Identical Triplets with Asperger's Syndrome

1983 ◽  
Vol 143 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Eyrena Burgoine ◽  
Lorna Wing
Keyword(s):  
Social Interaction ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Verbal Communication ◽  
Childhood Autism ◽  
Circumscribed Interests ◽  
Intellectual Impairment ◽  
Case Histories

SummaryThe case histories are presented of three 17 year old identical male triplets with Asperger's syndrome. They show the impairments affecting social interaction, non-verbal communication and imagination, the motor clumsiness, and the circumscribed interests characteristic of that condition. They also have some features in their history and present behaviour more typical of childhood autism. Despite marked overall similarities, the three differ in the severity with which their problems are manifested. A relationship can be found between the amount of peri- and post-natal trauma, degree of intellectual impairment and number of autistic features. The findings support the hypothesis that autism and Asperger's syndrome are on the same continuum of pathology.

Asperger's syndrome: a clinical account

1981 ◽  
Vol 11 (1) ◽  
pp. 115-129 ◽  
Author(s):  
Lorna Wing
Keyword(s):  
Early Childhood ◽  
Differential Diagnosis ◽  
Social Interaction ◽  
Clinical Features ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Childhood Autism ◽  
Diagnosis And Management ◽  
Early Childhood Autism

SYNOPSISThe clinical features, course, aetiology, epidemiology, differential diagnosis and management of Asperger's syndrome are described. Classification is discussed and reasons are given for including the syndrome, together with early childhood autism, in a wider group of conditions which have, in common, impairment of development of social interaction, communication and imagination.

Applied virtual environments to support learning of social interaction skills in users with Asperger's Syndrome

2002 ◽  
Vol 13 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Sue Cobb ◽  
Luke Beardon ◽  
Richard Eastgate ◽  
Tony Glover ◽  
Steven Kerr ◽  
...  
Keyword(s):  
Social Interaction ◽  
Virtual Environments ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Social Interaction Skills ◽  
Interaction Skills

scholarly journals Emotional Intelligence as a Haruspex of Societal Aftermath in Adults with Asperger Syndrome

2021 ◽  
Author(s):  
Anjali Daisy
Keyword(s):  
Social Interaction ◽  
Asperger Syndrome ◽  
Facial Expressions ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Eye Contact ◽  
Interaction Domain ◽  
Emotional Cues ◽  
The Social ◽  
Socially Isolated

Asperger’s syndrome is not a learning disability and it has features of autism spectrum disorder, nonverbal learning disabilities and ADHD. Asperger syndrome in the context of the domains within which some of those characteristics occur. To begin with social interaction and then move to language and then move to other “in the social interaction domain. Individuals with Asperger’s syndrome tend to have limited and sometime inappropriate kinds of behaviours in the social interaction domain. They have difficulties with nonverbal communication For example they have hard time reading gestures or facial expressions and sometimes their gesture and facial expressions, don’t communicate what it is that they’re thinking and feeling they often have difficulties understanding emotional cues so they miscue when listening to someone or watching somebody they may then say something inappropriate or they may repeat something that isn’t appropriate to the situation. Because they’re miss reading the social aspect of the situation or the emotional aspect of the situation. Individuals with Asperger’s are often seen to have low eye contact either not making good eye contact or sustaining good eye contact and in this social interaction domain. Those with Asperger’s tend also to be at risk for not having many friends, they tend to be socially isolated in the language area. Those with Asperger’s often are extremely verbal, highly verbal and their language can be very sophisticated at times what they do, when they’re talking is that they tend to discuss themselves and their interests and not focus on the interests of others. It can be a one-sided conversation and some of that prosody the flow the reciprocal flow between one person another can be awkward they tend to be literal in the ways that they understand language”.

Asperger's syndrome and non-verbal communication: a pilot study

1985 ◽  
Vol 15 (3) ◽  
pp. 683-687 ◽  
Author(s):  
Derek W. Scott
Keyword(s):  
Pilot Study ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Verbal Communication

SynopsisThe study investigated the ability of 10 patients with Asperger's syndrome to recognize and produce non-verbal aspects of facial and spoken (e.g. vocal intonation) communication by use of photographs, audiotape and videotape. It also aimed to establish materials to differentiate individuals with this condition from a comparable non-Asperger group. Asperger subjects tended to be poorer than comparable patients on all subtests.

scholarly journals Pleiotropy between language impairment and broader behavioral disorders—an investigation of both common and rare genetic variants

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Ron Nudel ◽  
Vivek Appadurai ◽  
Alfonso Buil ◽  
Merete Nordentoft ◽  
Thomas Werge
Keyword(s):  
Behavioral Disorders ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Genetic Variants ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Childhood Autism ◽  
Genetic Overlap ◽  
Rare Genetic Variants

Abstract Background Language plays a major role in human behavior. For this reason, neurodevelopmental and psychiatric disorders in which linguistic ability is impaired could have a big impact on the individual’s social interaction and general wellbeing. Such disorders tend to have a strong genetic component, but most past studies examined mostly the linguistic overlaps across these disorders; investigations into their genetic overlaps are limited. The aim of this study was to assess the potential genetic overlap between language impairment and broader behavioral disorders employing methods capturing both common and rare genetic variants. Methods We employ polygenic risk scores (PRS) trained on specific language impairment (SLI) to evaluate genetic overlap across several disorders in a large case-cohort sample comprising ~13,000 autism spectrum disorder (ASD) cases, including cases of childhood autism and Asperger’s syndrome, ~15,000 attention deficit/hyperactivity disorder (ADHD) cases, ~3000 schizophrenia cases, and ~21,000 population controls. We also examine rare variants in SLI/language-related genes in a subset of the sample that was exome-sequenced using the SKAT-O method. Results We find that there is little evidence for genetic overlap between SLI and ADHD, schizophrenia, and ASD, the latter being in line with results of linguistic analyses in past studies. However, we observe a small, significant genetic overlap between SLI and childhood autism specifically, which we do not observe for SLI and Asperger’s syndrome. Moreover, we observe that childhood autism cases have significantly higher SLI-trained PRS compared to Asperger’s syndrome cases; these results correspond well to the linguistic profiles of both disorders. Our rare variant analyses provide suggestive evidence of association for specific genes with ASD, childhood autism, and schizophrenia. Conclusions Our study provides, for the first time, to our knowledge, genetic evidence for ASD subtypes based on risk variants for language impairment.

Asperger’s Syndrome and Autistic Spectrum Disorders: Diagnosis, Aetiology and Intervention Strategies

1995 ◽  
Vol 19 (1) ◽  
pp. 17-28
Author(s):  
David Goble
Keyword(s):  
Social Interaction ◽  
Autistic Disorder ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Intervention Strategies ◽  
Environmental Cues ◽  
Restricted Range ◽  
Classroom Intervention ◽  
Spectrum Disorders ◽  
Autistic Disorders

Autistic disorders are characterised by an absence of two way social interaction, an impairment in communication and a markedly restricted range of interests. Children with an autistic disorder often appear unmotivated and are prone to under utilise important environmental cues. Consequently they are often considered to be ponderous, callous and pedantic. Although debate still exists regarding the aetiology of the condition, a number of researchers (Leslie, 1987; Frith, 1991; Baron-Cohen, 1993) have proposed that what children with autistic disorders are displaying is a lack of “Theory of Mind” which prevents them from recognising that others have their own thoughts, beliefs and emotions. A discussion on the diagnosis of the disorder, with particular reference placed on Asperger’s Syndrome, is presented. Implications for educators and classroom intervention strategies are considered.

Perspectives: A Process Approach to Social Communication for Adolescents With Asperger's Syndrome Using Radio Interviewing

2011 ◽  
Vol 12 (4) ◽  
pp. 110-120
Author(s):  
Amy Thrasher ◽  
Jennifer Wilger ◽  
Matthew Goldman ◽  
Catharine Whitlatch
Keyword(s):  
Social Communication ◽  
Social Skill ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Process Approach ◽  
Communication Intervention ◽  
Social Thinking ◽  
Social Communication Intervention

Abstract The Perspectives program is a unique collaborative social communication intervention for adolescents with Asperger's syndrome and similar learning profiles. Clinicians use radio interviews as the vehicle to explicitly teach the process of social communication. Social skill objectives are addressed through this process approach, which was adapted from the framework of Social Thinking (Winner, 2002)

Sign in / Sign up

Export Citation Format

Share Document