Asperger’s Disorder And Pervasive Assignment
The article “Social Skills Groups for Asperger’s Disorder and Pervasive Developmental Disorder Not Otherwise Specified” represents a research study developed by Jacqueline Countryman, focusing on social skills therapy meant to be applied on children diagnosed with pervasive developmental disorders (PDD).
The content of the article is consistent with the research area. Specific concepts and notions are described with accuracy, using the existent literature but also the underpinned study for exemplifying in what the PDD consists in and how it can be addressed in a therapy setting, or from each other, in a social group.
The article resumes several researches already developed and their results. From these literature references there can be perceived the actual processes implemented in other researches to approach the patients with PDD syndrome in different situations: making eye contact or saluting a new person, interacting with other people, despite acoustic disorders, engaging in conversations, dealing with negative emotions, play skills or theory of mind, among others.
The result of the existent literature that have studied PDD cases indicated that there are various social skills approaches on PDD patients and the children respond well in a laboratory setting. Nevertheless, when it comes to generalizing the skills learned through various exercises in a natural setting, this task continues to be challenging.Asperger’s Disorder And Pervasive Assignment
Introducing the “Case Example”, the author starts to present the underpinned practical research for her study. The case example follows Ben, an Asperger’s disorder patient of 10 years, who is analyzed in a natural setting (in the playground) while he is practicing the social skills through a role play exercise. One year later Ben’s parents reported that this method was going slow, but that it was efficient, because the boy made a friend. The strength of this practical research is that the parents can learn the technique and practice with their children suffering from Asperger’s disorder in other natural settings, increasing their concentration and social abilities to interact.
The section “Practice Point: Start with Simplistic Topics and Review Often” has also a practical role, since it offers actual recommendations for the people handling patients with Asperger’s disorder how to handle the patients. It points out that the old symptoms of not making eye contact can regress if not practiced on a regular basis. The active listening social skill was also proved to be a significant aspect for the children with Asperger’s disorder and it also required continuous training, as it was demonstrated through a group exercise, where Ben was again subjected to an analysis.
The article includes a “Summary” section that briefly states the findings of the study and also the recommendation for the practical approach of Asperger’s disorder patients, who need to be surrounded by clinicians and caregivers for efficient results in improving the quality of life.
Overall, the article is comprehensive and accurate. Although it treats a specific psychological matter and it addresses clinicians and caregivers familiar with the disorder, it sets an easy language, which makes the text easy to be read. In addition, the article’s main strength stays in its practical approach to Asperger’s disorder and the case example is edifying for how to treat a patient with this disorder.
You may be familiar with autism and its different types and spectrum’s, but you may not know how those types differ. Autism can be seen in varying degrees and it may be hard to understand how Pervasive Developmental Disorder (PDD) differs from another type of autism, Asperger’s syndrome. These two types are the more mild forms of autism, so we will be taking an in-depth look at both to help you better understand them and their differences.
What is Asperger’s Syndrome?
This sub type of autism is considered a “high-functioning” form on the spectrum. Children and adults with this form of autism typically have difficulties with social interactions and understanding social norms. Their range of interests is usually restricted and they may also exhibit repetitive behaviors. According to Autism Speaks, people with Asperger’s may also have developmental delays, uncoordinated motor movements, and general clumsiness.
When comparing Asperger’s syndrome with the more severe forms of autism, these children and adults do not tend to have very significant delays in language or cognitive development. And even though they may have restricted interests, those with this type of autism tend to be very intelligent and specialized within those fields of interest.Asperger’s Disorder And Pervasive Assignment
The most common behaviors and/or symptoms of Asperger’s syndrome are as follows:
- Repetitive speech
- Inappropriate or limited social interactions
- Nonverbal communication challenges (facial expressions, lack of eye contact, etc.)
- Overall inability to understand social or emotional issues
- Obsession with very specific topics
- Tendency to hold one-sided conversations
- Awkward mannerisms
- Possible developmental delays, although not significant
What is Pervasive Developmental Disorder (PDD)?
This sub type of autism may be considered the mildest form on the spectrum. Also known as Pervasive Developmental Disorder-Not Otherwise Specified, this diagnosis became the go-to answer for children and adults who can be classified on the autism spectrum, but do not completely meet the criteria for the other sub types. According to Autism Speaks, Pervasive Developmental Disorder is “the diagnosis they use for someone who has some but not all characteristics of autism or who has relatively mild symptoms.
Like Asperger’s, those with Pervasive Developmental Disorder tend to have significant challenges when it comes to social and language development. This diagnosis is typically used for people who meet the basic requirements for autism, but do not exhibit the more severe characteristics, like extreme repetitive behaviors, intellectual limitations, or inappropriate mannerisms.
Usually a person is diagnosed with Pervasive Developmental Disorder if they exhibit social and communication challenges, but simply do not exhibit other symptoms of Asperger’s, like obsessions over certain topics, developmental delays, or awkward mannerisms. People with Pervasive Developmental Disorder typically live mostly ordinary lives and are considered the highest-functioning of all autism sub types, but can have issues relating to people, understanding language, accepting change in surroundings or routines, and dealing with their own emotions.
Asperger’s syndrome (also known as Asperger’s Disorder) was first described in the 1940s by Viennese pediatrician Hans Asperger, who observed autism-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger’s syndrome was simply a milder form of autism and used the term “high-functioning autism” to describe these individuals. Uta Frith, a professor at the Institute of Cognitive Neuroscience of University College London and editor of Autism and Asperger Syndrome, describes individuals with Asperger’s as “having a dash of autism.”
Asperger’s Disorder was added to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger’s Disorder a less severe form of autism. In 2013, the DSM-5 replaced Autistic Disorder, Asperger’s Disorder and other pervasive developmental disorders with the umbrella diagnosis of autism spectrum disorder.
Characteristics
What distinguishes Asperger’s Disorder from classic autism are its less severe symptoms and the absence of language delays. Children with Asperger’s Disorder may be only mildly affected, and they frequently have good language and cognitive skills. To the untrained observer, a child with Asperger’s Disorder may just seem like a neurotically child behaving differently.
Children with autism are frequently viewed as aloof and uninterested in others. This is not the case with Asperger’s Disorder. Individuals with Asperger’s Disorder usually want to fit in and have interaction with others, but often they don’t know how to do it. They may be socially awkward, not understand conventional social rules or show a lack of empathy. They may have limited eye contact, seem engaged in a conversation and not understand the use of gestures or sarcasm.Asperger’s Disorder And Pervasive Assignment
Their interests in a particular subject may border on the obsessive. Children with Asperger’s Disorder often like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowledge categories of information, such as baseball statistics or Latin names of flowers. They may have good rote memory skills but struggle with abstract concepts.
One of the major differences between Asperger’s Disorder and autism is that, by definition, there is no speech delay in Asperger’s. In fact, children with Asperger’s Disorder frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature, or may be formal, but too loud or high-pitched. Children with Asperger’s Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give-and-take nature of a conversation.
Another distinction between Asperger’s Disorder and autism concerns cognitive ability. While some individuals with autism have intellectual disabilities, by definition, a person with Asperger’s Disorder cannot have a “clinically significant” cognitive delay, and most possess average to above-average intelligence.
While motor difficulties are not a specific criterion for Asperger’s, children with Asperger’s Disorder frequently have motor skill delays and may appear clumsy or awkward.
Diagnosis
Diagnosis of Asperger’s Disorder has increased in recent years, although it is unclear whether it is more prevalent or more professionals are detecting it. When Asperger’s and autism were considered separate disorders under the DSM-IV, the symptoms for Asperger’s Disorder were the same as those listed for autism; however, children with Asperger’s do not have delays in the area of communication and language. In fact, to be diagnosed with Asperger’s, a child must have normal language development as well as normal intelligence. The DSM-IV criteria for Asperger’s specified that the individual must have “severe and sustained impairment in social interaction, and the development of restricted, repetitive patterns of behavior, interests and activities that must cause clinically significant impairment in social, occupational or other important areas of functioning.”
The first step to diagnosis is an assessment, including a developmental history and observation. This should be done by medical professionals experienced with autism and other PDDs. Early diagnosis is also important as children with Asperger’s Disorder who are diagnosed and treated early in life have an increased chance of being successful in school and eventually living independently.
What is Autism? Autism is a developmental disorder of the brain. People with autism have problems communicating or interacting socially with society. They also may have unusual patterns of behavior, interests and activities. There are five kinds of autism, which is why doctors use the term “autism spectrum disorder” (ASD). The three main types of autism include: Classic autism, Asperger’s syndrome, Nonspecific pervasive developmental disorder (PDD-NOS) — A group of children who don’t quite fit the criteria for the other types. There are also two rare autism disorders: Rett syndrome –a neurodevelopment disorder that affects mostly girls; it includes problems with movement and speech, along with autistic features. Childhood dis integrative disorder — a severe type in which the child loses more physical, language and social skills than in classic autism.Asperger’s Disorder And Pervasive Assignment
Autism used to be the term used for anyone with that particular condition. Today, there are several different sub categories for different levels of disability or function. No two children diagnosed will be the same, but there will be many things that they do have in common. With some high functioning autistic s most people may not even be aware that they have autism, while others need assistance in almost any part of life, and they are obviously living a very different life than other children. More is being discovered about each of these different autism types as time goes on (Evans).
Asperger’s Disorder is a type of autism that you hear more and more about. These children are often misdiagnosed at first, and are thought to have Obsessive-Compulsive Disorder, or perhaps Attention Deficit Disorder. These children are very unskilled with social interactions and have problems with communicating. They have repetitive motions, and are fixated on patterns of all types. They can have above average language skills, though they don’t use them well in social situations. They are often clumsy, as motor skills are under developed. Those with Asperger’s are thought to have a talent that they focus on almost exclusively, and are considered to be highly intelligent. Recent findings indicate that Albert Einstein may have had this condition (Evans).
Kanner’s Syndrome is a particular type of autism that was named after Dr. Kanner. He described and studied it in the 1930s and into the 1940s. This is the well-known type of this condition that is very common. Those with Kanner’s have very limited emotional connection with anyone, and they are very into their own little world. They want everything to be the same all of the time, and this includes routine (sometimes down to the exact minute) clothing, food, and television shows or movies. They can be deeply affected by noises, bright lights and smells. They are generally considered to be low functioning, but how well their mind works is largely unknown because of extremely poor social and communication skills (Evans).
Pervasive Developmental Disorder–Not Otherwise Specified (PDD-NOS) is used to describe children who have most of the same symptoms as classic autism. They will need the same interventions and help that autistic children require. The differences between PDD-NOS and autism are minor and usually only obvious to researchers and doctors (Evans).
Rett’s Syndrome is a rare and relatively little-known type of autism, and it seems to only happen in girls. This branch of autism was first described by Dr. Rett. These patients often have problems with muscle atrophy, and tend to do repetitive hand motions. They are almost always mentally retarded to some degree. These girls are very low functioning and will need care for most of their lives. This particular type of autism has been diagnosed since the sixties, but in the late 1990s a gene that might cause this condition was found (Evans).
Childhood Dis integrative Disorder is also rare and something that strikes children who appear to have normal development from birth. Usually between two and four years of age this changes. These children begin to regress, and often do not potty train. They will lose the will and the ability to interact with other children, and will lose an interest in playing. They will also have problem with the motor skills that were something they at one time had mastered. They will stop talking, or their communication skills will regress to some degree (Evans).
Signs of autism spectrum disorder (ASD) are typically first seen in toddlers before the age of three, but only half of the children with it are diagnosed before kindergarten. Rett syndrome is caused by a mutation on a gene, while the cause of the other types of autism remain unknown. Some studies suggest that other forms of autism may be inherited (genetic), while other evidence points to infection or the effects of an environmental toxin (poison). Some doctors believe autism may result from a brain injury or brain abnormality that occurred during development in the womb or in early infancy. Others have reported evidence that the disorder is a result of abnormal levels of chemicals called neurotransmitters, such as dopamine and serotonin, which send messages between cells in the brain and nerves. ASD affects about 2 to 6 out of 1,000 children, from all racial, ethnic and social backgrounds. It is three to four times more common in boys than in girls, with Rett syndrome being the exception (Wiki).Asperger’s Disorder And Pervasive Assignment
Some of the diagnostic tests performed to see whether a child is autistic or not are:
Behavioral assessments. Various guidelines and questionnaires are used to help a doctor determine the specific type of developmental delay a child has. These include:
Medical history. During the medical history interview, a doctor asks general questions about a child’s development, such as whether a child shows parents things by pointing to objects. Young children with autism often point to items they want, but do not point to show parents an item and then check to see if parents are looking at the item being pointed out.
Diagnostic guidelines for autism. The American Association of Childhood and Adolescent Psychiatry (AACAP) has established guidelines for diagnosing autism.2 The criteria are designed so a doctor can assess a child’s behavior relating to core symptoms of autism. The criteria are designed for children age 3 and older.
Other behavioral questionnaires. Additional diagnostic tests focus on children younger than age 3.
Clinical observations. A doctor may want to observe the developmentally delayed child in different situations. The parents may be asked to interpret whether certain behaviors are usual for the child in those circumstances.
Developmental and intelligence tests. The AACAP also recommends that tests be given to evaluate whether a child’s developmental delays affect his or her ability to think and make decisions (Web MD).
Some parents believe that the MMR vaccine (an immunization shot against measles, mumps, and rubella) children receive may cause autism. This theory was based on two facts. First, the incidence of autism has increased steadily since around the same time the MMR vaccine was introduced. Second, children with the regressive form of autism (a type of autism that develops after a period of normal development) tend to start to show symptoms around the time the MMR vaccine is given. Several major studies have found no connection between the vaccine and autism. The American Academy of Pediatrics and the Center for Disease Control and Prevention report that there is no proven link between autism and the MMR vaccine, or any other vaccine. Some doctors believe the increased incidence in autism is due to newer definitions of autism. The term “autism” now includes a wider spectrum of children. For example, a child who is diagnosed with high-functioning autism today may have been thought to simply be odd or strange 30 years ago (Oasis).Asperger’s Disorder And Pervasive Assignment
An early, intensive, appropriate treatment program will greatly improve the outlook for most young children with autism. Most programs will build on the interests of the child in a highly structured schedule of constructive activities. Visual aids are often helpful. Treatment is most successful when it is geared toward the child’s particular needs. An experienced specialist or team should design the program for the individual child. A variety of therapies are available, including: applied behavior analysis (ABA), medications, occupational therapy, physical therapy, and speech-language therapy. Sensory integration and vision therapy are also common, but there is little research supporting their effectiveness. The best treatment plan may use a combination of techniques (Oasis).
Autism remains a challenging condition for children and their families, but the outlook today is much better than it was a generation ago. At that time, most people with autism were placed in institutions. Today, with the right therapy, many of the symptoms of autism can be improved, though most people will have some symptoms throughout their lives. Most people with autism are able to live with their families or in the community. The outlook depends on the severity of the autism and the level of therapy the person receives.Asperger’s Disorder And Pervasive Assignment