An interview with Timothy Kowalski on Asperger's Disorder
Mr. Kowalski discusses his work as a speech pathologist working with Asperger's Disordered patients. Asperger's Disorder is a pervasive developmental disorder of childhood characterized by communication and social deficits. It is often thought of as identical to high functioning Autism (another, more severe disorder), but Kowalski differentiates the two disorders on the basis of social desire (Autistic individuals lacking the desire and skills to socialize, vs. Asperger's individuals having the desire to socialize but lacking the skills).
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Joshua's Tough Questions for His Mother
Confronted with the chance to interview his mother at a StoryCorps booth, Joshua eschewed the prepared questions that many participants rely on, and instead created his own. His questions touch on everything from his mother's past to how she really feels about him.
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Educating the Student with Asperger Syndrome
Many of the strategies for teaching students with autism are applicable for students with AS. The professional literature often does not differentiate between high-functioning autism and Asperger syndrome when outlining recommended practices. However, it is important to give consideration to the unique learning characteristics, to provide support when needed, and to build on the student's many strengths.
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Supporting Students with Asperger's Syndrome Who Present Behavioral Challenges
Though challenging behaviors are frequently the primary obstacle in supporting students with Asperger's Syndrome, there are few published studies to direct educators towards the most effective behavioral approaches for these students. What we know to date is largely based on experience and relies heavily on generalizing strategies from the applied behavior analysis arena. However, what appears most evident (given the heterogeneity even among these individuals) is that a primarily categorical approach will be unsuccessful for most, and that effective behavior support will require highly individualized practices which address primary areas of difficulty in social understanding and interactions, pragmatic communication, managing anxiety, preferences for sameness and rules, and ritualistic behaviors.
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Asperger's Syndrome Guidelines for Treatment and Intervention
The present text is an attempt to summarize a series of concrete proposals for treatment and intervention, with a view to provide parents and care providers with specific suggestions that may be helpful in devising educational and treatment programs for children and adolescents affected by this severe form of social learning disability. Because of space constraints, these suggestions are by necessity brief. Parents and care providers seeking additional information are referred to the more comprehensive reviews listed in our reference page.
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Giftedness and Asperger's Syndrome: A New Agenda for Education
Across the country, around the world, this scene is repeated. A relatively new category in the continuum of behavior disorders, Asperger's Syndrome (AS) is both compelling and alarming to educators in gifted education. What does it mean to be gifted with Asperger's? It's a question that gifted educators must learn to answer, to ensure proper programming for children who are gifted, children who are Asperger's, and children who are both.
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Impaired Olfactory Identification in Asperger's Syndrome
The authors measured odor detection threshold and odor identification in 12 males with Asperger's syndrome and 12 matched control subjects. Relative to control subjects, Asperger's syndrome subjects were not impaired at odor detection but were significantly impaired at olfactory identification.
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Towards Success in Tertiary Study Logo with asperger's syndrome
This booklet has been written for students who are studying or intend studying at tertiary level and who have Asperger's Syndrome or another autism spectrum disorder. The strategies included here bring together the experiences of students, staff and support organizations. This booklet also builds on existing resources, both print and electronic media.
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Brain anatomy and sensorimotor gating in Asperger's syndrome
People with Asperger's syndrome most likely have generalized alterations in brain development, but this is associated with significant differences from controls in the anatomy and function of specific brain regions implicated in behaviors characterizing the disorder. We hypothesize that Asperger's syndrome is associated with abnormalities in frontal-striatal pathways resulting in defective sensorimotor gating, and consequently characteristic difficulties inhibiting repetitive thoughts, speech, and actions.
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Life Journey Through Autism: An Educator�s Guide to Asperger Syndrome
The purpose of this guide is to help you understand and be able to respond effectively to the needs of children with Asperger Syndrome in an inclusive classroom setting. Of course, each child with Asperger Syndrome will be different like all children and you will need to find your own style for supporting each child's classroom experience. This guide is meant to orient you to the challenges and skills of students with Asperger Syndrome and outline strategies that can be easily implemented to meet their needs.
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A survey of pupils with Asperger's Syndrome
The purpose of the survey is to indicate to the education system in Northern Ireland the possible numbers of pupils with Asperger syndrome in mainstream primary and secondary
schools in the Province, to evaluate the level and effectiveness of present approaches to meet the needs of this pupil population, and to identify areas and resources which require improvement and development.
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Children with Asperger's Syndrome: Characteristics/Learning Styles and Intervention Strategies
Written by Susan Stokes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction. The general features and characteristics exhibited by children diagnosed with Asperger�s Syndrome are similar to the general features and characteristics exhibited by children who have been clinically diagnosed with Autism and are described as having "high functioning autism". For educational purposes, the remainder of this paper focuses on the child with Asperger's Syndrome who has been identified by the IEP Team as being a child with a disability. Much of the following information is also relevant for consideration in working with children identified as having autism and who are described as having "high functioning autism".
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Asperger's Syndrome Guidelines for Assessment and Diagnosis
Clearly, the work on Asperger syndrome, in regard to scientific research as well as in regard to service provision, is only beginning. Parents are urged to use a great deal of caution and to adopt a critical approach toward information given to them. Ultimately, the diagnostic label - any label, does not summarize a person, and there is a need to consider the individual's strengths and weaknesses, and to provide individualized intervention that will meet those (adequately assessed and monitored) needs. That notwithstanding, we are left with the question of what is the nature of this puzzling social learning disability, how many people does it affect, and what can we do to help those affected by it. The following guidelines summarize some of the information currently available on those questions.
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What are the Signs of Aspergers Syndrome
Aspergers is a form of Autism. People with Aspergers syndrome are on the higher end of the spectrum. They usually have normal language skills. Their main problem is dealing with people socially. Usually these problems are first noticed when a child begins school. The child can have all the signs of Aspergers, or only a few. Here are some of the common signs of Aspergers syndrome.
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