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Relevant bibliographies by topics / Autism (Asperger's Syndrome)

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Academic literature on the topic 'Autism (Asperger's Syndrome)'

Author: Grafiati

Published: 10 September 2021

Last updated: 11 February 2022

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Journal articles on the topic "Autism (Asperger's Syndrome)"

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Shilpa Merlyn Jose, Keerthi Sasanka, and Jothi Priya A. "Awareness of Asperger’s syndrome among College Students." International Journal of Research in Pharmaceutical Sciences 11, SPL3 (September 16, 2020): 596–601. http://dx.doi.org/10.26452/ijrps.v11ispl3.2989.

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To determine the awareness of Asperger's syndrome among college students. Asperger’s syndrome is a developmental disorder affecting ability to socialize and communicate. It is an autism spectrum. People affected with this syndrome have problems in understanding others point of view. People affected with this syndrome have intense focus on a particular area or subject. The symptoms of Asperger’s syndrome varies from behavioural aggression to depression. People affected with Asperger’s syndrome generally have higher brain functioning than others. This syndrome can be acquired during life time or from birth. There is neither particular diagnostic criteria nor treatment for this syndrome. It may sometimes last for life long. Preparation of self structured questions and circulated through online survey link-Google forms. From the results We can conclude that awareness of Asperger's syndrome among college students was good but it was often considered as autism which is a neurological disorder.

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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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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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Ashwell, Gemma. "Autism and Asperger's Syndrome." InnovAiT: Education and inspiration for general practice 2, no. 11 (October 21, 2009): 651–56. http://dx.doi.org/10.1093/innovait/inp150.

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5

Steinberg, A. S., and A. L. Voskov. "Work of Support Group for Adults with Asperger’s Syndrome in Russia." Autism and Developmental Disorders 18, no. 2 (2020): 55–62. http://dx.doi.org/10.17759/autdd.2020180208.

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Problems with Asperger's syndrome diagnostic in adults in Russia and obsolete practice of replacement of the diagnosis after age of 18 caused necessity of organization of specialized supports and efforts for social adaptation of such individuals. Experience of organization and leading the support group (that works since 2010) for adults with Asperger’s syndrome and high functioning autism is described: conditions, rules and recommendations for its organization. The discussed topics include autism awareness, social integration, personal relationships, autism symptoms and coping strategies, independent life. The participants report that the group is beneficial as a comfortable place for socialization, life experience exchange, development of self-acceptance, self-awareness and independent life skills. Involvement of psychologists in leading of some group meetings showed the necessity to extend their knowledge about autism spectrum disorders in adults. A review of screening tests and other aspects of self-diagnosis is given. Analysis of functioning of the support group for people with Asperger's syndrome and high-functioning autism confirmed large demand on this kind of help and its necessity for improving life quality.

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Hudson, William. "Asperger's syndrome, autism, and camouflaging." Interactions 26, no. 2 (February 22, 2019): 55–59. http://dx.doi.org/10.1145/3305356.

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Kerbeshian, Jacob, and Larry Burd. "Asperger's Syndrome and Tourette Syndrome." British Journal of Psychiatry 148, no. 6 (June 1986): 731–36. http://dx.doi.org/10.1192/bjp.148.6.731.

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We review the English-language literature on Asperger's syndrome (AS), with particular reference to diagnostic criteria and differentiation from infantile autism and personality disorders, and describe six cases seen in practice; all met DSM-III criteria for ‘atypical pervasive developmental disorder’. Three also developed Tourette syndrome: the co-occurrence of the two disorders, and methods of intervention, are discussed.

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Russo, A. J., and Robert deVito. "Analysis of Copper and Zinc Plasma Concentration and the Efficacy of Zinc Therapy in Individuals with Asperger's Syndrome, Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) and Autism." Biomarker Insights 6 (January 2011): BMI.S7286. http://dx.doi.org/10.4137/bmi.s7286.

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Aim To assess plasma zinc and copper concentration in individuals with Asperger's Syndrome, Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) and autistic disorder, and to analyze the efficacy of zinc therapy on the normalization of zinc and copper levels and symptom severity in these disorders. Subjects and methods Plasma from 79 autistic individuals, 52 individuals with PDD-NOS, 21 individuals with Asperger's Syndrome (all meeting DSM-IV diagnostic criteria), and 18 age and gender similar neurotypical controls, were tested for plasma zinc and copper using inductively-coupled plasma-mass spectrometry. Results Autistic and PDD-NOS individuals had significantly elevated plasma levels of copper. None of the groups (autism, Asperger's or PDD-NOS) had significantly lower plasma zinc concentrations. Post zinc and B-6 therapy, individuals with autism and PDD-NOS had significantly lower levels of copper, but individuals with Asperger's did not have significantly lower copper. Individuals with autism, PDD-NOS and Asperger's all had significantly higher zinc levels. Severity of symptoms decreased in autistic individuals following zinc and B-6 therapy with respect to awareness, receptive language, focus and attention, hyperactivity, tip toeing, eye contact, sound sensitivity, tactile sensitivity and seizures. None of the measured symptoms worsened after therapy. None of the symptoms in the Asperger's patients improved after therapy. Discussion These results suggest an association between copper and zinc plasma levels and individuals with autism, PDD-NOS and Asperger's Syndrome. The data also indicates that copper levels normalize (decrease to levels of controls) in individuals with autism and PDD-NOS, but not in individuals with Asperger's. These same Asperger's patients do not improve with respect to symptoms after therapy, whereas many symptoms improved in the autism group. This may indicate an association between copper levels and symptom severity.

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SZATMARI, PETER, LAWRENCE TUFF, M. ALLEN J. FINLAYSON, and GIAMPIERRO BARTOLUCCI. "Asperger's Syndrome and Autism: Neurocognitive Aspects." Journal of the American Academy of Child & Adolescent Psychiatry 29, no. 1 (January 1990): 130–36. http://dx.doi.org/10.1097/00004583-199001000-00021.

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10

Pearce, J. M. S. "Kanner's infantile autism and Asperger's syndrome." Journal of Neurology, Neurosurgery & Psychiatry 76, no. 2 (February 1, 2005): 205. http://dx.doi.org/10.1136/jnnp.2004.042820.

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Dissertations / Theses on the topic "Autism (Asperger's Syndrome)"

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Chow, Ying-kwan Connie. "Friendship and loneliness in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716565.

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Craig, Jaime-Stewart. "Imagination and creativity in autism and Asperger's syndrome." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389433.

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

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

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

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Ruggeri, Susan. "The experience of humour in Asperger's syndrome." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113716.

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This study investigated the experience of humour of people with Asperger’s syndrome. It aimed to explore the lived experience of this phenomenon. A literature review was undertaken which revealed that people with Asperger’s syndrome are thought not to have a sense of humour and a number of theories are proposed to explain the difficulties that may be experienced in regard to humour. In order to gain insight into the lived experience a qualitative approach was adopted using semi structured research interviews with eight, adult, male participants. Interpretative Phenomenological Analysis was then used to illuminate the “insider perspective”. The analysis highlighted four main themes, the experience of difference, the experience of learning, what I find amusing and how I use humour. It was suggested that people with Asperger’s syndrome do have a sense of humour but they may need to put in extra effort to develop it. The importance of individuality and acceptance of differences was also recognised. The report highlighted a number of clinical implications such as the role humour plays in social interactions and the importance of asking questions rather than making assumptions when working with people with Asperger’s syndrome.

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Hayes, Kaira M. Barakat Lamia. "High-functioning autism and Asperger's Disorder : a neuropsychological comparison /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1562.

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McGregor, Evelyn. "Developing a cognitive intervention programme to help people with autism learn about belief." Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302596.

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Wallace, Simon Bruce. "Perception of faces and visual patterns in autism and Asperger's syndrome." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272149.

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9

Bolling, Kim L. "Asperger's Syndrome/Autism Spectrum Disorder and Marital Satisfaction: A Quantitative Study." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1438293072.

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Schaefer, Whitby Peggy. "The Effects of a Modified Learning Strategy on the Multiple Step Mathematical Word Problem Solving Ability of Middle School Students with High-Functioning Autism or Asperger's Syndrome." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3690.

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Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Books on the topic "Autism (Asperger's Syndrome)"

1

Asperger's syndrome: A guide for parents and professionals. London: Jessica Kingsley Publishers, 1998.

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Rowe, Alis. Asperger's syndrome (1). 2nd ed. London: Lonely Mind Books, 2014.

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Attwood, Tony. El síndrome de Asperger: Una guía para la familia. Barcelona: Paidós, 2002.

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Autism and Asperger syndrome. Oxford: Oxford University Press, 2008.

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Asperger's syndrome and anxiety. London: Lonely Mind Books, 2015.

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

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La personne autiste et le syndrome d'Asperger. [Québec]: Presses de l'Université Laval, 2003.

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Rowe, Alis. Asperger's syndrome: Meltdowns and shutdowns. 2nd ed. London: Lonely Mind Books, 2015.

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Snedden, Robert. Explaining autism. Mankato, Minn: Smart Apple Media, 2010.

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Autism: An introduction to psychological theory. Cambridge: Harvard University Press, 1995.

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Book chapters on the topic "Autism (Asperger's Syndrome)"

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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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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 Epidemiology." In Encyclopedia of Autism Spectrum Disorders, 256–59. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_2.

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Woodbury-Smith, Marc. "Asperger Syndrome Epidemiology." In Encyclopedia of Autism Spectrum Disorders, 332–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_2.

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Robinson, Janine. "Australian Scale for Asperger’s Syndrome." In Encyclopedia of Autism Spectrum Disorders, 338–41. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1365.

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Robinson, Janine. "Australian Scale for Asperger’s Syndrome." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_1365-3.

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Robinson, Janine. "Australian Scale for Asperger’s Syndrome." In Encyclopedia of Autism Spectrum Disorders, 438–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1365.

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Wing, Lorna. "Early Childhood Autism and Asperger’s Syndrome." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry, 47–52. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_9.

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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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