What is it?

Asperger Syndrome is one of several Autism Spectrum Disorders (ASD) characterized by difficulties in social interaction and by restricted, stereotyped patterns of behaviour, interests and activities. It is distinguished from the other ASDs in having no general delay in language or cognitive development. Although not mentioned in standard diagnostic criteria, motor clumsiness and atypical use of language are frequently reported. A pervasive developmental disorder, Asperger Syndrome is distinguished by a pattern of symptoms rather than a single symptom.

What are the features of it?

It is characterised by impairment in social interaction, by stereotyped and restricted patterns of behaviour, activities and interests, and but no significant delay in cognitive development or general delay in language. Intense preoccupation with a narrow subject, one-sided verbosity, restricted rhythm, stress and intonation in speech, and motor clumsiness are typical of the condition, but are not required for diagnosis.

Common challenges often (but not always) experienced by those with Asperger’s Syndrome:

• Poor understanding of the conventions of social interaction.
• Poor imaginative play.
• Being resistant to change.
• Preference for solitary play.
• Being very literal in what they say and how they understand what others say. For example, if told to 'get lost' (meaning 'go away'), a child with Asperger’s Syndrome may leave the place and try to become lost.
• Poor conversation skills and may talk too much or too little.
• Poor ‘listening’ skills, despite intact hearing.
• Interrupting others and taking over a conversation to talk about their own area of personal interest, failing to notice that other people are not interested in what they are saying.
• Finding it difficult to understand the non-verbal language of others (such as facial expressions, gestures and body movements) or the rules of social behaviour. They often appear rude or uncaring because they
• interrupt, have trouble taking turns, move too close to other people or make limited eye contact.
• May be extremely sensitive to criticism and need continual reassurance.
• May have an exaggerated sense of what is right or fair, especially in relation to how other people should treat them.
• May be unable to predict what other people will do in response to their actions.
• May become quite angry and aggressive when things do not happen as they want or expect. They may have prolonged tantrums.
• Have narrow areas of interest and may learn all there is to know about one special thing (such as cars, trains, computers, astronomy, insects, etc).

Management strategies that support the child with Asperger’s Syndrome (at pre-school/school or home)

• Routine/planned and structured events.
• A good knowledge of the child strengths and weakness, and areas of extreme interest.
• Extra time/support to transition to school.
• 1:1 support at school, if available.
• The use of social stories to train appropriate responses in social situations.

Occupational Therapy approaches and activities that can support the individual or their carers include:

• Actively working on broadening their range of skill areas and interests.
• Providing additional support in the transition into school
• Giving advance notice of change to routine.
• Using visual cues at home and pre-school/school.
• Advocating and providing professional support to help with the transition to school, and liaising with teachers as required.
• Creating visual cues to support routine and to introduce new, or a change in, tasks.
• Developing social stories.

Speech Pathology Therapy approaches and activities that can support the individual or their carers include:

• Helping the family to understand how the child is processing, understanding, learning and using language and communication.
• Providing the family with strategies and techniques to increase and enhance communication with the child.
• Helping the child to understand the environment, routines and language.
• Helping the child to understand and use richer language and to use language more spontaneously.
• Development of conversation skills e.g. back and forth exchange, turn taking.
• Developing concept skills, especially abstract concepts such as time (e.g. yesterday, before, after, etc.).
• Helping develop visuals which aid understanding and ability to express needs, wants and thoughts.
• Development of social skills (i.e. knowing when, how to use language in social situations).
• Enhancing verbal and non-verbal communications including natural gestures, speech, signs, pictures and written words.
• Using visual information to help understand, organise and plan daily routines.
• Liaising with educational staff re: nature of the difficulties and ways to help a child to access the curriculum.