Relevant bibliographies by topics / Asperger syndrome/diagnosis

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

Academic literature on the topic 'Asperger syndrome/diagnosis'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Asperger syndrome/diagnosis"

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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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Fitzgerald, Michael, and Aiden Corvin. "Diagnosis and differential diagnosis of Asperger syndrome." Advances in Psychiatric Treatment 7, no. 4 (July 2001): 310–18. http://dx.doi.org/10.1192/apt.7.4.310.

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Asperger syndrome is an uncommon condition, but probably more common than classic autism (the only published population study estimated prevalence at 36 per 10 000 children for Asperger syndrome and 5 per 10 000 for autism (Ehlers & Gillberg, 1993)). Misdiagnosis or delayed diagnosis of this disorder is a serious problem, and the average age at diagnosis is several years later than for autism (Gillberg, 1989). Obviously, this can be traumatic for individuals and families; furthermore, the most effective intervention programmes begin early, and establishing management strategies at an early age can minimise later behavioural problems (Howlin, 1998).
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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 (February 28, 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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Rosqvist, Hanna Bertilsdotter. "Normal for an Asperger: Notions of the Meanings of Diagnoses Among Adults with Asperger Syndrome." Intellectual and Developmental Disabilities 50, no. 2 (April 1, 2012): 120–28. http://dx.doi.org/10.1352/1934-9556-50.2.120.

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Abstract This study explores the production of a counterhegemonic discourse of “autistic normalcy” among adults with high-functioning autism by analyzing notions of diagnosis. The discourse analyses are based on material from ethnographic fieldwork in a Swedish educational setting. Study participants were 3 male and 9 female adults who had been diagnosed with Asperger syndrome. The notion of diagnosis comprises issues concerning coming out and knowledge production. The findings capture an ongoing reformulation process among people involved in the autistic self-advocacy movement when it comes to the meanings of Asperger syndrome and what it means to be a person with Asperger syndrome.
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Klin, Ami, and Fred R. Volkmar. "Asperger syndrome: diagnosis and external validity." Child and Adolescent Psychiatric Clinics of North America 12, no. 1 (January 2003): 1–13. http://dx.doi.org/10.1016/s1056-4993(02)00052-4.

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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 (July 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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Bowman, Eimer Philbin. "Asperger's Syndrome and Autism: The Case for a Connection." British Journal of Psychiatry 152, no. 3 (March 1988): 377–82. http://dx.doi.org/10.1192/bjp.152.3.377.

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There is considerable disagreement on the classification of Asperger's syndrome and its relationship to autism. Unlike autism, Asperger's is not usually recognised before 30 months of age, and speech delay is not typical. However, if a child exhibits all the symptoms of autism apart from these two features, are these sufficient grounds for withholding a diagnosis of autism? This paper describes four boys and their father who, by presenting at various points on the autistic/Asperger spectrum, embody this dilemma for the diagnostician. The implications for research and clinical practice are discussed.
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Accardo, P. "Early Diagnosis of Autism and Asperger Syndrome." AAP Grand Rounds 3, no. 4 (April 1, 2000): 41–42. http://dx.doi.org/10.1542/gr.3-4-41-a.

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Powell, Trevor, and Louise Acker. "Adults’ Experience of an Asperger Syndrome Diagnosis." Focus on Autism and Other Developmental Disabilities 31, no. 1 (May 29, 2015): 72–80. http://dx.doi.org/10.1177/1088357615588516.

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Ubhi, Maneeka, Kanu Achinivu, Stefano Seri, and Andrea E. Cavanna. "Motor stereotypies in adult patients with Tourette syndrome." Future Neurology 15, no. 2 (May 2020): FNL42. http://dx.doi.org/10.2217/fnl-2019-0031.

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Aim: Correctly diagnosing repetitive behaviors in patients with Tourette syndrome (TS) can be challenging. The differential diagnosis between tics and stereotypies is of particular importance, because of treatment implications. Methods: We assessed the prevalence and clinical characteristics of stereotypies in a large sample of adult patients with TS attending a specialist clinic. Results: Mild stereotypies were reported by 21/148 patients (14.2%). Patients with stereotypies were significantly more likely to have a comorbid diagnosis of Asperger syndrome, attention-deficit and hyperactivity disorder, and obsessive-compulsive disorder, compared with patients without stereotypies. Multiple linear regression analysis revealed that the presence of Asperger syndrome significantly predicted stereotypy severity. Conclusion: Stereotypies are not rare in adults with TS and other neurodevelopmental conditions, especially Asperger syndrome.
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Dissertations / Theses on the topic "Asperger syndrome/diagnosis"

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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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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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Beckett, Joanna. "The lived experience of a diagnosis of Asperger Syndrome in adulthood." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42488.

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Literature Review: Psychiatric comorbidities are not uncommon in Autism Spectrum Disorder (ASD). The current literature review addresses the prevalence of Anxiety Disorders (AD) in Autism Spectrum Disorder without Learning Disability. The findings from the examination of fifteen papers were unequivocal. The risk of AD in the ASD population is elevated and at levels similar to those of clinically anxious individuals. Service Evaluation: The service evaluation followed two sets of enquiries about the referral patterns and referrals processes in the Learning Disability Service. Data was collated from the electronic data system and focus groups. Following the evaluation, a new referral form was designed and implemented across the *** Service. Research Report: Despite the advancements in early detection of ASD, the number of adults seeking this diagnosis remains relatively high. These individuals’ presentation often fits with the behavioural phenotype of Asperger Syndrome (AS). This research sought to provide a better understanding of the experience of a late diagnosis of AS. Seven adults with AS were interviewed. Interpretative Phenomenological Analysis was employed to analyse data. Subsequently, four super-ordinate themes were generated: the struggles of being a misfit, revelation, realisation: making meaning of the self and AS and the value and importance of support. The research findings showed that AS diagnosis served as an explanation of a long lasting difficulties and a catalyst for change. The experience of receiving the AS diagnosis was not limited to a single event; it appeared to be a complex process characterised by different emotional and cognitive shifts. Critical Appraisal: The Critical Appraisal focuses on the research process from the perspective of the researcher. It illustrates the challenges entrenched in the duality of roles of a clinician and a researcher, methodological limitations of the study as well as recommendations for future research.
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Linton, Ann-Charlotte. "To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121062.

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Evidence on inclusive classrooms shows that successful implementation of inclusion can lead to increased social involvement, personal well-being and higher levels of academic performance compared with segregated provision. Despite these potential benefits inclusion of students with Asperger syndrome (AS) in the mainstream classroom is problematic. Support from teachers is a key strategy for accommodating students with AS diagnosis in the mainstream classroom. Less well is understood how teachers create an inclusive environment for these learners. Teachers’ social representations (SR), have a bearing on how they interact and accommodate, therefore the first aim of this dissertation was to explore teachers’ SR of students with AS. The second aim was to highlight the role of contextual factors and prior experience in forming SR. The third aim was to study the link between teachers’ individual practice and broader institutional forces by comparing the SRs among principals, school health professionals and teachers. The forth aim was to study what teacher factors predict teachers’ positive attitudes towards inclusion of students with AS. The findings show that a medical approach seems to dominate especially earlier trained teachers’ SRs; however, there is a tendency to view the environment increasingly important. Our results suggest that experience with students with AS is related to teachers' SR of these students. In addition, our data indicate that there is a need to bridge the gap between the organizational level, the classroom level and the individual student level in order to reduce barriers for students with AS to fit into an inclusive environment. Finally, positive attitudes towards inclusion of students with AS were found to relate to teachers’ knowledge of teaching students with AS and their attitudes towards students with AS. To conclude teachers’ SRs are deeply seated and the first step is to bring them to the forefront so that teachers are aware of them. In addition, there is a need for team building in the school arena to achieve a common vision for an inclusive school.
Forskning visar att inkluderande klassrumsundervisning kan leda till ökad social delaktighet, personligt välbefinnande och högre studieresultat jämfört med segregerande utbildning i speciella undervisningsgrupper. Trots dessa potentiella fördelar är inkludering av elever med Aspergers syndrom (AS) problematiskt. Lärarna spelar en viktig roll för att förverkliga inkludering och deras föreställningar om elever med AS är sannolikt knutna till om, och hur, dessa elever är inkluderade i klassrummet. Lärarnas sociala representationer (SR), har betydelse för hur de interagerar och anpassar undervisningen. Avhandlingens övergripande syfte var att bidra till ökad kunskap om lärares och övrig skolpersonals SR om en inkluderande skolundervisning för elever med AS. Det första syftet var att undersöka lärares SR om elever med AS. Det andra syftet var att utforska betydelsen av kontextuella faktorer och tidigare erfarenhet av AS. Det tredje syftet var att studera sambandet mellan lärares enskilda praktik och skolans organisation genom att jämföra rektorers, skolhälsopersonals och lärares SR om inkludering av elever med AS. Den fjärde studien syftade till att undersöka vilka faktorer som bidrar till en positiv attityd till inkludering av elever med AS hos lärare. Resultaten visar att ett medicinskt synsätt dominerar i synnerhet tidigare utbildade lärares SR av elever med AS. Emellertid tillskivs miljön en allt större betydelse. Resultaten visar att lärare är positiva till inkludering och att erfarenhet av elever med AS har ett samband med lärares SR av dessa elever. Dessutom tyder resultaten på att det finns ett behov av att överbrygga klyftan mellan den organisatoriska nivån, klassrumsnivån och individnivån för att gynna en inkluderande undervisning. Positiv attityd till inkludering av elever med AS visade sig relatera till lärares kunskaper om undervisning av elever med AS och deras SR om elever med AS. Sammanfattaningsvis konstateras att lärares SR är djupt rotade och ett första steg är att uppmärksamma dem. Dessutom finns ett behov av en bredare diskussion och teambuilding i skolarenan för att åstadkomma en gemensam vision för en inkluderande skola.
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Holmborn, Kristina. "Att få diagnosen Asperger syndrom i vuxen ålder : ur ett individperspektiv." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72397.

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The purpose of this study was to investigate and analyse the consequences of being diagnosed with Asperger syndrome during adulthood. My ambition was to investigate the participants’ perspective on how the diagnosis affected their lives and relationships with their partners. To answer the purpose three questions were formulated: (1) How did the participants experience being diagnosed with Asperger syndrome? (2) What have the diagnosis meant to the participants’ self-image and self understanding? (3) Have the diagnosis influenced the participants’ understanding of their partners and have the diagnosis influenced the partners’ understanding of the participants? The study is based on qualitative interviews with two men and two women living in Stockholm, Sweden. The theoretical framework is Symbolic interactionism and Goffmans Stigma concept. The results show that the participants found the diagnosis positive because it provided an explanation and understanding of the difficulties they had experienced. In extension, the majority of the participants experienced a more positive self-image and a better understanding between themselves and their partners. Negative experiences were reported as well, mainly chock, bitterness and grief.
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Brogan, Clare A. "The diagnosis of children with autistic spectrum disorders : implications for parents." Thesis, Glasgow Caledonian University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313177.

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Gresley, Lucy. "Cognitive adaptation to the diagnosis of Asperger syndrome and the relationship with depression and adjustment." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432494.

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Wakerley, Eleanor. "The use of squiggling : a play technique as a diagnostic aid in the assessment of secondary school-age children with Asperger syndrome." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/2930.

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Winnicott’s (1968, 1993) play technique squiggling was piloted as a measure of creative thinking abilities and a potential diagnostic aid in the assessment of Asperger syndrome. The internal consistency and inter-rater reliability of squiggling was found to be acceptable. Mixed results were found between the six subscales in terms of concurrent validity with the Torrance Tests of Creative Thinking (TTCT: Torrance, Bal & Safter, 2008). Squiggling subscales Elaboration and Imagination showed signs of psychometric strength. However, Fluency and Originality require revision. Concurrent validity of the subscales Flexibility and Integration were not established. A matched-participants design enabled testing of hypothesised differences in creative thinking abilities with children with Asperger syndrome using the TTCT (Torrance et al., 2008): Abstractedness, Fluency, Originality, Integration, Elaboration, Resistance to Premature Foreclosure and Flexibility. Children with Asperger syndrome demonstrated a significantly higher level of elaboration and abstract imagination in their drawings relative to a comparison group of typically-developing children matched on age, visual motor integration ability and non-verbal IQ. Findings indicate partial support for the Weak Central Coherence Theory (Shah and Frith, 1983) and Leslie’s (1987) Meta-Representational Deficit hypothesis. Children with Asperger syndrome demonstrated understanding and expression of abstract concepts as graphical representations, thereby supporting their use in clinical assessments and interventions. No support was found for the Executive Dysfunction Theory (Pennington & Ozonoff, 1996) or for the Hyper-Systemising Theory (Baron-Cohen, 2006). Some limitations include the heterogeneity of the clinical group, and the possible confounding effects of verbal intellectual abilities, extrinsic rewards and performance anxiety. Major strengths of the study include a successful matching procedure and the finding of group differences with large effect sizes on particular creative thinking abilities.
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Drossou, Kassiani. "How clients with an Asperger Syndrome diagnosis experience the therapeutic relationship : an interpretative phenomenological analysis study." Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646067.

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Asperger Syndrome is a relatively new concept to mental health, and is known as a high functioning form of Autism Spectrum Disorder. Although there is little evidence in the literature regarding psychotherapeutic interventions being used with individuals diagnosed with Asperger Syndrome, one to one counselling has been cited as a treatment option for this group. Despite the abundance of books on Asperger Syndrome, there is no qualitative phenomenological research to focus specifically on counselling or the therapeutic relationship when working psychotherapeutically with such clients. Perhaps the paucity of information can be attributed to the professional perception of this population as having little to no emotion and therefore unable to form any type of meaningful relationship. The aim of this study is to show how the aforementioned client group experience the therapeutic relationship. Interpretative Phenomenological analysis was employed to highlight the participants' experiences of the therapeutic relationship. Nine semi structured interviews were conducted with both men and women from different ethnic backgrounds diagnosed with Asperger Syndrome. Four main themes arose through the process of analysis: ( 1) Therapists' facilitative interpersonal qualities (2) The therapeutic relationship journey (3) Ruptures in the relationship ( 4) The 'AS PIE' therapy room. The findings of the study indicate that clients with an Asperger Syndrome diagnosis are able to experience a meaningful therapeutic relationship despite the emotional~ relational and cognitive issues that they bring into the counselling session. Moreover, the findings of this study could inform practice in any psychological work with people diagnosed with Asperger Syndrome, bearing in mind the unique characteristics of the syndrome. Limitations of the study, as well as suggestions for the future are also discussed.
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Vilarinho-Rezende, Daniela, Denise de Souza Fleith, and Alencar Eunice Maria Lima Soriano. "Challenges in dual exceptionality’s diagnosis: a case study." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/101596.

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There is an increase in the number of children who are identified as gifted, and exhibit a learning disorder as well. This condition is known as dual exceptionality. However, there are few empirical studies about this topic. Therefore, the purpose of this article is to pres- ent a case study of a gifted child who was in the process of being diagnosed with Asperger Syndrome. Interviews were conducted with the child, the mother and professionals that served him. Psychological, neurological and phonological evaluations carried out with the boy were analyzed. The mother and professionals raised further explanations for the child’s behavior. The difficulties in the diagnostic process and the need for a multidisciplinary approach are explored.
Se observa un aumento en el número de niños identificados como superdotados que también tienen algún trastorno, condición conocida como doble excepcionalidad. Sin embargo, hay escasez de investigaciones sobre el tema. Luego, el objetivo es presentar un estudio de caso de un niño superdotado que se encontraba en proceso de identificación del síndrome de Asperger. Se realizaron entrevistas con el niño, la madre y los profesionales que lo asistían, y se analizaron evaluaciones psicológica, neurológica y fonoaudiológica llevadas a cabo con el chico. Madre y profesionales hacen ponderaciones acerca del diagnóstico y plantean otras explicaciones para la conducta del niño. Así, darse cuenta de las dificultades en el proceso de identificación y la necesidad del enfoque multidisciplinar para el fenómeno.
Observa-se um aumento no número de crianças identificadas como superdotadas que também apresentam algum transtorno, em uma condição que é denominada dupla excepcionalidade. Porém, há escassez de pesquisas sobre o tema. Nesse sentido, o objetivo deste artigo é apresentar um estudo de caso de uma criança superdotada que estava em processo de diagnóstico da Síndrome de Asperger. Foram realizadas entrevistas com a criança, a mãe e os profissionais que a acompanhavam, e foram analisadas as avaliações psicológica, neurológica e fonoaudiológica, realizadas ao menino. A mãe e os profissionais fazem ponderações enquanto ao diagnóstico e levantam outras possibilidades de explicação para os comportamentos da criança. Percebemse as dificuldades no processo de identificação e a necessidadede um olhar multidisciplinar sobre o fenômeno.
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Books on the topic "Asperger syndrome/diagnosis"

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Sarah, Hendrickx, ed. Asperger syndrome and alcohol drinking to cope? London: Jessica Kingsley Publishers, 2008.

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1950-, Shea Victoria, and Adams Lynn W, eds. Understanding asperger syndrome and high-functioning autism? New York: Kluwer Academic/Plenum Press, 2001.

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1950-, Shea Victoria, Adams Lynn W, and ebrary Inc, eds. Understanding Asperger syndrome and high functioning autism. New York: Kluwer Academic, 2002.

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Stoddart, Kevin P. Asperger syndrome in adulthood: A comprehensive guide for clinicians. New York: W.W. Norton & Co., 2012.

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Play therapy and Asperger's syndrome: Helping children and adolescents grow, connect, and heal through the art of play. Lanham, Md: Jason Aronson, 2011.

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Inc, ebrary, ed. A best practice guide to assessment and intervention for autism and Asperger syndrome in schools. London: Jessica Kingsley, 2010.

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7

Cassandra, Coe, ed. Asperger's syndrome in young children: A developmental guide for parents and professionals. London: Jessica Kingsley, 2004.

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8

Pretending to be normal: Living with Asperger's syndrome. London: Jessica Kingsley, 1999.

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R, Arick Joel, ed. Krug Asperger's disorder index: Examiner's manual. Austin, Tex: Pro-Ed, 2003.

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10

McQuistin, Alan James. Asperger's syndrome: Autistic spectrum disorder or separate diagnostic entity. S.l: s.n, 1996.

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Book chapters on the topic "Asperger syndrome/diagnosis"

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Szatmari, Peter. "Differential Diagnosis of Asperger Disorder." In Asperger Syndrome or High-Functioning Autism?, 61–76. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5369-4_4.

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Aspy, Ruth, and Barry G. Grossman. "Assessment and Diagnosis of Asperger Syndrome." In Issues in Children's and Families' Lives, 21–37. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7016-8_2.

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MacDonald, Van Bruce. "How the Diagnosis of Asperger’s Has Influenced My Life." In Asperger Syndrome or High-Functioning Autism?, 367–76. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5369-4_18.

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Remschmidt, Helmut, and Inge Kamp-Becker. "Der Blick auf das Besondere: Störungsspezifische Diagnostik." In Asperger-Syndrom, 83–136. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-35072-9_4.

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Viktorinova, Michaela, and James C. McPartland. "Asperger Syndrome Diagnostic Interview." In Encyclopedia of Autism Spectrum Disorders, 252–56. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_709.

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Viktorinova, Michaela, and James C. McPartland. "Asperger Syndrome Diagnostic Interview." In Encyclopedia of Autism Spectrum Disorders, 329–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_709.

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Fitzgerald, Michael. "Diagnosis of Asperger’s Syndrome." In Encyclopedia of the Sciences of Learning, 974–76. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1643.

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"Diagnosis and work-up." In A Guide to Asperger Syndrome, 89–94. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511543814.012.

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Powell, Trevor. "After diagnosis." In Recognising Autism and Asperger's Syndrome, 173–90. 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780367854904-ch09.

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"Asperger-Syndrom Diagnostik-Interview (ASDI)." In Psychische Störungen Bei Kindern und Jugendlichen, 537–38. Elsevier, 2010. http://dx.doi.org/10.1016/b978-3-437-21081-5.10056-3.

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Conference papers on the topic "Asperger syndrome/diagnosis"

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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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