Getting to Know the Child with Asperger Syndrome

Asperger syndrome (AS) is a disorder characterized by social skill deficits and display of repetitive behaviors. This article explores the diagnostic components of AS and describes the major school-related issues for children who have the disorder. Specific interventions that school counselors can implement to help increase these students’ academic and social success are discussed.

ATTRIBUTIONAL STYLE AND SOCIAL-SKILL DEFICITS AS PREDICTORS OF DYSPHORIC STATES AND RESPONSE TO TREATMENT

It is hypothesized that there might be two subtypes of dysphoria. Comparison of the characteristic deficits of attributional styles and social skills of adolescent dysphorics differentiated them into two subtypes. This suggested that matched treatments of the two subtypes of dysphoria might be more effective than non-matched treatments. As is predicted by the hopelessness theory of depression (Alloy, Abramson, Metalsky, & Hartlage, 1988), dysphorics characterized by the depressogenic attributional style and adequate social skills reported significantly greater numbers of negative life-events than dysphorics characterized by social-skill deficits and healthy attributional style. Treatments matched to dysphoria subtypes were more effective than non-matched treatments. The authors suggest that similar tests of dysphorics over several years might indicate that some dysphoric states intensify and that matched treatments would abort potentially severe depressions.