Relevant bibliographies by topics / Asperger's syndrome in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Asperger's syndrome in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Asperger's syndrome in children"

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MIZYTHRA, Spyridoula, Mariana SOKOL, and Galyna ROZLUTSKA. "THEORETICAL AND PEDAGOGICAL BACKGROUNDS TO CHILDREN’S ASPERGER SYNDROME DEFINITION." Освітні обрії 52, no. 1 (2021): 48–52. http://dx.doi.org/10.15330/obrii.52.1.48-52.

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The article is dedicated to the study of theoretical and pedagogical principles of studying the concept of childhood Asperger's syndrome in order to improve the quality of education. It has been stated that Asperger syndrome refers to diffuse developmental disorders and was classified as a separate disorder first in ICD −10 (World Health Organization, 1992) and then in DSM – IV (American Psychiatric Organization, 1994). The aim of the study is to outline the theoretical preconditions for the definition of childhood Asperger's syndrome. In order to achieve the goal they have been guided by the theoretical and bibliographic method, for the study, generalization of scientific and educational literature. In order to systematize, specify the basic concepts of the study, identify features of Asperger's syndrome in the educational environment, the interpretive method has been used to rethink the role of children with Asperger's syndrome by social institutions in the educational environment, as well as to form a comprehensive understanding of this subgroup. It has been defined that Asperger’s syndrome is a subset of the pervasive developmental disorder that is characterized by autism spectrum disorders, difficulty communicating and interacting, and stereotyping. A review of the literature showed that people with Asperger syndrome experience great difficulties in basic social behaviors, such as failure to develop and build friendships or to seek fun activities with others. They also have difficulty understanding non-verbal communication (body language) and facial expressions, postures and eye contact. The early recognition of Asperger syndrome is imperative, with the ultimate goal of continuous information and awareness of all health professionals, in the light of the interdisciplinary approach and the public towards it. It has been concluded that Asperger’s syndrome is defined by a group of symptoms related to low performance in social interaction and communication skills, as well as increased stereotypical action in different activities and interests. Moreover, Asperger’s syndrome has some common with autism symptoms, such as unique peculiarities mainly in the linguistic and social fields.
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Perez Torres, Lisset. "Disorders of the autistic spectrum: asperger syndrome and its repercussion in academic performance." Journal of America health 1, no. 2 (2018): 22–38. http://dx.doi.org/10.37958/jah.v1i2.8.

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This research based on social, health and especially educational reality, involves us professionally in view of the fact that the majority of professional people, especially teachers, are not familiar with autism spectrum disorder, specifically with Asperger's Syndrome. and they may come to think that a child with an autistic ability behaves in a different way, and they find it difficult to interact with other classmates, therefore this may be difficult to understand conventional social rules and may seem of little importance for society, people with Asperger Syndrome (SA), in English Asperger syndrome (AS), have an average IQ and are likely to have teaching and learning problems like those who do not, however, have their learning needs They may be different from those of other children. Asperger's syndrome is a type of autism. Autism affects the way in which a person interprets the language, communicates and socializes. Until 2013, this syndrome used to be considered a condition in itself, with its own diagnosis. From that moment on, the guide used by doctors, the Diagnostic and Statistical Manual of Mental Disorders, commonly known as DSM-5, changed the classification of Asperger's syndrome.
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Everall, Ian Paul, and Ann Lecouteur. "Firesetting in an Adolescent Boy with Asperger's Syndrome." British Journal of Psychiatry 157, no. 2 (1990): 284–87. http://dx.doi.org/10.1192/bjp.157.2.284.

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Firesetting in children and adolescents is commonly associated with other antisocial acts that comprise conduct disorders. Asperger's syndrome is a rare pervasive developmental disorder. In the case presented we argue that the firesetting arose from the disabilities inherent in Asperger's syndrome. This also indicates that antisocial acts may be symptoms in other psychiatric syndromes as well as a specific conduct disorder.
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Hippler, Kathrin, and Christian Klicpera. "A retrospective analysis of the clinical case records of ‘autistic psychopaths’ diagnosed by Hans Asperger and his team at the University Children's Hospital, Vienna." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1430 (2003): 291–301. http://dx.doi.org/10.1098/rstb.2002.1197.

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To date, it is questionable whether the diagnostic criteria for Asperger syndrome (AS) as stated by ICD–10 or DSM–IV still reflect Asperger's original account of ‘autistic psychopathy’ (AP) from the 1940s. The present study examined 74 clinical case records of children with AP diagnosed by Hans Asperger and his team at the Viennese Children's Clinic and Asperger's private practice between 1950 and 1986. The characteristic features of the children are outlined, including reasons for referral, parental background, behavioural problems, cognitive functioning, communication and interests. Results show that the patients of Asperger described in our study represent a subgroup of children with very high intellectual functioning, specific circumscribed interests and talents but impaired social, communication and motor skills. Sixty–eight percent of the sample met ICD–10 criteria for AS, while 25% fulfilled the diagnostic criteria for autism. Implications for the diagnosis of AS are discussed.
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Neihart, Maureen. "Gifted Children With Asperger's Syndrome." Gifted Child Quarterly 44, no. 4 (2000): 222–30. http://dx.doi.org/10.1177/001698620004400403.

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Attwood, Tony. "Cognitive Behaviour Therapy for Children and Adults with Asperger's Syndrome." Behaviour Change 21, no. 3 (2004): 147–61. http://dx.doi.org/10.1375/bech.21.3.147.55995.

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AbstractAsperger's syndrome is a relatively newly diagnosed developmental disorder within the autistic spectrum. Children and adults with Asperger's syndrome have an intellectual ability within the normal range but due to their unusual profile of cognitive, social and emotional abilities are vulnerable to the development of a secondary mood disorder. This paper provides an explanation of the abilities associated with Asperger's syndrome, and modifications to cognitive behaviour therapy (CBT) for this very unusual client group. In particular, the paper emphasises the importance of affective education for this clinical population and describes a new strategy used in cognitive restructuring, namely, the emotional toolbox. The paper concludes with a brief description of a current evaluation study of the effectiveness of CBT to treat anxiety and anger in children who have Asperger's syndrome. However, the strategies described in this paper can also be used with adults with Asperger's syndrome and applied to other clinical populations.
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Wolff, Sula. "‘Schizoid’ Personality in Childhood and Adult Life I: The Vagaries of Diagnostic Labelling." British Journal of Psychiatry 159, no. 5 (1991): 615–20. http://dx.doi.org/10.1192/bjp.159.5.615.

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The literature is reviewed on children variously described as having ‘schizoid’ personality disorders, Asperger's syndrome, and schizotypal personality disorders, with the aim of clarifying the nature of these clinical syndromes, and in particular the features of those children whose follow-up characteristics are described in the following two papers.
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Kováčová, Barbora, and Zuzana Trefná. "Analýza kresby v kontexte vývinu dieťaťa s Aspergerovým syndrómom." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 2 (2023): 70–82. http://dx.doi.org/10.54937/ssf.2023.22.2.70-82.

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The paper describes the theoretical-research background oriented to the drawing of a child with autism spectrum disorder with a comparison of characteristics in the drawing of a child with intact development. Through analyses of drawings of a child with Asperger's syndrome, the authors present unique characteristics of drawing expression. They analyze 13 of the authors' drawings of a boy with Asperger's syndrome that were collected over a two-year period. Specifically, this was the developmental period of the boy with Asperger's syndrome when he began to be drawing active (4 years and 6 months) and at a marked progression in drawing representation (6 years and 7 months). The authors consider the qualitative assessment of drawings as a possible evaluative support for further research on the appreciation of drawings of children with autism spectrum disorder.
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Elsayed, Walaa. "The efficiency of social workers in the application of quality standards for the social integration programs for children of Asperger's syndrome in centers of people of determination from perspective of the community organization method." Dirasat: Human and Social Sciences 49, no. 2 (2022): 31–56. http://dx.doi.org/10.35516/hum.v49i2.1737.

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The research aims at assessing the efficiency of social workers in applying quality standards for social integration programs for children with Asperger syndrome in people with disabilities centers from the perspective of the community organization method through identifying the general characteristics of social workers working with Asperger Syndrome children, identifying nature of how well the standards of social integration programs for Asperger Syndrome children have been applied in terms of the standard of ethical, professional and competitive necessity, defining the challenges facing social workers in applying quality standards for social integration programs and defining the desired vision of the community organization method in developing the quality of community integration programs for Asperger Syndrome children. The study used the descriptive-analytical method, and the comprehensive social survey method was used for 60 social workers in people with disabilities centers in Ajman, Sharjah, and Ras Al Khaimah. The study found a number of results, the most important of which is that the level of competence of social workers in applying all the quality standards of social integration programs for children with Asperger's syndrome in centers of people of determination obtained a total of 3807 weights with a weighted relative weight of 70.50%, and this indication is considered a moderate indication, as it lies between (3001 - 4200), and this indicates that the level of proficiency is moderate. Among the most important recommendations from the perspective of the community organization method in this study benefits from the successful international experiences of social integration programs.
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문태형. "Understanding of the Gifted Children with Asperger's Syndrome." Korean Journal of Physical, Multiple, & Health Disabilities 49, no. ll (2007): 387–401. http://dx.doi.org/10.20971/kcpmd.2007.49..387.

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Dissertations / Theses on the topic "Asperger's syndrome in children"

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Bailey, Suzette. "Asperger's Syndrome in African American Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4834.

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The prevalence of autism in the United States is 1 in 68 children. African American children are less likely to receive advance testing to confirm the diagnosis of Asperger's Syndrome (AS) compared to other ethnic groups. The purpose of this study was to determine if demographic factors (parental education level, family annual income, marital status of custodial parent(s), parent ethnicity, number of children in home, other children with disability, family location, mother age at time of birth, gender of child, birth status of child, adoption status and age, child order, and other disability) have any predictive relationship to AS diagnosis among African American children in the Washington Metropolitan area. A quantitative correlational study of a cross-sectional nature was conducted using a survey to collect data from parents of children age 3-16 (n= 187) who may or may not have a confirmed autism diagnosis. Bronfenbrenner's ecological theory provided an understanding of how environmental factors may be related to a diagnosis of AS. Chi-square analyses were conducted and statistically significant higher frequencies of diagnosis were found in parents with no other child with a disability, later born children, and parents who have been married. Logistic regressions analysis resulted in parental marital status being found to be a statistically significant predictor of a child having an official AS diagnosis. There is a critical need to train health care professionals working in underserved communities where minority groups may reside about AS. Results from this study may provide information to develop policies, community-based services, and programs that ensure that children can receive an accurate AS diagnosis regardless of factors such as race, ethnicity, or socioeconomic status.
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Chow, Ying-kwan Connie. "Friendship and loneliness in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716565.

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周映君 and Ying-kwan Connie Chow. "Friendship and loneliness in high-functioning children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716565.

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Sansosti, Frank J. "Effectiveness of social story interventions for children with asperger's syndrome." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000621.

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Huang, Xiuchang (Ann). "Pursuing a diagnosis for children with Asperger Syndrome: parents perspectives : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=82&did=1338867611&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255372509&clientId=28564.

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Dunkley, Philippa J. "Evaluation of a social skills intervention for children with Asperger's syndrome." Thesis, University of Canterbury. Psychology, 1997. http://hdl.handle.net/10092/6959.

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Research has identified that deficits in social functioning are central to the presentation of Asperger's syndrome, and suggests that social skills training is a plausible and appropriate intervention to address these deficits. Social skills training with an identified Asperger's syndrome population and the development of a method for evaluating specific skill acquisition while participating within the group was undertaken for the present study. Amultiple baseline across behaviours design was used to evaluate the effect of a social skills programme on three target behaviours in four boys with Asperger's syndrome. The eight week programme was highly structured and taught conversation related social skills which were presented as useful rules or strategies. Three target behaviours; attending, initiating, and reciprocity were measured using a behaviour coding system to evaluate specific skill acquisition. Results varied between subjects but demonstrated a specific treatment effect in six of the twelve total measures. Nonspecific treatment factors were also recognised as influential in the improvements identified. The results also raise the possibility that individuals with differently subtypes of Asperger's syndrome may respond differently to social skills training. The results presented are consistent with the limited number of similar studies and lends support to the future use of social skills training groups for individuals with Asperger's syndrome.
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Hart, Liza. "Assessment of social information-processing mechanisms in children with Asperger's syndrome." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287017.

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Spies, Hannalie Lehome. "Teachers' readiness to support children with Asperger's syndrome within mainstream schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.

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Thesis (MEdPsych)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed. Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data. With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes. Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.<br>AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig. Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer. Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie. Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.
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Lim, Hui Keow. "Comparison of human figure drawings by children with Asperger's syndrome and typically developing children /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19383.pdf.

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De, Jager Petronella Susanna. "Developing a conceptual framework which supports teachers of learners diagnosed with Asperger’s syndrome and high functioning autism." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2760.

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Thesis (DEd)--Cape Peninsula University of Technology, 2018.<br>Recent research into pedagogical practices regarding Autistic Spectrum Disorder (ASD) learners has been developing and transforming at a significant rate. However, there has been a dearth of empirical research into how teachers identify and respond appropriately to the basic personality traits of Autistic Spectrum/High Functioning Autistic (AS/HFA) learners. This thesis addresses this specific gap in the research field by undertaking an intensely empirical examination of three AS/HFA learners in transition from Grade 3 to Grade 4 who experience behavioural adaptation challenges. The investigation was conducted in the Western Cape, South Africa, at three schools: one government mainstream and two private schools. Three Grade 3 teachers and three Grade 4 teachers were involved in the project. One facilitator, a class assistant, a teacher for Learners with Special Eductional Needs (LSEN) and an educational psychologist took part. Three learners, aged 9 years transitioning from Grade 3 to Grade 4, were observed: all three were clinically diagnosed as AS/HFA. Of the learners, two were boys and one was a girl. The duration of the project was from August/September 2013 to August/September 2014. A critical interpretive qualitiative case study methodology and purposive sampling were deployed. Non-participant observations, semi-structured interviews and probing techniques suited the nature of this specific investigation. It was necessary to employ these methods to identify the social cognitive and social functioning challenges of these three learners. Analysis of effective pedagogical procedures was used to show by what means the researcher was able to extrapolate Bandura’s principles of environment, personal and behaviour which were developed for typical learners, and apply these principles to atypical learners such as the three AS/HFA subjects under observation in this thesis. Effective pedagogical procedures were analysed in terms of a paradigm of reflective cognition. Such analysis of the detail of classroom procedures allowed the researcher to proceed in an inductive manner; from the specific to the general. Balancing this empirical investigation of specific details, was a generally deductive structure which was based on national and international research in the research area. The latest DSM-V document provided a blue-print which set out the boundaries for this area of study. Before reaching the issue of knowledge that is needed to support teachers confronted by, and too often perplexed by, the inappropriate behaviour of AS/HFA learners in the classroom, it is vital to situate the whole endeavour within the context of Inclusive Education; as reflected in South African policy documents.
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Books on the topic "Asperger's syndrome in children"

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Attwood, Tony. The complete guide to Asperger's syndrome. Jessica Kingsley, 2008.

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Bromfield, Richard. Doing therapy with children and adolescents with Asperger's syndrome. John Wiley & Sons, 2010.

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Umenaga, Yūji, and Hironobu Ichikawa. Senmon'i ni kiku asuperugā shōkōgun. Nihon Bungeisha, 2010.

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Ende, Debra. Making sense of Asperger's: A story for children. ACER Press, 2011.

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Barrett, Mann Lisa, ed. More than little professors: Children with Asperger syndrome, in their own words. Autism Asperger Pub. Co., 2008.

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Barrett, Mann Lisa, ed. More than little professors: Children with Asperger syndrome, in their own words. Autism Asperger Pub. Co., 2008.

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Clare, Lawrence, ed. Asperger syndrome: What teachers need to know. 2nd ed. Jessica Kingsley Publishers, 2011.

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Bromfield, Richard. Doing therapy with children and adolescents with Asperger's syndrome and high functioning autism. John Wiley & Sons, 2010.

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Attwood, Tony. Why does Chris do that?: Some suggestions regarding the cause and management of the unusual behaviour of children and adults with autism and Asperger Syndrome. National Autistic Society, 1993.

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Attwood, Tony. Why does Chris do that?: Some suggestions regarding the cause and management of the unusual behaviour of children and adults with autism and Asperger Syndrome. National Autistic Society, 1993.

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Book chapters on the topic "Asperger's syndrome in children"

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McBride, Traci. "Minimizing the Impact of Asperger's Syndrome in the Classroom." In Teaching Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-103.

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Myles, Brenda Smith. "Social Skills Instruction for Children with Asperger Syndrome." In Asperger Syndrome. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_2.

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DuCharme, Raymond W. "Evidence-Based Instruction for Children with Asperger Syndrome." In Asperger Syndrome. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_3.

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Little, Liza. "Identifying and Preventing the Risks for Victimization of Children with Asperger Syndrome." In Asperger Syndrome. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_5.

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Wagner, Ann, and Kathleen A. McGrady. "Counseling and Other Therapeutic Strategies for Children with Asperger Syndrome and Their Families." In Asperger Syndrome. Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_4.

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Baker-Ericzén, Mary. "Early Intervention for Children/Youth with Asperger Syndrome." In Issues in Children's and Families' Lives. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7016-8_4.

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Myles, Brenda Smith. "Building Social Skills Instruction for Children with Asperger Syndrome." In Issues in Children's and Families' Lives. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7016-8_5.

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DuCharme, Raymond W. "Evaluating Evidence-Based Instruction for Children with Asperger Syndrome." In Issues in Children's and Families' Lives. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7016-8_6.

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El Kaliouby, R., and P. Robinson. "Emotional Hearing Aid: An Assistive Tool for Children with Asperger’s Syndrome." In Designing a More Inclusive World. Springer London, 2004. http://dx.doi.org/10.1007/978-0-85729-372-5_17.

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Attwood, Tony, and Kate Sofronoff. "Prevention of Anxiety in Children and Adolescents with Autism and Asperger Syndrome." In The Wiley-Blackwell Handbook of The Treatment of Childhood and Adolescent Anxiety. John Wiley & Sons, Ltd., 2012. http://dx.doi.org/10.1002/9781118315088.ch23.

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Conference papers on the topic "Asperger's syndrome in children"

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Sahid, Muhammad Hidayat, Andriani Pratiwi, and Ratna Darjanti Haryadi. "The Effectiveness of Sensory Integration Therapy for Children with Asperger's Syndrome and Pervasive Developmental Disorder-Not Otherwise Specified: A Case Control Study." In The 11th National Congress and The 18th Annual Scientific Meeting of Indonesian Physical Medicine and Rehabilitation Association. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009089302700280.

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Febtriko, Anip, Tri Rahayuningsih, Dinda Septiani, Liza Trisnawati, Diki Arisandi, and Sukri. "Effectiveness Of Android-Based Mobile Robots For Children Asperger Syndrome." In 2018 International Conference on Applied Information Technology and Innovation (ICAITI). IEEE, 2018. http://dx.doi.org/10.1109/icaiti.2018.8686759.

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Alqahtani, Amal, Nouf Jaafar, and Nourah Alfadda. "Interactive speech based games for autistic children with Asperger Syndrome." In 2011 International Conference and Workshop on the Current Trends in Information Technology (CTIT'11). IEEE, 2011. http://dx.doi.org/10.1109/ctit.2011.6107947.

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Lau, B. T., and T. K. Low. "A mobile communicator with meta communicator for children with Asperger Syndrome." In 2010 5th IEEE Conference on Industrial Electronics and Applications (ICIEA). IEEE, 2010. http://dx.doi.org/10.1109/iciea.2010.5515137.

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Battu, Vishnu Vardhan, Vinay Kumar B, Chaitanya Sreya Boddapati, Pujitha Chaparala, Sri Harsha Chava, and Leela Hemanth Damisetty. "Detection of Asperger Syndrome at Early Stages in Children using Deep Neural Networks." In 2023 8th International Conference on Communication and Electronics Systems (ICCES). IEEE, 2023. http://dx.doi.org/10.1109/icces57224.2023.10192613.

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Konieczna, Iwona, Barbara Marcinkowska, and Katarzyna Smolinska. "MODEL OF DIAGNOSIS AND SUPPORTING DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH ASPERGER SYNDROME." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0721.

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Tiinanen, S., A. Matta, M. Silfverhuth, K. Suominen, E. Jansson-Verkasalo, and T. Seppanen. "HRV and EEG based indicators of stress in children with asperger syndrome in audio-visual stimulus test." In 2011 33rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2011. http://dx.doi.org/10.1109/iembs.2011.6090371.

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Kaus, Małgorzata. "Perception of space and architectural form of children with Asperger’s syndrome as a universal guideline for education of space design." In PROCEEDINGS OF THE 10TH WORKSHOP ON METALLIZATION AND INTERCONNECTION FOR CRYSTALLINE SILICON SOLAR CELLS. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0107356.

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Kandroudi, Marina, and Tharrenos Bratitsis. "Children with Asperger Syndrome and Computer Supported Collaborative Learning Activities: A Case Study in a 3rd Grade Mixed Class." In 2010 2nd International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2010. http://dx.doi.org/10.1109/incos.2010.58.

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Egan, Mary Anne L. "Students with Asperger's syndrome in the CS classroom." In the 36th SIGCSE technical symposium. ACM Press, 2005. http://dx.doi.org/10.1145/1047344.1047369.

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Reports on the topic "Asperger's syndrome in children"

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Lin, Kexin. A Systematic Review and Meta-analysis of Acupuncture for Tourette Syndrome in Children. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.3.0122.

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Burns, Jane, Adriana Tremoulet, Chisato Shimizu, et al. Describing and Comparing Characteristics of Children with Kawasaki Disease and Multisystem Inflammatory Syndrome. Patient-Centered Outcomes Research Institute (PCORI), 2024. http://dx.doi.org/10.25302/02.2024.cer.160234473c19.

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Burns, Jane, Adriana Tremoulet, Chisato Shimizu, et al. Describing and Comparing Characteristics of Children with Kawasaki Disease and Multisystem Inflammatory Syndrome. Patient-Centered Outcomes Research Institute (PCORI), 2024. http://dx.doi.org/10.25302/02.2024.cer160234473_c19.

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Wang, Xiaoyu. Pediatric TuiNa for Tourette syndrome in children: A systematic review and meta-analysis of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.4.0077.

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Review question / Objective: Efficacy and Safety of Pediatric TuiNa for Tourette Syndrome: A Systematic Review and Meta-Analysis of randomized controlled trials. Condition being studied: Tourette syndrome (TS) is a common psychological, behavioural and neuropsychiatric disorder characterized by chronic, fluctuating, multiple muscle convulsions, or accompanied by involuntary laryngeal abnormalities and indecent language. It mainly appears in childhood. At present, Tourette syndrome generally has a long course of the disease and is difficult to cure, which seriously affects the children's learning and physical and mental health, and also causes panic and anxiety to many parents. The incidence of Tourette syndrome was increasing year by year. Clinical studies found that only relying on Western medicine for treatment was easy to have recurrent symptoms and serious adverse reactions. Traditional Chinese medicine has great advantages in the treatment of Tourette syndrome, especially in children's massage, because it has no side effects and is more likely to be favoured by parents. To provide a better basis and guidance for clinical treatment by Meta-analysis of the literature on tuina treatment of Tourette syndrome in children.
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Podeanu, Mihaela-Andreea, Adina Turcu-Stiolica, Mihaela-Simona Subtirelu, et al. C-Reactive Protein as a Marker of Inflammation in Children and Adolescents with Metabolic Syndrome. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.10.0032.

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Velusamy, Yasothaa, Muhammad Hibatullah Romli, Putri Yubbu, Shankar Aissvarya, and Karuppiah Thilakavathy. Safety And Efficacy of Pharmacological Approaches Available for Multisystem Inflammatory Syndrome in Children (Mis-C): A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.2.0052.

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Review question / Objective: What are the evidence on safety and efficacy of pharmacological treatments used in MIS-C management? Condition being studied: Multisystem Inflammatory Syndrome in Children (MIS-C) - In early 2020, rare cases associated with SARS-CoV-2 were reported in children known as Multisystem Inflammatory Syndrome in Children (MIS-C) by the Centers for Disease Control and Prevention. This condition which is also known as Paediatric Inflammatory Multisystem Syndrome (PIMS) was initially presented as Kawasaki disease as it has similar symptoms. However, MIS-C was then defined as a new disease because of several differences in features. This emergence addresses the need for safe and efficient treatment approaches.
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Rojo-Ramos, Jorge, Javier de los Ríos-Calonge, Daniela Peñaloza González, Antonio Castillo-Paredes, and Carmen Galán-Arroyo. Quality of Life of Children and Adolescents with Post-Acute COVID-19 Syndrome: a Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.4.0049.

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Review question / Objective: The aim is to conduct a scoping protocol to identify and map how post-acute COVID-19 syndrome affect the quality of life (physical-mental-social functioning) of children and adolescents. Eligibility criteria: Studies will be assessed for inclusion in the review according to the following criteria: Study Design: We will only include studies that investigate the impact of Post-Acute COVID-19 Syndrome on Quality of Life in children and adolescents. This includes primary research (peer-reviewed research articles), evidence synthesis (narrative reviews, systematic reviews, scoping reviews, rapid reviews, etc.), conference abstracts, discussion articles, editorials, and thesis. We will not limit the included studies by the sample size of the study. Outcomes: We will include studies examining outcomes under the concept quality of life (physical-mental-social functioning), both quantitatively and qualitatively. Study Population and Additional Characteristics: We will only include studies where the study population meets the characteristics of the following MeSH (Medical Subject Headings): - "Child, Preschool": An individual 2 to 5 years old. - "Child": A person 6 to 12 years of age. - "Adolescent": A person 13 to 18 years of age. We will not limit included studies by their ethnicity, country of origin, economic characteristics, or geographic region. We will limit included studies to those published in English, Spanish and Portuguese.
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van der Haar, Sandra, and Gertrude G. Zeinstra. Dietary supplements for children with Down syndrome: exploration of current use and scientific evidence : Fieldwork and literature study. Wageningen Food & Biobased Research, 2021. http://dx.doi.org/10.18174/554328.

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Shannon, Kevin M. Molecular Analysis of Preleukemic and Leukemic Bone Marrow from Children with Monosomy V Syndrome and Juvenile Chronic Myelogenous Leukemia. Defense Technical Information Center, 1996. http://dx.doi.org/10.21236/ada324280.

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Luo, Ningxin, Xiaoyu Shen, and Li Zhao. The aim of this meta-analysis of randomized controlled trials is to evaluate the efficacy and safety of rituximab for frequently relapsing nephrotic syndrome in children. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.11.0099.

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