Aspergers syndrome: definition, assessment, therapeutic intervention

Aspergers syndrome definition, discernment, remedial interventionIntroductionThis essay focuses on Aspergers syndrome. This frontiered educational need was chosen because I bemuse a in the flesh(predicate)ised interest in this specify. The essay looks in detail at how Aspergers syndrome is be and how Aspergers syndrome is assessed and diagnosed. The essay because moves on to treat the various healing(p) interventions for Aspergers syndrome and what direction approaches be appropriate for tykeren presenting with this stop. The different supposititious perspectives from which Aspergers syndrome prat be still argon and so discussed, namely the medical exam checkup personate, the genial work and Bronfenbrenners ecologic model.What is Aspergers syndrome?According to Klin et al. (1995), Asergers syndrome is a severe developmental disorder characterized by study difficulties in genial interaction and restricted and unusual patterns of interest and conduct. in t hat location atomic number 18 m both similarities with autism and thither is still discussion as to whether Aspergers syndrome and autism are actu exclusivelyy different conditions (Klin et al., 1995). As Klin et al. (1995) highlight, however, the APA make Aspergers syndrome offici all in ally a check diagnosing following the results of a field trial, which revealed that Aspergers syndrome does incur different diagnostic criteria to autism.Other definitions of Aspergers syndrome differ from these definitions, with the Ameri go off Psychiatric Association, via their Diagnostic statistical manual of Mental Disorders IV, defining a diagnosing of Aspergers syndrome as, requiring four of five listed criteria be present, including at least deuce indicatros of a qualitative impediment in genial interaction (e.g., serious impairments in peer relationships, loving reciprocity, sign-language(a) behaviours, empathy) and at least cardinal in the category of restricted behaviours or rituals (e.g., rigid adherence to rules or r unwrapines, preoccupation with a narrow interest, move or objects, repetitive motor movements) (Safran, 2002). Medicine.Net defines Aspergers syndrome as an autistic disorder closely nonable for the often grand discrepancy between the intellectual and sociable abilities of those who construct it (Medicine.Net, 2010). The Autism Society of America defines Aspergers syndrome as, high execution autism with no vernacular delay (Autism Society of America, 2010). It is clear, therefore, that there are a variety of definitions of Aspergers syndrome, with this disorderliness arising as a result of the difficulty in diagnosing Aspergers syndrome, as allow be discussed later in the essay.In impairment of the clinical features of Aspergers syndrome, a paucity of empathy is unremarkably noned, as is nave, inappropriate and aslant kind interactions with pedantic and mo nononic speech (Klin et al., 1995). In addition, poor non-verbal co lloquy and intense absorption in specific topics and clumsy and/or ill-coordinated movements all assist to identify children with Aspergers syndrome (Klin et al., 1995). It is noted that the invasion of the condition occurs later than the onset of autism with children vivification with Aspergers syndrome having a normal range of intelligence (Klin et al., 1995).The Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) leaves the following, much than detailed, diagnostic criteria, qualitative impairment in societal interactions(and)restricted repetitive and stereotyped patterns of behaviour, interests and activities manifested by either encompassing preoccupation, apparently inflexible adherence, stereotyped and repetitive mannerisms or persistent preoccupation with parts of objects with these guidelines recommending that Aspergers syndrome be diagnosed where all separate conditions fetch been excluded (Klin et al., 1995). It is noted that childr en existing with Aspergers syndrome give way no delay in their encyclopedism or use of language and that the disturbances the syndrome cause can cause major clinical impairments, such as complaisantly, occupationally or in other(a) areas of functioning (Klin et al., 1995).Assessment of Aspergers syndromeAssessment of Aspergers syndrome, particularly in children, is difficult as there is a paucity of diagnostic instruments and no standardization amongst the diagnostic instrumental roles that do exist (Howlin, 2000a). The problems of differentiating Aspergers syndrome from autism, particularly in the ICD-10 and DSM-IV frames, is similarly a complicating factor in the assessment of Aspergers syndrome as Howlin (2000a) argues, attempting to develop diagnostic slits in the absence of any clear definition of Aspergers syndrome is attempting to put the horse before the cart (Howlin, 2000a).As Klin et al. (1995) argue, the wishing of awareness of professionals of the condition ca n also make diagnosis difficult, with a comprehensive assessment of children suspected of having Aspergers syndrome needing to include the patients medical history, a psychological assessment, communication and psychiatric assessments, parental conferences and further consultation, if necessary. The initial detail of any assessment is to take a careful medical history, including all information relating to the childs development, from pregnancy to the present next, a psychological assessment would be under(a)taken which would aim at establishing the childs level of emotional functioning, their strengths and weaknesses and their preferred style of learn (Klin et al., 1995). Next, communication and psychiatric examinations would be taken, which would collect both quantitative and qualitative information about the childs departingness and ability to communicate and their psychiatric status.One fork with diagnosing Aspergers syndrome is that umpteen of the clinical manifestations of this condition are similar to those manifested by autistic children (Bishop, 1989). As argued by Wing (1988), because the diagnosis of autism is so difficult, as autism appears to present as a continuum of symptoms, with no clear boundaries, this has further entangled the diagnosis of Aspergers syndrome. As Wing (1988) discusses, the wholly(prenominal) clear diagnostic tool for diagnosing some form of autistic disorder is the presence of genial impairment the degree of social impairment, coupled with other symptoms, can then cartroad to the diagnosis of other forms of developmental disorder, such as Aspergers syndrome or semantic-pragmatic disorder (Bishop, 1989). Placing children along the autistic continuum, with autism existence divided along two main axes of interests and social relationships and meaningful verbal communication, can thus help to diagnose the three different conditions (Semantic-pragmatic disorder, Aspergers syndrome or autism), with children diagnosed w ith autism being classed as more abnormal along these axes and children diagnosed with Aspergers syndrome being classed as abnormal along the interests and social relationships bloc and normal along the meaningful verbal communication axis (Bishop, 1989).Yet, this does not stop lookers attempting to produce an assessment tool for the clinical diagnosis of Aspergers syndrome. Scott et al. (2002), for example, report the development of the CAST (Childhood Asperger Syndrome Test), which they designed to be able to covering fire children for Aspergers syndrome. The turn out is suitable for 4-11 year old children and was tested on 37 children with typical development and similar numbers of children with suspected Aspergers syndrome, with the purpose that the tool detected significant oddments between the sample means of normal children and those children sustentation with Aspergers syndrome (Scott et al., 2002). It was concluded, therefore, that the CAST is a useful tool for the clinical diagnosis of Aspergers syndrome or to identify those children at risk of Aspergers syndrome and related conditions. As has been argued, however, the validity of this test is questionable, given the lack of a clear definition for Aspergers syndrome.Therapeutic interventionsAs highlighted in Klin et al. (1995), the treatment of Aspergers syndrome is, essentially, to provide liveness to the child in the consequence of any distress. at that send off have been suggestions that behavioural coaching and supportive psychotherapy, can have some degree of positive effect on children with this condition although this has yet to be tested rigorously (Klin et al., 1995). As Weiss (2005) argues, however, no therapeutic interventions have been shown to be completely successful in treating the negative manifestations of Aspergers syndrome. Jacobsen (2004), however, makes a case for the use of psyche psychotherapy and case management for children with Aspergers syndrome, as the therap eutic relationship can become an important source of support and routine for these children.As the straits of an individual with Aspergers syndrome is different to the mind of soul who does not live with this condition, it is important to consider theories of mind in the evaluation of the therapeutic needs of children alert with this condition. Various tests, such as dishonest belief tests, for example, have suggested that children with autism have an impaired theory of mind, with Baron-Cohen (2001) relating how theory of mind refers to the ability to reflect on ones own and others minds with children lively with conditions along the autism spectrum having difficulty in bring ining other peoples minds. As Baron-Cohen (2001) argues, much of the basic research in this field, on in operation(p) brain neuroimaging, for example, may have clinical applications in the areas ofearly intervention or early diagnosis.As Gevers et al. (2006) report, a social cognition programme based ar ound this lack of a theory of mind had some success in dealing with children with permeative development disorders including Aspergers syndrome, with this treatment intervention significantly raising consciousness of the feelings of others in those children who were assigned to this arm of the trial. This article gives hope to those parents of children with Aspergers syndrome, and to those self-aggrandizings surviving with Aspergers syndrome, that some therapeutic intervention may result from Baron-Cohens work and allow them to live a full animateness, free of the problems that Aspergers syndrome brings to them.Theoretical perspectives on Aspergers syndromeThis section will discuss three main theoretical perspectives that are used/can be used to define Aspergers syndrome, namely the social model, the medical model and Bronfenbrenners ecological model. As Bricout et al. (2004) argues, children who live with disabilities, and also their families and social workers, face analyzabl e social and institutional environments in their quest for developmental, educational and daily living supports. Models of disabilities can provide conceptual frameworks with which to understand their disability and can inform the decision-making processes of parents and social workers (Bricout et al., 2004). The medical model, for example, focuses on individual deficits whereas the social model focuses on alter social environments (Bricout et al., 2004). These models will all pertain how the handicapped child is mute and treated, as such models dictate how decree views people with disabilities.The social model of disability, for example, views the disable individual in price of their differences, with disability meaning that the individual is restricted somehow with the term disability being a social construct that exists as a result of peoples reactions to the disabled and the shared meanings that outwit this category of individuals within society (British Council of Disabl ed People, 1981). Society as a whole decides whether the impairments held by an individual leads them to be go aftered disabled, with a label of disabled meaning current discrimination via the imposition of barriers which will limit the abilities of these individuals to participate in society. For individuals with Aspergers syndrome, which challenges their ability to concentrate and to interact normally with other children, the social model of disability labels them as disabled in terms of their ability to be educated, meaning that they will usually be fit(p) in a particular(prenominal) educational needs situation. This is intended to construe that their excess needs can be catered for, yet placing children in special(prenominal) educational needs contexts can often doom children to a life of poor educational hitment, as it is known that disabled children placed in special educational needs contexts do less well academically than disabled children placed within the setting o f a normal cultivate (Reiser and Mason, 1990 Howlin, 2000b).Molloy and Vasil (2002) discuss whether Aspergers syndrome is a disorder or a neurological difference that has been socially constructed as a disorder, discussing how Aspergers syndrome is currently defined, in medical terms, as a developmental disorder. Yet, as Molloy and Vasil (2002) argue, the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis for the problems that the children diagnosed with this condition face, as a way of being able to deal with these children under the comprehensive of special educational needs. As such, it is educators, argue Molloy and Vasil (2002) that are mainly accountable for this social construction of Aspergers syndrome, with teachs viewing this condition as a social disability and, this, being able to categorize the children with the condition and to give acquitance to their treatment of these childre n as needing to rehabilitated or normalized, something that is not, necessarily, in the childs best interests. As such, Molloy and Vasil (2002) argue, a shift really needs to be made towards an examination of the social implications of a diagnosis of Aspergers syndrome. Viewing children under the medical model, which labels children living with Aspergers syndrome as deficient in something is also unhelpful, Molloy and Vasil (2002) argue, as the child comes to be viewed only with that label and therefore suffers a loss of individuality and consequent lower expectations.The medical model of disability does not, manage the social model, implicate society in the appreciation of a persons disability, but rather views the disability as a function of the medical deficits that individual has, meaning that, under this viewpoint, the individual, and their deficit, is the problem, and not society. Under the medical model, society only comes to view individuals as disabled as a result of the impairment/deficit that they have, with individuals with Aspergers syndrome being viewed as unable to communicate emotionally and/or socially and, as a function of this, being labelled as disabled. As society, and policies aimed at mainstreaming disabled people and providing them the opportunity to enter normally into society, has moved more towards a social model of disability, the opportunity has arisen for children with Aspergers syndrome to be mainstreamed and dealt with, in mainstream naturalises, as children with special educational needs. As Howlin (2000b) argues, in contra to Molloy and Vasil (2002), this is the fix approach for the more able children with Aspergers syndrome as high-functioning individuals with Aspergers syndrome can, if supported, achieve smooth outcomes in education and in their lives.Bronfenbrenners ecological model can also be used to understand Aspergers syndrome, as this model approaches child development from a joint sociological and development psychology perspective, with the thesis that individuals and their environments are mutually shaping, that is that they both have an effect on apiece other and, through this, change each other (Bronfenbrenner, 1979). As Bronfenbrenner (1979) states, child development takes place through processesofthe complex interaction between an active child and the persons, objects and symbol in its straightaway environment, such that this model implies that a disability such as Aspergers syndrome is a result of a lack of environmental support, and that, as such, the negative manifestations of the disability can be smoothed by placing the child in a more appropriate environment.It is clear, then, that Aspergers sydrome can be understood, and represented, from a variety of theoretical perspectives, all of which affect the expectations placed on individuals living with Aspergers sydrome. As Howlin (2000b) argues, however, with the correct support, high-functioning individuals with Aspergers sydro me can go on to achieve great things in their lives. This finding by Howlin (2000b) ties in with the ecological model of Bronfenbrenner (1979), which suggests that the disabilities caused by living with Aspergers syndrome are superable, if only the child is placed in the correct environment. This point will be returned to in the discussion of teaching approaches.As Molloy and Vasil (2002) argue, defining Aspergers syndrome in terms of any one model is extremely sturdy. It is clear that children living with Aspergers syndrome require more assistance than normal children because they crave more attention and have difficulties respecting social norms, meaning that, in a school setting, their behaviour would be picked up upon and corrected, attracting more attention from teachers. Yet, whether this is a disability as understood by the medical model (i.e., an impairment or deficit) is a moot point, oddly as children with Aspergers syndrome usually excel in other areas meaning that th ey do have the capacity to fit in to mainstream information and society, despite the fact, as Molloy and Vasil (2002) argue, labeling children as living with Aspergers syndrome automatically means that they will be labeled, also, as special needs children. As Molloy and Vasil (2002) argue, with adequate support, children living with Aspergers syndrome can excel in the areas that interest them and so, instead of these children being the failures for not fitting in to educational expectations, it is the education system that is failing these children. This becomes especially clear when it is recognized that some cases of Aspergers syndrome are only diagnosed when children enter the school system and are labeled problematic with referrals to psychologists then offering a diagnosis of Aspergers syndrome.As Molloy and Vail (2002) argue, the situational character of disability is important in understanding the practical implications of a child living with symptoms that can be labeled as Aspergers syndrome. If, for example, a child living with Aspergers syndrome is preoccupy with mechanics and finds a specialized tutor to teach them mechanic, this child would excel in this field, in a higher place and beyond any child in a mainstream school. There are, thus, arguments on both sides regarding how and where children with Aspergers syndrome should be educated. Children with Aspergers syndrome are individuals, with different individual needs and it is not helpful or ethical for these children to be grouped in to one terminology special educational needs as this does not provide enough individual support to these individuals in order to allow these individuals to excel (Howlin, 2000b). That these children have problems understanding, and mastering, social interactions should not, argue Molloy and Vasil (2002), be a reason for these children to be marginalized and for this marginalization to be justified on the grounds of either the medical or social models of disabil ity. This is especially problematic given the fact that children living with Aspergers syndrome can have their social interactions facilitated by certain interventions.Teaching approachesThere are, therefore, many practical implications for these differing theoretical perspectives on Aspergers sydrome, in terms of diagnosis, assessment and intervention. How and when children living with Aspergers syndrome are assessed to have this condition affects their education as has been discussed, the situational nature of the diagnosis of Aspergers syndrome can affect, for example, how and where they are schooled. This, as shown by Howlin (2000b) can affect their life chances and outcomes, given that, in the right circumstances, with the right levels of support, individuals with Aspergers syndrome can achieve great things in their lives, often above and beyond normal individuals. The Who what how where when of diagnosis and schooling, beyond this diagnosis, thus has a major impact on the life chances, and outcomes, of children living with Aspergers syndrome.Each of these different theoretical perspectives provides different insights in to the well-nigh appropriate teaching approaches and teaching strategies for individuals with Aspergers syndrome. A whole range of options are available for education for children living with Aspergers syndrome, from whole class to differentiated teaching. A Safran (2002) argues, it is feasible that children living with Aspergers syndrome can be taught in mainstream schools, and indeed many are, as these children usually have an extremely high IQ, with this gift needing only to be directed, and chanelled, adequately whilst controlling for the other more negative aspects of the manifestations of their condition. Yet, under the different theoretical perspectives, different educational models would be recommended for children living with Aspergers syndrome. The medical model would, for example, seem to suggest that these children are so mehow deficient, and would see their weaknesses and not their holistic perspective, failing to recognize their giftedness in other areas. The social model would, as has been seen, in the discussion of the work of Molloy and Vasil (2002), suggest that the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis, as a way of being able to deal with these children under the umbrella of special educational needs. This, whilst not having the disadvantages that the perspective of the medical model presents, is itself problematic because, as has been seen, children living with Aspergers syndrome can often, aside from their behavioural problems, be extremely gifted academically.Gallagher and Gallagher (2002) argue that there is a case to be made that children living with Aspergers syndrome should be treated as gifted children, in terms of their education, given that many children living with Aspergers syndrome h ave extraordinary capacities in certain areas. As Bronfenbrenners (1979) ecological model suggests, if a child with Aspergers syndrome is placed in the right environment, they will flourish. It is clear, therefore, that this model differs in its applicability to, and approach towards, Aspergers syndrome, as something that can overcome, not as something that causes a permanent, insuperable, deficit in the child. As Jindal-Snape et al. (2005) argue, children with autistic spectrum conditions can be taught tellingly, especially if Bronfenbrenners (1979) ecological model is implemented, with functional links being found between all parts of the childs ecosystem, i.e., the childs shell environment, their school and the other agencies that help them deal with their condition.It has to be noted, however, that their inability to interact socially and their low tolerance for routine, however, makes it difficult, in practical terms, to see how children living with Aspergers syndrome could b e educated alongside gifted children. Although, as Safran (2002) argues, if all school personnel are made aware of the childs condition and its manifestations, then it would be possible for certain children living with Aspergers syndrome to enter mainstream school with one-to-one help, from a classroom assistant, for example, who would be there to help them with their behavioural difficulties. Interventions as undecomposable as arranging the seating in the classroom to ensure that the child with Aspergers syndrome is not sitting next to children who will aggravate them has been shown to be effective in managing the manifestations of the condition, allowing these children to be schooled in a mainstream setting (Safran, 2002).It is my personal opinion, from my personal perspective, that certain children living with Aspergers syndrome are well suited to a mainstream classroom setting, although this is said with caution, as these children can take a lot of the teachers time, if they ar e not assisted, leaving little time for the other members of the class. As to whether mainstreaming special educational needs children is fair to the mainstream children is the topic of a whole other essay, but it is my experience that, indeed, as Safran (2002), Howlin (2000b) and Gallagher and Gallagher (2002) argue, certain children with Aspergers syndrome are academically excellent and, as such, should be given a chance at achieving great outcomes in their lives. As Safran (2002) states, people with Aspergers syndrome are often creative, highly intelligent, mathematically or scientifically astute(and)have the potential for momentous contributions to out society. As such, it should be the place of mainstream education to find a place for these children indeed, as Safran (2002) reports, children with Aspergers syndrome can often see great improvements in their condition as a result of interacting with other children in mainstream school. This is certainly my experience, as I have h ad students with Aspergers syndrome in my classroom whose confidence has soared as a result of making friendships and being involved in events and activities that captured their interest. Many of their parents verbalised their thanks that their children had been engaged in such a manner whilst at school.I have also known many parents of children with Aspergers syndrome who have not had such positive experiences of sending their children to mainstream and/or schools catering for children with special educational needs, and who decided not to send their children through the traditional school system and who decided to theme school their children. There are many hundreds of cases like this in the UK, supported by the Asperger kin Education organization, and other local organizations, which act as a source of support for parents who are home-schooling children with Aspergers syndrome (Asperger Home Education, 2010). The vast majority of experiences of people I know who have home sch ooled their children with this condition have had hugely positive experiences, with their children growing up to lead full lives, most usually specializing in the area that captured their interest as a child. One friend, in particular, has gone on from being obsessed with LEGO as a small child to become a geomorphological engineer, employed in one of the UKs largest construction companies, something that was made possible by the dedication of his mother who didnt give up on him, believed in him and gave him the tools and skills he needed to be able to make a success of his adult life.However a child with Aspergers syndrome is taught, it should be borne in mind, as recommended by The National Autistic Society (2010) that children with this condition are likely to have problems with group work, with a lack of comprehension, with a lack of empathy and with their motivation levels. It is also likely that, at some point, children living with this condition might suffer from distress as a result of a perceived lack of information. The good teacher should, thus, be aware that these problems may arise and should attempt to handle the classroom situation, and the student within that situation, so that the opportunities for these problems to arise are limited. If they arise, the teacher should also have strategies in place for dealing with the behavioural manifestations of these problems in the child. There are, therefore, various teaching approaches that can be espouse in order to minimize the distress caused to the child with Aspergers syndrome and minimize, as a result, the disruption to the classroom that is caused when a child with this condition becomes confused and distressed. The social model would suggest that if this condition is accommodated by an appropriate teaching approach, then the child should be able to be schooled normally, accommodating, as far as possible, their disability.ConclusionThis essay has looked in detail at Aspergers syndrome, from its d efinition to its differences in comparison to autism. Several models have been discussed, with which to understand the disability caused by Aspergers syndrome, with these models being applied to teaching approaches and a discussion presented of possible teaching approaches for children living with Aspergers syndrome in light of these different models. My personal experiences of teaching and/or well-read some children with this condition were also related, showing, on the whole, that children with this condition are usually academically gifted and that the problems their disability presents can be overcome by, as Bronfenbrenners (1979) ecological model suggests, fitting the childs environment to their condition. Home schooling is an holy person way of ensuring this and giving the Aspergers child the best chance of making a success of their lives. It should be noted, however, that not all parents can afford, or have the ability to, home school and, as such, other teaching approaches were discussed, including mainstreaming and institutes providing special needs education. In conclusion, Aspergers syndrome is a complex condition, dealt with in many ways, depending on the perspective from which the condition is viewed.