Asperger syndrome (AS) is thought to be a neurologically-based disability of unknown origin that may occur in approximately 1 in 250 to 500 individuals.

First identified by Hans Asperger in 1943, AS is considered by many individuals to be primarily a social disorder; that is, individuals with AS, despite a desire to have friends, have difficulty with social interactions. This includes problems in understanding and using (a) nonverbal communication, (b) nonliteral language, and (c) conversational reciprocity.

Although the majority of individuals with AS have average to above-average intelligence, they often have:

narrowly defined special interests, for example, electricity, photocopy machines, earthquakes
an inflexible adherence to routines and subsequent anxiety when novel events unexpectedly occur
sensory impairments
fine-motor difficulties
organizational problems
learning problems

Some children and youth with AS may exhibit behavioral problems (e.g., tantrums, meltdowns), but these often occur when stress and anxiety are present.

Individuals with AS frequently display characteristics seen in children and youth with other special needs (e.g., attention problems, obsessive/compulsive disorder, oppositional defiant disorder). Because to date little is known about AS, researchers and practitioners are unsure whether these behaviors are a part of AS or are comorbid disorders. AS is considered by many professionals to be one of the autism spectrum disorders. Asperger noted that even though individuals with this exceptionality experience social deficits, they are capable of exceptional achievements and of obtaining eventual social acceptability.

How is AS Assessed?

AS is a diagnosis based on the behavioral criteria set forth in Diagnostic and Statistical Manual of Mental Health Disorders DSM-IV-TR. Because it is difficult to provide a diagnosis based on brief personal contacts, mental health professionals often rely on the reports of parents and teachers.

A. Qualitative impairment in social interaction, as manifested by at least two of the following:

(1) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

(2) failure to develop peer relationships appropriate to developmental level

(3) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)

(4) lack of social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

(1) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal in either intensity or focus

(2) apparently inflexible adherence to specific nonfunctional routines or rituals

(3) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex whole-body movement)

(4) persistent preoccupation with parts of objects

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.

D. There is no clinically significant delay in language (e.g., single words used by age 2 years, communicative phrases used by age 3 years).

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood.

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia. (DSM-IV-TR)

What Can Be Done to Help Children and Youth with AS?

Educational and social interventions can provide children and youth with AS with the support and skills they need to be successful in life. Educational interventions that focus on making the environment more predictable are particularly helpful. Graphic organizers and other similar strategies that capitalize on a visual learning style are also beneficial. Because many individuals with AS have IQs in the gifted range, they need to have learning opportunities commensurate with their skill levels. Therefore, enrichment activities should be a part of the curriculum for many of these children and youth.

For many students with AS, the unstructured or less structured times of the day - such as bus trips, physical education or recess, lunch, classes change times, changes in routine, and before- and after-school times - can be difficult. Each of these areas often requires modifications that provide predictability, structure, and support in order for the individual with AS to be successful.

Although these factors are problematic by themselves, a combination of them increases the likelihood that the student with AS will exhibit inappropriate behaviors and consequently be teased or bullied.

For these reasons, social skills interventions are perhaps more important than educational modifications.

Information provided by the Council for Learning Disabilities.

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Help and Support

ASPEN - Asperger Syndrome Education Network ~ Regionally-based non-profit organization headquartered in New Jersey, with local chapters, providing education, support, and advocacy to families and those individuals affected with Asperger Syndrome, PDD-NOS, High Functioning Autism, and related disorders.

ASPIRES (Asperger Syndrome Partners & Individuals Resources, Encouragement & Support) ~ On-line resource for spouses and family members of adults diagnosed or suspected to be on the autistic spectrum. Offers an e-mail subscription list for individuals with AS, and those who have a parent, spouse, or child with AS.

Autism Research Institute ~ Conducts research on the causes of autism and on methods of preventing, diagnosing, and treating autism and other severe behavioral disorders. Provides information based on research to parents and professionals throughout the world.

Autism Society of America ~ Education, support, advocacy at state and federal levels, active public awareness and the promotion of research.

Coalition for Safe Minds ~ Organization founded by parents to investigate and raise awareness of the risks to infants and children of exposure to mercury from medical products, including thimerosal in vaccines.

Council for Children with Behavioral Disorders ~ International professional organization committed to promoting and facilitating the education and general welfare of children and youth with behavioral and emotional disorders.

Doug Flutie Jr. Foundation for Autism, Inc. ~ Helps financially disadvantaged families who need assistance in caring for their children with autism; funds education and research into the causes and consequences of childhood autism; and serves as a clearinghouse and communications center for new programs and services developed for individuals with autism.

The National Autistic Society (UK) ~ Information, support and services in the UK.

Online Asperger Syndrome Information and Support (OASIS) ~ Research, newsletter, support groups, chat and message board.

More Information

Asperger's Disorder and Nonverbal Learning Disabilities: How are These Two Disorders Related to Each Other?

Autism and Genetics ~ To cling to a genetic explanation for autism is a desperate attempt to maintain the illusion that new chemicals and technologies always mean progress, experts are always objective and thorough, and authorities can be trusted.

Educator's Guide to Asperger Syndrome (pdf) ~ This guide is designed to give teachers and other professionals an introduction to Asperger Syndrome, some of its characteristics, and several teaching strategies that can be employed in the classroom.

Effective Therapies for Autism and other Developmental Disorders ~ Here are some non-drug therapies. Visit Family Health.

Ideal Lives ~ Information resources for special needs parents and disability professionals.

The Little Professor Syndrome ~ They talk like adults and often have sky-high IQ's, but their social skills are nonexistent. Can kids with Asperger Syndrome harvest their strange talents in adulthood?

Peaceful Coexistence: Autism, Asperger's, Hyperlexia ~ Hyperlexia can be viewed as an overlap between autism and language learning disorder, or between Asperger Syndrome and a nonverbal disorder.

Pervasive Developmental Disorder: Asperger Syndrome ~ Asperger disorder is a form of pervasive developmental disorder characterized by persistent impairment in social interactions, repetitive behavior patterns, and restricted interests.