Relevant bibliographies by topics / Asperger syndrome

Contents

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

Academic literature on the topic 'Asperger syndrome'

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

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Journal articles on the topic "Asperger syndrome"

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Valente, Andrea. "What’s in a Name? Asperger’s Syndrome in the Formation of Otherness." Rhetoric and Communications, no. 50 (January 22, 2022): 19–34. http://dx.doi.org/10.55206/xkmg1497.

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Abstract: In this contribution I revise the changes that have been put in place for phasing out Asperger's syndrome based on the DSM-5 and question its implication to individuals with Asperger’s in terms of their disability identity and positionality as the Other in autism spectrum disorder. Moreover, recent backlash against the eponym of Asperger's syndrome have struck the autistic/Asperger community affecting once again their self-concept and sense of belonging. In view of these two instances in the Asperger community, I argue that fluctuations in the disability identity have become a matter of rhetoric of naming and of a repositioning of Otherness as a result of complex relations and contexts that involve clinical medicine and history. Hence, I aim to show that Asperger’s disorder has become a contested diagnosis of Otherness in autism studies by analysing extracts from Temple Grandin’s published autobiography Thinking in picture and from comments posted by viewers of a YouTube Channel, “The Aspies World”, in which a video reveals Hans Asperger’s involvements with the Third Reich during the annexation of Austria. Keywords: Hans Asperger; DSM-5; disability identity; Otherness; Temple Grandin.
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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 (March 28, 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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Melfsen, Siebke, Susanne Walitza, Anthony Attwood, and Andreas Warnke. "Validierung der deutschen Version der Australian Scale of Asperger’s Syndrome (ASAS)." Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 33, no. 1 (January 2005): 27–34. http://dx.doi.org/10.1024/1422-4917.33.1.27.

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Zusammenfassung: Fragestellung: Ziel unserer Studie war es, die Validität der deutschen Übersetzung der Australian Scale for Asperger’s Syndrom (ASAS) zu überprüfen. Außerdem sollte der von der australischen Forschergruppe vorgeschlagene Auswertungsmodus der Skala überprüft werden. Methodik: Im Rahmen eines stationären Aufenthaltes in der Klinik und Poliklinik für Kinder- und Jugendpsychiatrie und Psychotherapie der Universität Würzburg wurde die Skala den Müttern von 18 Kindern mit der Diagnose eines Asperger Syndroms, den Müttern von 18 Kindern mit der nicht bestätigten Verdachtsdiagnose eines Asperger Syndroms und den Müttern von 15 Kindern mit anderweitigen psychischen Störungen vorgelegt. Ergebnisse: Eine Varianzanalyse lässt signifikante Gruppenunterschiede zwischen allen drei Gruppen erkennen. Eine schrittweise Diskriminanzanalyse mit einer korrekten Klassifikationsrate von 60,78% ermöglichte ebenfalls eine signifikante Unterscheidung zwischen den Stichproben. Der von der australischen Arbeitsgruppe empfohlene Auswertungsmodus kann im Wesentlichen beibehalten werden. Schlussfolgerung: Die Ergebnisse zeigen, dass die Australian Scale for Asperger’s Syndrome (ASAS) adäquat Kinder und Jugendliche mit der Diagnose eines Asperger Syndroms identifiziert.
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Scott, Derek W. "Asperger's syndrome and non-verbal communication: a pilot study." Psychological Medicine 15, no. 3 (August 1985): 683–87. http://dx.doi.org/10.1017/s0033291700031548.

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SynopsisThe study investigated the ability of 10 patients with Asperger's syndrome to recognize and produce non-verbal aspects of facial and spoken (e.g. vocal intonation) communication by use of photographs, audiotape and videotape. It also aimed to establish materials to differentiate individuals with this condition from a comparable non-Asperger group. Asperger subjects tended to be poorer than comparable patients on all subtests.
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Anggreni, Dhitya, and M. Manugeren. "THE CHARACTERISTICS OF AUTISM ASPERGER SYNDROME IN MARK HADDON’S NOVEL THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT." JOURNAL OF LANGUAGE 1, no. 2 (April 21, 2020): 112–19. http://dx.doi.org/10.30743/jol.v1i2.2455.

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This article is concerned with the protagonist of the story suffering from Asperger Syndrome. He finds difficulty in social interaction, be it appearance, language, attitude, or thinking. In addition, he has got an intelligent ability to interpret objects around him well. He has also the ability to make patterns of activities that he does every time. The whole analysis is conducted by means of qualitative research method supported by library research. The grand theory used is on autism, picturing Asperger Syndrome as an autism spectrum disorder on the high functioning end; referred to as “dash of autism”. Asperger syndrome, also known as Asperger’s, is a developmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests. The results show that the protagonist of the novel has got some significant features of Asperger Syndrome: Lacking of Social Activity, Ability of Interpreting Object, and Ability to Set Routine Patterns.
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Korendo, Marta. "DIFFERENTIAL DIAGNOSIS OF THE AUTISTIC SPECTRUM DISORDER AND ASPERGER SYNDROME." Acta Neuropsychologica 15, no. 1 (March 12, 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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Rofman, Ethan S. "Asperger Syndrome." Journal of Clinical Psychiatry 77, no. 01 (January 27, 2016): e31-e31. http://dx.doi.org/10.4088/jcp.15bk10212.

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Barnhill, Gena, Taku Hagiwara, Brenda Smith Myles, and Richard L. Simpson. "Asperger Syndrome." Focus on Autism and Other Developmental Disabilities 15, no. 3 (August 2000): 146–53. http://dx.doi.org/10.1177/108835760001500303.

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Myles, Brenda Smith, and Richard L. Simpson. "Asperger Syndrome." Focus on Autism and Other Developmental Disabilities 17, no. 3 (August 2002): 132–37. http://dx.doi.org/10.1177/10883576020170030201.

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Ghaziuddin, Mohammad. "Asperger Syndrome." Focus on Autism and Other Developmental Disabilities 17, no. 3 (August 2002): 138–44. http://dx.doi.org/10.1177/10883576020170030301.

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Dissertations / Theses on the topic "Asperger syndrome"

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Larsson, Abbad Gunvor. ""Aspergern, det är jag" : en intervjustudie om att leva med Asperger syndrom /." Linköping : Örebro : Institutionen för beteendevetskap och lärande, Linköpings universitet, ; Institutet för handikappvetenskap (IHV), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9743.

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Oredsson, Susanna. ""Man kan säga att båda sänder signaler men på olika frekvenser" : en kvalitativ studie om partners upplevelse av att vara i ett parförhållande där den andra partnern har Aspergers syndrom." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11089.

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Being in a relationship where the partner has Asperger's syndrome makes you indirectly affected by their disability as it affects not only the disabled but also the partner. The partner may be faced with a lack of understanding from their partner with Asperger's syndrome and from its surroundings, where the syndrome including causes, limits ability in social interaction and communication. The study is a qualitative study based on six asynchronous interviews conducted via email with partners who are in a relationship with a partner who has Asperger's syndrome. The aim of the study was to increase understanding and to highlight partners experience to be in a relationship where the other partner has Asperger's syndrome and how outside support from the environment is perceived. Results of the study showed that all six partners felt that everyday life was structured around the partner with Asperger's syndrome. There was a perceived feeling of loneliness because of the partner with Asperger's syndrome not caring about the partner and of being the one taking the greatest responsibility in everyday life for it to work. There was a feeling of stress, anxiety, lost confidence and frustration but there was also a strong desire and commitment to their partner with Asperger's syndrome. There was a strong love for the partner with Asperger's syndrome and a willingness to get the couple relationship to work. The results show that partners need and want support from the environment. It is important that they receive the support they need. The type of support needed varies but the important thing is that it is flexible, tailored and personalized for the couple or the individual partner's needs. The results indicate that there is a benefit for the couple relationship when the partner with Asperger's syndrome has a diagnosis. Both parties can thus get a better understanding of why certain things are the way they are and then work from there.
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Симоненко, Наталія Олександрівна, Наталия Александровна Симоненко, Nataliia Oleksandrivna Symonenko, and A. Karpenko. "What is Asperger syndrome?" Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/15943.

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Daves, Maria Margaret. "The impact of an Asperger Syndrome Diagnosis : a phenomenological exploration into the lived experience of Asperger Syndrome." Thesis, Regent's University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646047.

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This phenomenological research study explores the lived experience of an Asperger syndrome (AS) diagnosis, particularly focusing on the impacts of diagnosis. The proposed sample included seven co-researchers, four women, three men, with lived experiences of an AS diagnosis. Asperger syndrome is a lifelong developmental disability (APA, 1994). Using Colaizzi's phenomenological methodology (1978), a total of twelve themes emerged from the data. These themes are produced in an exhaustive description, this displays the lived experiences of an AS diagnosis. The analysis displayed a total of 12 themes: Impact of diagnosis leading to changes in social and family relationships; Feelings arising from diagnosis; Personal changes through diagnosis; Impact of a diagnosis an inhibiting factor; Personal changes in identity and similarity with others; Feeling arising before diagnosis; Accessibility to Autism services; Feelings arising from child's diagnosis; Impact of child's diagnosis leading to changes in family, social and intimate relationships; Personal changes in identity through a mother and carer role; Uncertainty about future; Lack of psychological & emotional support. The co-researchers reported a change in identity and relationship(s) with others. Coresearchers reported a lack of psychological support provided after the AS diagnosis. This shows an urgent need for psychological therapy among this client group. I propose Counselling Psychologists can fulfil this need and offer a range of support through different means including post-diagnostic follow-ups, counselling (postdiagnosis) and ongoing group support. These findings will be discussed in detail.
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Karlsson, Anna, and Maria Dahlgren. "Personer med Asperger Syndrom och deras upplevelser kring arbete : People with Asperger Syndrome and their experience of work." Thesis, Örebro University, Academy of Health Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2187.

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Sammanfattning:

Syftet med denna kvalitativa studie var att beskriva hur personer med AS upplever det är att ha ett arbete respektive gå på dagverksamhet/sysselsättning, samt fånga deras upplevelser angående erhållna stödinsatser från samhället. Samhällets stödinsatser handlar om att få och behålla ett arbete. Med samhället avses t.ex. personer i allmänhet, arbetsterapeut, arbetsförmedling, försäkringskassan och socialarbetare.

En kvalitativ metod med intervjuer användes i denna studie. Intervjuer genomfördes med fyra personer med Asperger Syndrom som var anställda på ett företag som anställer personer med detta funktionshinder. Frågeområdena var arbete, dagverksamhet/sysselsättning och samhälle. En kvalitativ innehållsanalys användes i analysarbetet.

Resultatet redovisades i fem huvudkategorier som belyser olika upplevelser som de intervjuade delgivit: 1. Arbetets betydelsefulla funktion för personer med Asperger Syndrom, 2. Betydelsen av arbetets utformning för personer med Asperger Syndrom, 3. Personer med Asperger Syndrom - en resurs på arbetsplatsen, 4. Betydelsen av dagverksamhetens/sysselsättningens utformning för personer med Asperger Syndrom, 5. Upplevelser av kunskaper om Asperger syndrom och stödinsatser från samhället

De intervjuade beskrev sina upplevelser om vad som gjorde ett arbete betydelsefullt, vad det skulle innehålla och hur det borde vara utformat. Ett arbete betydde mer än att få en lön. Det hade dessutom en social och aktiverande funktion, samt att de fick känna att de bidrog och var delaktiga i samhället. Vikten av ett individanpassat arbete togs upp. Det framkom även att det var viktigt att det fanns tillgång till stöd på arbetsplatsen. Det skulle också finnas förståelse och kunskap om diagnosen. De intervjuade upplevde brister i dagverksamheten/ sysselsättningen p.g.a. att det var dålig individanpassning. Det framgick hur aktiviteterna borde vara för att upplevas stimulerande. Samhällets stödinsatser beskrevs ofta som missriktade och att det saknades kunskaper om diagnosen. Det gavs förslag på meningsfulla insatser, bl.a. att få en mer personlig kontakt som hjälper dem i sökandet efter arbete.

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Larsson, Abbad Gunvor. "Aspergern, det är jag : En intervjustudie om att leva med Asperger syndrom." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9743.

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The overall purpose of this interview-study is to increase the knowledge and understanding of persons with Asperger syndrome. For each participant has common and unique aspects been described. The ambition has been to illuminate their perspective of their situation in life and develop the understanding of their quality of life. The participants’ experiences of their diagnosis, and its consequences in their life has been studied. Several aspects of their everyday life have been reported, i.e. schooling, occupational problems, spare time and interests. The results show that the participants may experience their life as hard, as seemingly uncomplicated chores prove to be exhausting. Not fitting with the norms they believe other people in society have, is one aspect of experienced difference. The diagnostic process has proved to be an important event in the life of the participants. It has been described as a way of taking control over one’s life. Their experienced difference may be acceptable to them, if it is in the form of an Asperger diagnosis. Experiences of chock, denial and ambivalence after receiving their Asperger diagnosis were also reported. However, all participants have accepted their diagnosis. The participants’ biologically different way of being has given them consequences. Both psychological and social consequences have been illustrated, as well as interpersonal and societal. Disability research theory (Danermark, 2005; Rönnberg & Melinder, 2007) and Bronfenbrenner’s ecological systems theory (1979) have been used to illustrate the outcome of a diagnosis like Asperger syndrome. The study shows the participants’ experiences of their different way of being.
Den här avhandlingen är en intervjustudie, med det övergripande syftet att öka kunskapen om individer med Asperger syndrom. Gemensamma och unika synsätt hos varje deltagare med diagnosen Asperger syndrom har undersökts. Ambitionen har varit att fånga deras perspektiv på sin livssituation och utveckla förståelsen för deras syn på livskvalitet. Avhandlingen har undersökt hur deltagarna uppfattar sitt funktionshinder och hur diagnosen har påverkat deras liv. Deltagarna har beskrivit sina vardagsliv utifrån flera infallsvinklar, där skolgång, försörjningsmöjligheter, sysselsättning och fritid har skildrats. Resultaten visar att flera beskriver sin vardag som arbetsam, exempelvis kan ett till synes enkelt moment upplevas som ansträngande. Att inte passa in i de normer som de uppfattar att andra i samhället har är en aspekt av upplevt annorlundaskap. Diagnostiseringen har i visat sig vara en betydelsefull händelse i deltagarnas liv. Den har beskrivits som ett sätt att ta kontroll över sin livssituation. Genom att få diagnosen blir avvikelsen legitim. Deltagarna beskriver den som ett acceptabelt sätt att skilja sig från mängden. Det finns även skildringar av chock, förnekande och ambivalens när de har fått diagnosen om sitt funktionshinder. Samtliga av studiens deltagare säger sig dock acceptera sin aspergerdiagnos. Deras annorlunda sätt att vara biologiskt har visat sig ge konsekvenser i hela deras livsvärld. Både psykologiska och sociala konsekvenser har illustrerats, liksom interpersonella och samhälleliga. Handikappvetenskaplig- och ekologisk systemteori har använts för att visa på vidden av de konsekvenser som Asperger syndrom kan ge. Studien visar på deltagarnas upplevelser av sitt annorlunda sätt att vara.
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Russell, Emily. "An overview of Asperger Syndrome and anxiety, social worries and styles of social interaction in children with Asperger Syndrome /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17373.pdf.

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McLean, Trish. "Asperger syndrome and nonverbal learning disorder : an overview /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17723.pdf.

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Cox, Beatrice. "How does having Asperger syndrome affect parenting experiences?" Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536069.

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Tůmová, Helena. "Křehká linie." Master's thesis, Vysoké učení technické v Brně. Fakulta výtvarných umění, 2014. http://www.nusl.cz/ntk/nusl-232428.

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The project of my diploma thesis Fragile Line is a continuation of my bachelor thesis Limits of Normality in which I compiled part of the drawn black and white imaginary world of a 10-year old boy Jára with Asperger syndrome and created its colourful 3D visualisation. Fragile Line is for me some imaginary border between the real world and Jára`s fictional world. In my diploma work I created three planets from Jára`s space system, intentionally I used different technology and range of colours for each of them because children like disparity and variety.
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Books on the topic "Asperger syndrome"

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DuCharme, Raymond W., and Thomas P. Gullotta, eds. Asperger Syndrome. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7016-8.

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DuCharme, Raymond W., and Thomas P. Gullotta, eds. Asperger Syndrome. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6.

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Gillard, Arthur. Asperger syndrome. Detroit: Gale, Cengage Learning, 2011.

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Genevieve, Edmonds, and Beardon Luke, eds. Asperger syndrome and employment: Adults speak out about Asperger syndrome. London: Jessica Kingsley, 2008.

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Rosaler, Maxine. Coping with Asperger syndrome. New York: The Rosen Pub. Group, 2004.

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Bock, Stacey Jones. Asperger syndrome diagnostic scale. Austin, Tex: Pro-Ed, 2001.

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Pyles, Lise. Hitchhiking through Asperger syndrome. London: Jessica Kingsley Publishers, 2002.

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Rodriguez, Ana Maria. Autism and Asperger syndrome. Minneapolis: Twenty-First Century Books, 2009.

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Uta, Frith, ed. Autism and Asperger syndrome. Cambridge: Cambridge University Press, 1991.

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Brenda, Myles, and Tahara Sachi, eds. This is Asperger Syndrome. Shawnee Mission, Kan: Autism Asperger Pub. Co., 2004.

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Book chapters on the topic "Asperger syndrome"

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Woodbury-Smith, Marc. "Asperger Syndrome." In Encyclopedia of Adolescence, 175–86. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_90.

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Woodbury-Smith, Marc. "Asperger Syndrome." In Encyclopedia of Autism Spectrum Disorders, 246–52. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1361.

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Brown, Thomas E. "Asperger Syndrome." In ADHD and Asperger Syndrome in Smart Kids and Adults, 158–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003141976-15.

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Woodbury-Smith, Marc. "Asperger Syndrome." In Encyclopedia of Autism Spectrum Disorders, 322–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1361.

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Woodbury-Smith, Marc. "Asperger Syndrome." In Encyclopedia of Adolescence, 276–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_90.

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DuCharme, Raymond W., and Kathleen A. McGrady. "What Is Asperger Syndrome?" In Asperger Syndrome, 1–20. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_1.

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Myles, Brenda Smith. "Social Skills Instruction for Children with Asperger Syndrome." In Asperger Syndrome, 21–42. Boston, MA: 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, 43–82. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_3.

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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, 83–133. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_4.

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Little, Liza. "Identifying and Preventing the Risks for Victimization of Children with Asperger Syndrome." In Asperger Syndrome, 135–56. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4419-8883-6_5.

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Conference papers on the topic "Asperger syndrome"

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"AN EMBODIED CONVERSATIONAL AGENT WITH ASPERGER SYNDROME." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003274101530158.

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Kusuma, F. P., Mr Subyantoro, A. Su’udi, and H. B. Mardikantoro. "Communication Therapy Model for People with Asperger Syndrome." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.33.

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Haller, Rachel. "Challenged Motherhood: Mothers to Adult Daughters With Asperger Syndrome." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.43.

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Alejandro Leyva-Carrillo, Amado, Monica A. Carreno-Leon, Jesus A. Sandoval-Bringas, Italia Estrada-Cota, and German A. Espinoza-Monteverde. "UABCS: teaching perception towards university students with Asperger Syndrome." In 2022 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2022. http://dx.doi.org/10.1109/contie56301.2022.10004421.

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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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Guillermo-Echeverría, María José, Salvador Bautista-Maldonado, and Melenie Felipa Guzmán-Ocampo. "ASPERGER SYNDROME: A CASE STUDY IN A PUBLIC MEXICAN UNIVERSITY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2323.

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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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Lehtinen, Mari. "Observations on the prosodic characteristics of Finnish-speaking youngsters with Asperger Syndrome." In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0024/000144.

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Banos, Samuel Montane, Brenda C. Lara Rubio, Israel Duran Encinas, and Jonathan G. Soto Munoz. "Experience in teaching programming related subjects to university students with Asperger syndrome." In 2022 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2022. http://dx.doi.org/10.1109/contie56301.2022.10004437.

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