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

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

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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4

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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5

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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6

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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7

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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9

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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10

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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11

Сhmielewska, Maria. "Teacher towards child with aspargerʹs syndrome". Osvitolohiya, № 7 (2018): 90–96. http://dx.doi.org/10.28925/2226-3012.2018.7.9096.

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The article presents the characteristics of the specific features which occur in children with diagnosed Asperger's syndrome. Within each of these features guidance for teachers is provided to enable understanding of the needs of these children and to facilitate working with them in the classroom. Tips for teachers were developed based on the literature and personal author's years of experience while working with such students.

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Polok, Krzysztof, and Magdalena Sadlik. "Teaching the skill of speaking to an autistic learner – a case study." Językoznawstwo 16, no. 1 (2022): 167–78. http://dx.doi.org/10.25312/2391-5137.16/2022_11mskp.

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This paper reports the findings of research that the author conducted in order to investigate the development of English communication skills in learners with autistic spectrum disorders. Information and background about the issue is followed by a brief analysis of theory as presented in the literature. In the first part of the paper, the authors examine the relationship between appropriate therapy, understanding the disorder, using specific teaching methods, and the effective learning of communication skills in English. As shown in the literature, learning a language can bring therapeutic benefits and the use of particular teaching techniques has great effects on the development of English communication skills in autistic children. Furthermore, the subsequent part of the paper presents the results of the author's work with a student suffering from Asperger's syndrome. The paper ends with conclusions drawn as a result of the case study. Keywords: SEN, autism spectrum disorders, English language teaching/learning, interactive methods, Asperger’s Syndrome, parents of autistic children, the MI theory

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13

Öktem, Ferhunde, Barisş Diren, Ergun Karaagaoglu, and Banu Anlar. "Functional Magnetic Resonance Imaging in Children With Asperger's Syndrome." Journal Of Child Neurology 16, no. 04 (2001): 253. http://dx.doi.org/10.2310/7010.2001.17994.

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Oktem, Ferhunde, Bariş Diren, Ergun Karaagaoglu, and Banu Anlar. "Functional Magnetic Resonance Imaging in Children With Asperger's Syndrome." Journal of Child Neurology 16, no. 4 (2001): 253–56. http://dx.doi.org/10.1177/088307380101600404.

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15

Gable, Alison. "Influencing the Life Trajectories of Children with Asperger's Syndrome." International Journal of Disability, Development and Education 53, no. 1 (2006): 129–34. http://dx.doi.org/10.1080/10349120500510131.

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16

Davies, Susan, Dorothy Bishop, Antony S. R. Manstead, and Digby Tantam. "Face Perception in Children with Autism and Asperger's Syndrome." Journal of Child Psychology and Psychiatry 35, no. 6 (1994): 1033–57. http://dx.doi.org/10.1111/j.1469-7610.1994.tb01808.x.

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17

Falk-Ross, Francine, Mary Iverson, and Carol Gilbert. "Teaching and Learning Approaches for Children with Asperger's Syndrome." TEACHING Exceptional Children 36, no. 4 (2004): 48–55. http://dx.doi.org/10.1177/004005990403600407.

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18

Szatmari, Peter, Rebecca Bremner, and Joan Nagy. "Asperger's Syndrome: A Review of Clinical Features." Canadian Journal of Psychiatry 34, no. 6 (1989): 554–60. http://dx.doi.org/10.1177/070674378903400613.

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The term Asperger's Syndrome (AS) refers to a clinical picture characterized by social isolation in combination with odd and eccentric behaviour. While the syndrome has been recognized for some time, diagnostic criteria for the disorder have not yet been established or evaluated. The objective of this paper is to describe some of the clinical features of AS. Twenty-eight children and adolescents with AS were compared to a group of psychiatric outpatients (matched on age and sex) who were also socially impaired. The AS subjects showed a range of social impairments essentially different than those seen in the control group. The sex ratio, family history, and presence of neurologic disease in some AS cases, suggest that the etiology of the disorder is similar to that in autism. The methodological limitations of the study are discussed, and a revised set of diagnostic criteria are proposed for AS.

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Agyapong, V., M. Migone, and B. Marckey. "Perception of Primary School Teachers About Asperger’s Syndrome." European Psychiatry 24, S1 (2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71117-4.

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Objectives:To assess the knowledge and perception of primary school teachers about Asperger's Syndrome (AS).Methods:Structured questionnaires about AS were posted to 90 primary school principals for them to distribute to teachers in their schools.Results:343 completed questionnaires were returned by 54 principals giving a response rate of 60%. Of these, 49% of the teachers reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training whilst 58% said they had ever taught a child with AS. 90% said intense absorption in certain subjects was a feature of AS, 84% recognised lack of empathy and poor social interaction whilst 58%, 64% and 69.7% respectively recognised pedantic repetitive speech, clumsy or ill-coordinated movements or odd postures and poor non-verbal communication as features of AS. 71% said children with Asperger's Syndrome should be taught in mainstream classes. However, only 10.5% of the teachers believed that main stream schools in Ireland are adequately resourced to cater for children with AS. 87.2% said they saw the need for a closer collaboration between schools and psychiatric services in the management of children with AS whilst 96.2% said they would like to receive in-service training on the management of children with AS.Conclusion:Most primary school teachers recognise the features of AS and want schools to have greater collaboration with psychiatric services regarding management of AS. An in-service training for teachers on the management of AS might be of benefit to children with AS.

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Marks, Susan Unok, Carl Schrader, Trish Longaker, and Mark Levine. "Portraits of Three Adolescent Students with Asperger's Syndrome: Personal Stories and How They Can Inform Practice." Journal of the Association for Persons with Severe Handicaps 25, no. 1 (2000): 3–17. http://dx.doi.org/10.2511/rpsd.25.1.3.

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This article presents three portraits of adolescent students with Asperger's syndrome. These portraits include descriptive details about these students as young children, their schooling experiences, their interests, and their social life experiences. To construct these portraits, we conducted a series of focus groups with professionals who provide direct services to these students. We also conducted interviews with the students and parents. The purpose of these three portraits is to serve as a starting point for those in the field to further examine possible solutions for better meeting the needs of these students. The role of these portraits (or personal stories) in helping to inform critical areas of need and important directions for meeting the needs of adolescent students with Asperger's syndrome conclude our article.

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Russell, Jack. "Mindfulness: A Tool for Parents and Children with Asperger's Syndrome." Mindfulness 2, no. 3 (2011): 212–15. http://dx.doi.org/10.1007/s12671-011-0063-4.

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Agyapong, Vincent, Maria Migone, Charles Crosson, and Bernadette Mackey. "Recognition and management of Asperger's syndrome: perceptions of primary school teachers." Irish Journal of Psychological Medicine 27, no. 1 (2010): 6–10. http://dx.doi.org/10.1017/s0790966700000835.

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AbstractBackground: Most children who have Asperger's Syndrome (AS) are not identified until early school age, when social difficulties with other children become evident. Consequently, primary school teachers have an important role to play both in the recognition and management of the condition.Objectives: Our study sought to examine the perception of primary school teachers regarding the recognition and management of AS.Methods: A structured questionnaire on the recognition and management of AS was circulated to all 90 primary school principals in the Fingal County of Dublin for them to copy and distribute to teachers in their schools for completion. Self-addressed envelopes were provided to each principal for the return of completed questionnaires.Results: Three hundred and forty-three completed questionnaires were returned by 54 out of the 90 school principals. Fifty-eight per cent of respondents reported that they had ever taught a child with the condition and 49% reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training. Some 78.4% said that they would recognise the symptoms of AS in a child, with those who had training on the recognition and management of emotional and behavioural disorders being more likely to report that they would recognise such symptoms while 71.1% said children with AS should be taught in mainstream classes. However, 77.3% did not think mainstream schools are presently adequately resourced to cater for children with AS. Some 96.2% said they would like to receive in-service training from the Child and Adolescent Mental Health Services on the detection and management of children with AS.Conclusion: There is a need for formal in-service training for all primary school teachers in the recognition and management of children with Pervasive Developmental Disorders (PDD). The recognition and management of children with PDD should also be included in the curriculum of all undergraduate teacher training institutions in Ireland.

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Myhr, Gail. "Autism and other Pervasive Developmental Disorders: Exploring the Dimensional View." Canadian Journal of Psychiatry 43, no. 6 (1998): 589–95. http://dx.doi.org/10.1177/070674379804300607.

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Objective: To examine empirical data on children with autistic disorder (AD), Asperger's disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS) for continuities or distinguishing features between disorders and to see to what extent the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnostic criteria reflect observed data. Method: Studies were identified in 4 ways. 1) A Medline search from 1976 to the present of articles with the key words autism, pervasive developmental disorder, autistic spectrum disorder, and Asperger; of these articles, those with mesh headings or textwords “cluster,” which identified cluster analyses deriving pervasive developmental disorder (PDD) subtypes, were retained. 2) The Journal of Autistic and Developmental Disorders from 1990 to the present was hand-searched to identify other empirically derived studies on diagnosis, prevalence, classification, and validity of PDD subtypes. 3) Key review articles were searched for their references. 4) The references of all identified articles were searched. Results: Eight cluster studies were retained for their relevance to diagnostic issues, as were 7 empirically derived studies delineating clinical characteristics of children with AD, Asperger's syndrome, or PDD-NOS. Data suggest that children with PDD may fit into 1 of 2 overlapping groups, including a lower-functioning group with greater developmental compromise, social aloofness, and a greater number of autistic symptoms and a higher-functioning group with higher IQ, fewer autistic symptoms, and more prosocial behaviour. The PDD subtypes resemble each other and can be seen as existing on a continuum, differing only by degree of impairment. Conclusion: Children exhibiting the triad of autistic impairments can be seen as suffering from disorders on a PDD continuum. While the DSM-IV does identify a lower-functioning autistic group (AD), the higher-functioning group is less well served. Asperger's disorder as defined in the DSM-IV is not clearly distinguishable from AD and PDD-NOS, and the PDD-NOS subcategory is not operationalized. Further research is required to elaborate criteria for the higher-functioning PDD group, and measures related to etiology, outcome, and treatment response may help determine which diagnostic criteria can meaningfully separate one disorder from another.

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이다희, 황민아, and 고선희. "Characteristics of Idiom's Comprehension in School-aged Children with Asperger's Syndrome." Journal of speech-language & hearing disorders 23, no. 3 (2014): 105–12. http://dx.doi.org/10.15724/jslhd.2014.23.3.009.

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Levy, Alan J. "Psychoanalytic Psychotherapy for Children with Asperger's Syndrome: Therapeutic Engagement through Play." Psychoanalytic Perspectives 8, no. 1 (2011): 72–91. http://dx.doi.org/10.1080/1551806x.2011.10473120.

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Hallahan, B., E. M. Daly, G. McAlonan, et al. "Brain morphometry volume in autistic spectrum disorder: a magnetic resonance imaging study of adults." Psychological Medicine 39, no. 2 (2008): 337–46. http://dx.doi.org/10.1017/s0033291708003383.

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BackgroundSeveral prior reports have found that some young children with autism spectrum disorder [ASD; including autism and Asperger's syndrome and pervasive developmental disorder – not otherwise specified (PDD-NOS)] have a significant increase in head size and brain weight. However, the findings from older children and adults with ASD are inconsistent. This may reflect the relatively small sample sizes that were studied, clinical heterogeneity, or age-related brain differences.MethodHence, we measured head size (intracranial volume), and the bulk volume of ventricular and peripheral cerebrospinal fluid (CSF), lobar brain, and cerebellum in 114 people with ASD and 60 controls aged between 18 and 58 years. The ASD sample included 80 people with Asperger's syndrome, 28 with autism and six with PDD-NOS.ResultsThere was no significant between-group difference in head and/or lobar brain matter volume. However, compared with controls, each ASD subgroup had a significantly smaller cerebellar volume, and a significantly larger volume of peripheral CSF.ConclusionsWithin ASD adults, the bulk volume of cerebellum is reduced irrespective of diagnostic subcategory. Also the significant increase in peripheral CSF may reflect differences in cortical maturation and/or ageing.

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Rodger, Sylvia, Elizabeth Springfield, and Helene J. Polatajko. "Cognitive Orientation for Daily Occupational Performance Approach for Children with Asperger's Syndrome." Physical & Occupational Therapy In Pediatrics 27, no. 4 (2007): 7–22. http://dx.doi.org/10.1080/j006v27n04_02.

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Rodger, Sylvia, Elizabeth Springfield, and Helene Polatajko. "Cognitive Orientation for Daily Occupational Performance Approach for Children with Asperger's Syndrome." Physical & Occupational Therapy In Pediatrics 27, no. 4 (2007): 7–22. http://dx.doi.org/10.1300/j006v27n04_02.

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Daly, Patricia A., and Jeff Q. Bostic. "Asperger's Syndrome in Young Children: A Developmental Guide for Parents and Professionals." Journal of the American Academy of Child & Adolescent Psychiatry 45, no. 6 (2006): 761–63. http://dx.doi.org/10.1097/01.chi.0000228315.52782.af.

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Chen, Fei, Pascale Planche, and Eric Lemonnier. "Superior nonverbal intelligence in children with high-functioning autism or Asperger's syndrome." Research in Autism Spectrum Disorders 4, no. 3 (2010): 457–60. http://dx.doi.org/10.1016/j.rasd.2009.11.002.

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Hauswald, Anne, Nathan Weisz, Shlomo Bentin, and Johanna Kissler. "MEG premotor abnormalities in children with Asperger's syndrome: Determinants of social behavior?" Developmental Cognitive Neuroscience 5 (July 2013): 95–105. http://dx.doi.org/10.1016/j.dcn.2013.02.002.

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McAlonan, G. M., C. Cheung, V. Cheung, N. Wong, J. Suckling, and S. E. Chua. "Differential effects on white-matter systems in high-functioning autism and Asperger's syndrome." Psychological Medicine 39, no. 11 (2009): 1885–93. http://dx.doi.org/10.1017/s0033291709005728.

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BackgroundWhether autism spectrum maps onto a spectrum of brain abnormalities and whether Asperger's syndrome (ASP) is distinct from high-functioning autism (HFA) are debated. White-matter maldevelopment is associated with autism and disconnectivity theories of autism are compelling. However, it is unknown whether children with ASP and HFA have distinct white-matter abnormalities.MethodVoxel-based morphometry mapped white-matter volumes across the whole brain in 91 children. Thirty-six had autism spectrum disorder. A history of delay in phrase speech defined half with HFA; those without delay formed the ASP group. The rest were typically developing children, balanced for age, IQ, gender, maternal language and ethnicity. White-matter volumes in HFA and ASP were compared and each contrasted with controls.ResultsWhite-matter volumes around the basal ganglia were higher in the HFA group than ASP and higher in both autism groups than controls. Compared with controls, children with HFA had less frontal and corpus callosal white matter in the left hemisphere; those with ASP had less frontal and corpus callosal white matter in the right hemisphere with more white matter in the left parietal lobe.ConclusionsHFA involved mainly left hemisphere white-matter systems; ASP affected predominantly right hemisphere white-matter systems. The impact of HFA on basal ganglia white matter was greater than ASP. This implies that aetiological factors and management options for autism spectrum disorders may be distinct. History of language acquisition is a potentially valuable marker to refine our search for causes and treatments in autism spectrum.

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Kaf, Wafaa A., and Ali A. Danesh. "Distortion-product otoacoustic emissions and contralateral suppression findings in children with Asperger's Syndrome." International Journal of Pediatric Otorhinolaryngology 77, no. 6 (2013): 947–54. http://dx.doi.org/10.1016/j.ijporl.2013.03.014.

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López-Pérez, Belén, Tamara Ambrona, and Michaela Gummerum. "Emotional preferences and goals and emotion dysregulation in children with Asperger's syndrome and typically developing children." British Journal of Clinical Psychology 57, no. 3 (2018): 274–90. http://dx.doi.org/10.1111/bjc.12173.

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Nikolaenko, N. N. "Metaphorical and Associative Thinking in Healthy Children and in Children with Asperger's Syndrome at Different Ages." Human Physiology 30, no. 5 (2004): 532–36. http://dx.doi.org/10.1023/b:hump.0000042608.36581.3b.

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Perkins, M. "Children with Asperger's syndrome had higher socialisation scores and fewer autistic symptoms than children with autism." Evidence-Based Mental Health 4, no. 4 (2001): 120. http://dx.doi.org/10.1136/ebmh.4.4.120.

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Zenko, Catherine B. "Successfully Serving Students With ASD in the Schools: Let the Evidence Be Your Guide." Perspectives on School-Based Issues 12, no. 3 (2011): 84–90. http://dx.doi.org/10.1044/sbi12.3.84.

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The caseload of a speech-language pathologist in the school setting consists of students with an array of abilities. The number of students with a diagnosis of autism spectrum disorder (ASD) is on the rise according to the most recent statistics: 1/110 children have an ASD (Centers for Disease Control, 2009). The diagnoses that fall under the ASD umbrella include autism, Asperger's syndrome, and pervasive developmental disorder not otherwise specified (PDD-NOS). Given these statistics, school clinicians will see an increase of students with ASD on their caseloads. Ways to effectively address the needs of children who fall under the ASD diagnostic umbrella will be discussed.

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Gencheva, N., D. Stefanova, and M. Angelcheva. "THE EFFECT OF THERAPEUTIC RIDING ON SOME MOTOR SKILLS IN CHILDREN WITH ASPERGER'S SYNDROME." Trakia Journal of Sciences 19, Suppl.1 (2022): 422–28. http://dx.doi.org/10.15547/tjs.2021.s.01.062.

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Asperger syndrome (AS) is a developmental disorder associated with autism, characterized by repetitive behaviour, significant movement disturbance, including some poor motor skills and clumsiness. Therapeutic riding (TR) focuses on the cognitive, physical, emotional and social well-being of the rider. TR is a form of the physical, occupational and speech therapy that uses the specific movements of equestrian therapeutic techniques to facilitate normal muscle tone and to enhance balance, coordination, and motor development. PURPOSE: The aim is to evaluate the impact of therapeutic riding on motor skills of children with AS. METHODS: Changes in posture were assessed using the Posture Assessment Scale and child’s coordination in everyday functional activities using the Developmental Coordination Disorder Questionnaire (DCDQ’2007).Five children with AS, aged 4.9-year-old to 7.2-year-old participated in the study. RESULTS: We registered some improvements during the horseback riding course: better head and posture position and fine motor/handwriting general coordination. CONCLUSION: Although the study is only a pilot one with a small group of participants, the results clearly show that Therapeutic riding causes positive changes of some motor skills for children with AS.

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Korendo, Marta. "Typy zaburzeń językowych w zespole Aspergera." ANNALES UNIVERSITATIS PAEDAGOGICAE CRACOVIENSIS. STUDIA LINGUISTICA, no. 18 (December 30, 2023): 161–68. http://dx.doi.org/10.24917/20831765.18.12.

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For many years, both the DSM‑IV and ICD-10 have built up the misconception that there are no language disorders in Asperger’s syndrome. This has had a significant impact on the problems with the diagnosis of Asperger syndrome, and has been the cause of many misdiagnoses. The current editions: DSM-5 and ICD-11 have not changed the established approach. Many years of research and clinical experience have allowed the author of this article to verify the view of normal speech and communication development in Asperger syndrome. We now know that children with ZA may manifest different types of disorders, concerning both systemic and communicative competence. The author of the article characterises the types of language problems observed in ZA, including: the specificity of early speech development, alalia (delayed speech development), aphasia, comprehension of speech and intonation of speech and indicates their sources and examples. This is of great importance in the context of the correct diagnosis and therapy of children on the autism spectrum, including the differential diagnosis of autism and Asperger syndrome.

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Miller, Caroline. "Developing Friendship Skills with Children with Pervasive Developmental Disorders: A Case Study." Dramatherapy 27, no. 2 (2005): 11–16. http://dx.doi.org/10.1080/02630672.2005.9689653.

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This is a case study of a group run over ten sessions with a class of children, aged between ten and twelve, in a special school. All of the children had a diagnosis of pervasive developmental disorder, which included Rett's disorder, Autism, and Asperger's Syndrome. In addition two children had a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), one had some loss of vision, two had dyspraxia on fine motor skills, one had Tourette's disorder, and one had Goldenhar Syndrome with an associated disorder of expressive speech. The children were from diverse ethnic backgrounds. The factors they had in common were cognitive delay and low skill levels with the kind of communication skills needed to initiate and develop friendships. The therapy focussed on social skills involved in making and maintaining friendships. The aim of the programme was to improve key skills, and to encourage the group members to telephone peers to have a conversation or to invite them to come and play. All of the children had previous experience of dramatherapy.

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Planche, Pascale, and Eric Lemonnier. "Children with high-functioning autism and Asperger's syndrome: Can we differentiate their cognitive profiles?" Research in Autism Spectrum Disorders 6, no. 2 (2012): 939–48. http://dx.doi.org/10.1016/j.rasd.2011.12.009.

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Fienup, Daniel M., Kristal H. Shelvin, and Karla Doepke. "Increasing recall of information of children diagnosed with Asperger's Syndrome: Utilization of visual strategies." Research in Autism Spectrum Disorders 7, no. 12 (2013): 1647–52. http://dx.doi.org/10.1016/j.rasd.2013.09.015.

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Rodger, Sylvia, Christine Pham, and Sarah Mitchell. "Cognitive strategy use by children with Asperger's syndrome during intervention for motor-based goals." Australian Occupational Therapy Journal 56, no. 2 (2008): 103–11. http://dx.doi.org/10.1111/j.1440-1630.2007.00719.x.

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Amado, Misael Lazo, and Laberiano Andrade-Arenas. "Mobile Application for Children with Asperger's Syndrome that Improves Social Interaction with Augmented Reality." International Journal of Engineering Trends and Technology 72, no. 3 (2024): 55–64. http://dx.doi.org/10.14445/22315381/ijett-v72i3p106.

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Korendo, Marta. "DIFFERENTIAL DIAGNOSIS OF THE AUTISTIC SPECTRUM DISORDER AND ASPERGER SYNDROME." Acta Neuropsychologica 15, no. 1 (2017): 81–88. http://dx.doi.org/10.5604/12321966.1238142.

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The aim of the paper was to described substantial symptoms making possible a clinical differential diagnosis of autism and Asperger syndrome. Those differences do not me rely reflect the intensification of negative features but that Autism and Asperger syndrome are separate syndromes, which, however, share a common spectrum of symptoms. Making a differential diagnosis is essential due to different therapeutic and educational needs of children suffering from those syndromes. The most evident differences are language and communication, manipulative behaviours, social relations as well as manual skills. The first important difference is language, which has been neglected so far since the research concentrated on communication and its disorders. While language is of a high diagnostic value that allows early identification of symptoms specific for Asperger syndrome. The second difference is a very high level of manipulative behaviours in Asperger syndrome which leads to disorders in social functioning of such individuals. Therefore, dealing with manipulation is a significant therapeutic task. At the same time, manipulative behaviours occurring in Asperger syndrome should be distinguished from resistence manifested by autistic children. Moreover, children with Asperger show a need of social relations despite considerable lowering of social competencies, and failures to communicate provoke the intensification of deviant behaviours. Finally, children with autism and Asperger syndrome vary in the level of manual skills. Though initial picture may be very similar, the potential of people with Asperger syndrome for gaining proper graphomotor skills is considerably higher due to the lack of deep disorders in motor planning.

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Alonzo Indarte, Diana Carolina, and Elva Katherine Aguilar Morocho. "ESTRATEGIA METODOLÓGICA INCLUSIVA PARA NIÑOS CON SÍNDROME DE ASPERGER EN LAS CLASES DE EDUCACIÓN FÍSICA." Revista Cognosis. ISSN 2588-0578 5, no. 1 (2020): 19. http://dx.doi.org/10.33936/cognosis.v5i1.2182.

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Es necesario definir con claridad que hoy en día la educación para las personas con discapacidades se reconoce como un derecho, es por esta razón, que la investigación está centrada en los efectos del aprendizaje y la inclusión de alumnado con Síndrome de Asperger con el objetivo de aumentar su participación en las clases de educación física. Pretendiendo dar a conocer y sensibilizar a los profesionales de la educación física, de la necesidad de investigar y diseñar proyectos que ayuden a la inclusión en las diferentes actividades físicas y deportivas de la misma manera a la socialización y a la mejora de la calidad de vida de personas con Síndrome de Asperger. Para ello, hemos estudiado los aspectos cognitivos, físicos, motores, sociales y lingüísticos de estudiantes de la Unidad Educativa Fiscal Olmedo que presentan este tipo de discapacidad. Considerando que la educación física favorece al desarrollo integral, ya que mayoritariamente se trabaja con actividades colectivas. Se desarrolló una estrategia metodológica que ayudo notablemente a la captación de los objetivos de las clases, determinando que el estudiante se sienta incluido. Los resultados muestran que la investigación dio cumplimiento con los objetivos planteados. PALABRAS CLAVE: Inclusión; Discapacidad; Síndrome de Asperger; Estrategia metodológica; educación física. INCLUSIVE METHODOLOGICAL STRATEGY FOR CHILDREN WITH ASPERGER'S SYNDROME IN PHYSICAL EDUCATION CLASSES ABSTRACT It is necessary to clearly define that today education for people with disabilities is recognized as a right; it is for this reason that research is focused on the effects of learning and the inclusion of students with Asperger Syndrome with the aim of Increase your participation in physical education classes. Pretending to raise awareness and sensitize physical education professionals, the need to investigate and design projects that help the inclusion in different physical and sports activities in the same way to socialization and improving the quality of life of people with Asperger syndrome. To do this, we have studied the cognitive, physical, motor, social and linguistic aspects of students of the Olmedo Fiscal Education Unit that present this type of disability. Considering that physical education favors integral development, since the majority work with collective activities. A methodological strategy was developed that notably helped to capture the objectives of the classes, determining that the student feels included. The results show that the investigation complied with the stated objectives. KEYWORDS: inclusion; disability; Asperger syndrome; methodological strategy; physical education.

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Simpson, Richard L., and Brenda Smith Myles. "Aggression Among Children and Youth Who Have Asperger's Syndrome: A Different Population Requiring Different Strategies." Preventing School Failure: Alternative Education for Children and Youth 42, no. 4 (1998): 149–53. http://dx.doi.org/10.1080/10459889809603730.

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McAlonan, GM, V. Cheung, NK Wong, C. Cheung, and SE Chua. "Age-related differences in grey matter of children with high function autism and Asperger's syndrome." NeuroImage 47 (July 2009): S45. http://dx.doi.org/10.1016/s1053-8119(09)70050-3.

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Dahlgren, Sven Olof, and Anegen Trillingsgaard. "Theory of Mind in Non-Retarded Children with Autism and Asperger's Syndrome. A Research Note." Journal of Child Psychology and Psychiatry 37, no. 6 (1996): 759–63. http://dx.doi.org/10.1111/j.1469-7610.1996.tb01469.x.

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Schnur, Julie. "Asperger Syndrome in Children." Journal of the American Academy of Nurse Practitioners 17, no. 8 (2005): 302–8. http://dx.doi.org/10.1111/j.1745-7599.2005.0053.x.

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