Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Effective Parent Advocacy Skills

Possessing effective parent advocacy skills is not something that comes naturally to many parents of children with special needs. However, I believe learning and refining these skills is essential for the long-term success of most children with special needs. Do not be fooled into thinking that just because you live in a "good" school district that your child is getting a quality education. Based on how the current educational system works (or doesn't work) you must be an active participant in your child's education if you want them to possess the necessary skills to function in society after they graduate from high school or age out of special education at 21.

One very important advocacy skill to constantly work on developing is building positive working relationships with your child's teacher(s) and case managers. The best way to do this is to establish regular communication with your child's service providers, to show up to IEP meetings and conferences and to share your successes and failures as home. Children with special needs really need a team that works together to make steady progress.

Another very important advocacy skill is to know and understand your parental rights, also called procedural safeguards. These rights are spelled out in The Individuals with Disabilities Education Act (IDEA) and each state has them listed on their department of education website. The difficulty with these rights is that they are written in legal language, which is often hard to understand and interpret. I urge you to take the time to read the packet that should be given to you when you sign consent for your child to be evaluated for special education and every year, thereafter. If you do not understand any of your rights, either ask the case manager to explain it to you or go on-line to learn what it means.

Another very important advocacy skill to possess is the ability to stay calm and cool at meetings, over the phone and through e-mail communication even when you are angry or upset. Many people do not respond well to angry people, especially when it is directed at them. Take your time to gather your thoughts and get your emotions under control before addressing issues with your child's education, IEP or the IEP process. You are much more likely to get to a resolution that will benefit your child if you keep yourself rationale and calm than if you are explosive, accusing and/or disrespectful.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.

Effective Parent Advocacy Skills

Possessing effective parent advocacy skills is not something that comes naturally to many parents of children with special needs. However, I believe learning and refining these skills is essential for the long-term success of most children with special needs. Do not be fooled into thinking that just because you live in a "good" school district that your child is getting a quality education. Based on how the current educational system works (or doesn't work) you must be an active participant in your child's education if you want them to possess the necessary skills to function in society after they graduate from high school or age out of special education at 21.

One very important advocacy skill to constantly work on developing is building positive working relationships with your child's teacher(s) and case managers. The best way to do this is to establish regular communication with your child's service providers, to show up to IEP meetings and conferences and to share your successes and failures as home. Children with special needs really need a team that works together to make steady progress.

Another very important advocacy skill is to know and understand your parental rights, also called procedural safeguards. These rights are spelled out in The Individuals with Disabilities Education Act (IDEA) and each state has them listed on their department of education website. The difficulty with these rights is that they are written in legal language, which is often hard to understand and interpret. I urge you to take the time to read the packet that should be given to you when you sign consent for your child to be evaluated for special education and every year, thereafter. If you do not understand any of your rights, either ask the case manager to explain it to you or go on-line to learn what it means.

Another very important advocacy skill to possess is the ability to stay calm and cool at meetings, over the phone and through e-mail communication even when you are angry or upset. Many people do not respond well to angry people, especially when it is directed at them. Take your time to gather your thoughts and get your emotions under control before addressing issues with your child's education, IEP or the IEP process. You are much more likely to get to a resolution that will benefit your child if you keep yourself rationale and calm than if you are explosive, accusing and/or disrespectful.

Asperger's Syndrome Concerns

Asperger's syndrome (AS) or Asperger's disorder (AD) is a pervasive developmental disorder characterized by a conjuncture of symptoms such as: qualitative impairment of social interaction, repetitive or stereotypical behaviour, activities and interests, physical clumsiness. To be noted that unlike autism, Asperger's does not affect the normal cognitive and language development of the patient.

Currently, there are several screening instruments used by pediatricians or general practitioners to diagnose a child suffering from Asperger's as soon as he/she is 30 months old. Some of these screening instruments are: Asperger Syndrome Diagnostic Scale, Childhood Asperger Syndrome Test, Gilliam Asperger's Disorder Scale, Autism Spectrum Quotient, Krug Asperger's Disorder Index, and Autism Spectrum Screening Questionnaire.

The exact causes of Asperger's syndrome are not known, however, there is enough evidence to suggest a genetic contribution. It seems that AS runs in the family, although no specific gene has been linked to the disorder. Apparently, the likelihood for a child to be born with AS increases with every family member who manifests behavioral symptoms such as: difficulties with exposure and management of social interactions and/or problems with reading or language. Other theories suggest that AS can result from prenatal exposure to agents that cause birth defects.

The first symptom of children suffering from AS is impaired social interaction. Specifically, their social behavior has been characterized as "active but odd". While people with AS may cognitively understand the concept of emotion or empathy, being able to theorize and accept them as facts, they will still not be able to show them in a social context. As a result they might come off as rude, insensitive, indifferent or annoying, although willing to engage and talk. Some children manifest what is known as "selective mutism" when they will speak only to the individuals they like or want to, while remaining perfectly silent in the presence of others.

By the age of 5 or 6, a child suffering from AS will start displaying an unusually focused interest in some activity or field of knowledge, easily memorizing detailed information or data about a narrow subject. This amazing display of memory capacity is counteracted by the fact that he/she is not able to see the bigger picture or the context of the information held. Although an AS child's interests can vary with time, he/she will still be immersed into pursuing one specific and narrow part of a subject. Also, other more or less complex body movements become highly stereotyped (flapping, clapping, head turning, pirouette etc.).

With regard to language and speech development, although no clinical delays have been reported, the acquisition and use of language is rather atypical. For example, a child with AS cannot understand a joke, a fantasy story, metaphors or figurative language in general because he/she interprets them literally.