A Guide to Asperger Syndrome

Adults on the autism spectrum, despite having received intervention throughout their childhood and adolescence, continue to experience challenges with everyday social interactions, forming and maintaining relationships, and social abilities needed in work settings. This article presents a case example of a 22-year-old adult with Asperger syndrome, and highlights the issues in providing intervention for highly able young adults on the autism spectrum. A unique feature of this report is the inclusion of the client's own insights into his experiences, perspectives, and challenges with the intervention. The approaches used to address his social communication and organizational needs are outlined, and clinical implications discussed.

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Who Are Learners With Asperger Syndrome? A Descriptive Analysis

PsycEXTRA Dataset ◽

10.1037/e532272007-001 ◽

2006 ◽

Author(s):

Brenda Myles

Keyword(s):

Asperger Syndrome ◽

Descriptive Analysis

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Changes and Growth of Asperger Syndrome Children and Parents Participating in Social Skills Training Program

The Korean Association For Persons With Autism ◽

10.33729/kpap.2018.2.5 ◽

2018 ◽

Vol 18 (2) ◽

pp. 89-119

Author(s):

Sang shin Jeon ◽

Eun kyung Kim

Keyword(s):

Social Skills ◽

Asperger Syndrome ◽

Training Program ◽

Social Skills Training ◽

Skills Training ◽

Children And Parents

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Consideraciones para la atención odontológica en un paciente con síndrome de Asperger. reporte de un caso

REVISTA ODONTOLOGÍA PEDIÁTRICA ◽

10.33738/spo.v17i1.118 ◽

2018 ◽

Vol 17 (1) ◽

Author(s):

Claudia Butrón-Téllez Girón

Keyword(s):

Oral Health ◽

Primary Prevention ◽

Asperger Syndrome ◽

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Dental Treatment ◽

Systematic Desensitization ◽

Behaviour Management ◽

Palabras Clave ◽

Behavioral Techniques

El Síndrome de Asperger es una enfermedad del neurodesarrollo caracterizado por deficiencias en la interacción social y la comunicación,sin retraso en el desarrollo cognitivo y del lenguaje, considerado dentro de los Trastornos Generalizados del Desarrollo y de las Condiciones del Espectro Autista. Debido a las características de este síndrome estos pacientes requieren atención y técnicas conductuales específicas, parapoder realizar el tratamiento dental. El objetivo de este reporte es dar a conocer los cuidados y el manejo de conducta para el tratamiento dental en pacientes con Síndrome de Asperger. Palabras clave: Síndrome de Asperger, desensibilización sistemática, cuidado dental, salud bucal, prevención primaria, comportamiento. AbstractAsperger syndrome is a disease of the neurodevelopmental characterized by deficiencies in social interaction and communication, without delay in cognitive development and language, and is considered within pervasive developmental disorders and the autism spectrumconditions. Due to the characteristics these patients require care and specific behavioral techniques, to perform dental treatment. The objective of this report is to present the care and behaviour management for dental treatment in patients with Asperger syndrome. Key words: Asperger syndrome, systematic desensitization, dental care, oral health, primary prevention, behaviour.

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Gaze behavior of pre-adolescent children afflicted with Asperger Syndrome

Communication & Medicine ◽

10.1558/cam.v9i2.173 ◽

2013 ◽

Vol 9 (2) ◽

pp. 173-186 ◽

Cited By ~ 1

Author(s):

Mari Wiklund

Keyword(s):

Asperger Syndrome ◽

Conversation Analysis ◽

High Functioning Autism ◽

Eye Contact ◽

Nonverbal Behaviors ◽

Gaze Behavior ◽

High Functioning ◽

The Gaze ◽

In The Beginning ◽

Straight Ahead

Asperger syndrome (AS) is a form of high-functioning autism characterized by qualitative impairment in social interaction. People afflicted with AS typically have abnormal nonverbal behaviors which are often manifested by avoiding eye contact. Gaze constitutes an important interactional resource, and an AS person’s tendency to avoid eye contact may affect the fluidity of conversations and cause misunderstandings. For this reason, it is important to know the precise ways in which this avoidance is done, and in what ways it affects the interaction. The objective of this article is to describe the gaze behavior of preadolescent AS children in institutional multiparty conversations. Methodologically, the study is based on conversation analysis and a multimodal study of interaction. The findings show that three main patterns are used for avoiding eye contact: 1) fixing one’s gaze straight ahead; 2) letting one’s gaze wander around; and 3) looking at one’s own hands when speaking. The informants of this study do not look at the interlocutors at all in the beginning or the middle of their turn. However, sometimes they turn to look at the interlocutors at the end of their turn. This proves that these children are able to use gaze as a source of feedback. When listening, looking at the speaker also seems to be easier for them than looking at the listeners when speaking.

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