll your child in a school that has a high staff to student ration, even if the school is located across town. Since existing relationships are not a consideration, you are doing your child a favor by sending her into a supportive and well supervised environment.

Role-play potentially bullying behaviors your child may encounter. Children with Asperger’s Syndrome are the favorite kinds of kids to pick on for bullies, simply because they are very literal and children who bully love to play your child and get laughs out of onlookers by making a fool out of your child. This sounds heartless, but then bullying is not the kind of behavior that displays a lot of heart in the first place. Help your child to know what it might face by role playing at home how to act should she find herself the focal point of attention by another child who is making peers laugh.

Moreover, alerting your child to the necessity to tell you and also a playground supervisor what is happening, especially when they are threatened or told not to tell anyone, is a crucial portion of playground proofing your child. Do not assume that your child will automatically tell. At the same time, do not believe that your child will be under constant supervision of a playground teacher or supervisor. There is a good chance that your youngster may spend some time only partially supervised, and it is up to you to ensure that she knows what kind of conduct warrants alerting grownups.

With the right kind of preparation, Asperger’s Syndrome does not have set up your child for being bullied, taken advantage of, or remaining the odd kid out. Instead, she does have the ability to make friends and enjoy peer interactions, just like other kids her age.

Staff Difficulties when dealing with an Asperger's Syndrome Inpatient

Much has been written about the difficulties patients with Asperger’s Syndrome may experience in social settings and even in the more regulated school or work environment. It is interesting to note that there is not a lot of data available that speaks of the difficulties staff members, other than teachers, experience with children and adults diagnosed with Asperger’s Syndrome. Granted, as professionals they are expected to learn how to deal with any problems that might arise through their interactions, but this does not negate the fact that they are very real indeed.

Especially when interacting with an Asperger’s Syndrome patient in an inpatient setting, there are a number of problems that arise and need to be dealt with.

* The insistence on routines which are counterproductive in the institutional setting. This may be the absolute necessity to wash hands after touching every third surface or doing something as simple as eating lunch ahead of the rest of the patients, even if there is no medical reason to have lunch sooner. Insistence on such routines is sometimes so marked that it borders on manic and the only way to calm down the inpatient is with compliance or willfully ignoring the havoc a failure to abide by the routine creates. * The inability to have proper facial expression and body language accompany their language makes it hard to interact with a patient suffering from a more severe form of Asperger’s Syndrome. Caregivers have noted that the kind of disconnect which exists between words and body language someone renders the exchange questionable. Even if the caregiver asks more questions to make sure she or he has properly understood the needs of the patient, there is still a good chance that meeting all the needs is not possible. * The apathy which is noted in patients with Asperger’s Syndrome greatly complicates interactions in the institutional setting. Born from stress, the patient suddenly seems to space out, not following the directions of the care giving staff. This leads to upsets in the routines, problems with other patients, and also an inability of the staff member to meet the patient’s needs as well as the needs of other patients. Since many staff members lack the ability to help a patient overcome the apathy in the institutional setting, this often becomes a point of discord between the institution and the caregiver. * Perhaps the most commonly cited difficulty a nurse, aide, or other caregiver may report is the patient’s inability to correctly and completely report any discomfort or pain. Even when asked repeatedly, the patient lacks the voice inflection and the facial responses that help a caregiver recognize pain or discomfort and then adjust the treatment currently being administered. At times the individual may not even be able to describe the pain felt, further making it harder to deal with an Asperger’s Syndrome patient in an inpatient setting.

There are not hard and fast answers for dealing with this problem. Instead, the best suggestion is to enlist the help of a patient advocate or caregiver to spend as much time with the patient and the staff to foster proper communication.

Problems with Peer Interactions for Asperger's Syndrome Schoolchildren

Asperger’s Syndrome relates to a high functioning form of autism that is diagnosed as early as the preschool years. Even as the majority of young patients will go on to attend public school and have varying successes, there are some marked problems with peer interactions for Asperger’s Syndrome schoolchildren.

First and foremost of course is the seeming inability to establish and maintain meaningful two way interactions. This pertains to playing together, talking, and also cooperating. Even for the child who would like to interact with peers, the problem lies in the inability to actually understand and follow the regulations of such interactions.

Ideas of letting someone else finish talking, sharing a toy, taking turns, or simply communicating with body language as well as words are alien to the Asperger’s Syndrome child. Before long, such a child is shunned by others, made fun of, and also intentionally not included in game play, class project groupings, and other such pairings where interaction is a must.

If the child does attempt to partake in the social interactions, the attempts are short lived simply because they are doomed to fail. Perhaps the biggest part of the problem in this instance is the inborn resistance to change that makes it impossible for the Asperger’s Syndrome schoolchild to adapt an approach or try for a whole new way of engaging peers. Due to a failure to empathize appropriately, there is little hope that the schoolchild will have the social interactions it would need to become fully integrated in the school setting.

It has been noted that in some cases this leads to aggressive acting out by an Asperger’s child. Sometimes it also leads to an almost innate distrust of other people, and being convinced that other people are talking badly behind the child’s back. As the child gets older and becomes a high school student or maybe even attends university, the Asperger’s Syndrome now creates the label of recluse, eccentric, or antisocial individual.

By this point patients by and large have given up trying to fit in and instead embrace the fact that they are different and will have little if any chance of fitting in with their peers. In some cases you will find such an individual seeking to befriend those who are markedly older or those who are a lot younger. Dr. Asperger mentions this in relation to the interactions between the sexes, although it is also true for everyday relationships.

It is interesting to note that the suspicion some Asperger’s’ patients harbor and the seeming naïveté that accompanies it make them easy prey for those who are seeking to take financial advantage of the friendless youngster. In other cases, it is a setup for those who would look to such a person for their individual gratification of ego, physical needs, or just as a means of tapping into the young student’s apparent genius for personal gain.

Parents, caregivers and counselors will do well to keep their eyes open for sudden friends that appear out of nowhere and seem to be spending a lot of time with such a youngster.

How Do I Know If My Child Has Asperger's Syndrome?

If you notice that something just does not seem right with your child, you are most likely quick to rush it to the pediatrician. When you notice that this something might actually be behavioral in nature, you might wonder if there is a chance that your child may be exhibiting signs of Asperger’s Syndrome (AS). There are many stern warnings that strongly urge parents to refrain from at home self diagnosis of any condition, and Asperger’s Syndrome is no different. Rather than guessing at what could be little more than a developmental in between, you will be wise to seek out the help of a trained physician or specialist who deals in the intricacies presented by kids with AS.

Yet, how do you know if it is indeed time to visit your pediatrician and ask for an evaluation with respect to Asperger’s Syndrome? First and foremost, you most likely noticed that the child is not as interactive with you her siblings or as you had imagined she should be. In addition to the foregoing, she may be very quiet, refrain from pointing, and has not a lot of interest in sharing things with you. In some cases your snuggling and hugging may also not be welcomed. If this child grows a bit older to show a marked difficulty in interacting with other children of her own age, you know that there is more to the problem than meets the eye. Although you cannot rule out that there are other diagnoses at hand, Asperger’s Syndrome does sound like it might be a viable solution.

Even as the child grows older, a noticeable preoccupation with one item or subject area may turn your youngster into a veritable authority on bus schedules or lions, but may prevent her from picking up other information that is common to children of her age group. She may converse at length about the feeing habits of the African lion, but not realize by virtue of the body language of her listeners, that the meticulous description of the activity is not welcomed by other little girls. This, of course, is a premier sign that your child may quite possible be a candidate for the diagnosis of Asperger’s Syndrome and you should get her evaluated at this point.

After a tentative diagnosis is made, other behaviors you may have disregarded in the past will also fall into place. There is the repetitive nature of some gestures or words and phrases, the need to rock back and forth or perform other movements for an extended period of time, and of course the child’s unwillingness and inability to deal with changes in routine. These are the hallmark of children diagnosed with Asperger’s Syndrome and while these symptoms alone do not make for a complete diagnosis, they do point toward an emerging picture that might quite possibly make your child a patient for the treatment and management of AS. The sooner you can get the diagnosis made, the earlier you will have the opportunity to begin a regimen of adaptive assistance that will make your child’s integration into the classroom setting a lot easier.