What is Asperger's Syndrome?
A diagnosis of Asperger’s syndrome is made when a person exceeds a certain number of symptoms in each of two major areas: impaired social interaction, and unusual or limited activities and interests. Related diagnoses and problems include: High Functioning Autism (HFA); Pervasive Developmental Disorder, Not Otherwise Specified (PDD.NOS); Nonverbal Learning Disorder (NVLD); Semantic-Pragmatic Disorder; Central Auditory Processing Disorder (CAPD); Hyperlexia and Visual Spatial Motor Disorder.
Mild autistic features may become apparent during the first few years of life, but are usually not definitively recognized as representative of Asperger’s syndrome until grade school or later, and continue in some degree throughout life. It is not unusual for the individual with Asperger’s syndrome to receive early diagnoses of Attention Deficit/Hyperactivity Disorder, mood disorder or Oppositional Defiant Disorder, among others, due to the relative salience of early behavioral characteristics. While emotional and behavioral dyscontrol may be very real and the associated diagnoses valid, parents of individuals who are later diagnosed with Asperger’s syndrome will often report that previous diagnoses did not seem completely accurate or sufficient.
Research has demonstrated definitively that Asperger’s syndrome is not caused by “pathological parenting” but does appear to have a genetic component. Studies also have found various brain-based differences in functioning, however no single cause of Asperger’s syndrome has been identified. It is likely that future studies will identify numerous causes for this disorder. Read more about myths related to Asperger's syndrome.
It is important to remember that people with Asperger’s are as different from one another as any two people in the general population. While it is true that people with Asperger’s syndrome tend to share general problems in socialization, communication, and behavior, the manner in which these problems are manifested leaves room for a tremendous variety of individual differences – as much variety as is found in any group of people.
Although there is no “cure” for Asperger’s syndrome, the behavioral, adaptive, and social difficulties that are associated with Asperger’s syndrome can be addressed through a variety of tools including modification of the person’s environment, teaching of relevant skills, and the provision of a range of supports. With appropriate intervention and assistance, substantial improvement is possible.
A person with Asperger’s syndrome may appear to others as unmotivated or lazy; he may do very well in one-on-one interactions but very poorly in group settings, or very well in one classroom setting but horribly in another. Children with Asperger’s syndrome may interact quite well with adults, but struggle with other children. In school, classroom performance and achievement test scores may be significantly lower than expected in the context of the person’s performance on intelligence testing. While the day-to-day difficulties and the neurological differences that are characteristic of Asperger’s syndrome may be confusing and frustrating, they are not arbitrary and, despite possible appearances to the contrary, the person with Asperger’s syndrome does not choose to be “weird” or lazy.
For example, it is not unusual for people to (often accurately) perceive the person with Asperger’s syndrome as quite bright. They then become frustrated with what appears to be purposefully provocative, disrespectful, or immature behavior. Because the person with Asperger’s syndrome is less able to decipher nonverbal cues that others are becoming irritated or frustrated, these situations often end up in emotional “explosions.” Consequently, the person with Asperger’s Syndrome is yet again reminded of the degree to which he is different from those around him, thus exacerbating a common sense of loneliness, estrangement, and sadness or anger. While the person with Asperger’s syndrome is as capable as anyone of being purposefully rude or disrespectful, the likelihood of misunderstanding is exponentially greater when Asperger’s syndrome is present and the potential emotional damage that can occur is greater.
People with Asperger’s syndrome tend to possess a variety of attributes that create in them an extraordinary level of chronic stress. The aforementioned problems in sensory processing and need for predictability also create a situation in which an environment that is perceived by most as tolerable or even pleasant can be noxious and highly stressful for a person with Asperger’s syndrome. The paradox is that the neurological factors that create this stressful situation are difficult to relate to – much of the stress that is experienced by people with Asperger’s syndrome is likely to seem unreasonable to people with “typical” nervous systems.
Those with Asperger’s syndrome can be expected to struggle with intense emotional distress as they find themselves unable to “fit in” with peers due to the nature of their neurological difficulties. It is vital for their loved ones and involved professionals to avoid the common misperception that people with Asperger’s syndrome are uninterested in close relationships and do not require emotional support. Although emotional distress related to loneliness and estrangement may arise quite early in primary school, it becomes very common during the middle and high school years. Understandably, the person with Asperger’s syndrome may become quite depressed or angry as the need to fit in and be accepted by peers is continually frustrated. In short, while a yearning for acceptance is present, the necessary “tools” (e.g., adequate social skills, areas of common interest, an easy ability to act like “everyone else,” intuitive understanding of social expectations, etc.) are missing or are under-developed.
You might also be interested in the following pages:
If your loved one exhibits symptoms of autism or another neurodevelopmental disability, please contact your family care physician or the Center for Autism.