Understand Your Child

Autism & Aspergers

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 characterized 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 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.
• Interrupt others and take 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.
• Find 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 (looking someone in the eye).
• 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 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 work on broadening their range of skill areas and interests
• Additional supports in the transition into school
• Advance notice of change to routine
• The use of visual cues at home and pre-school/school
• Advocacy and professional support to help with the transition into school, and liaison with teachers as required
• Visual cues to support routine and introducing new or a change in tasks
• Social stories

What is Autism Spectrum Disorder?
Autism Spectrum Disorder (ASD) is a pervasive developmental disorder depicted by markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests.

What are the features of it?
Children with autism are less able to interact with the world as other children do. Typically they have deficits in three key areas: Verbal and non-verbal Communication, Social awareness and interactions and Imaginative play (variable interests and behaviours).

Common challenges experienced by those with ASD:
• Poor understanding of the conventions of social interaction
• Limited play interests
• Do not initiate conversation with others
• Poor imaginative play
• Resistant to change, very rigid in routine
• Preference for solitary play
• Can be impulsive or aggressive
• Poor non-verbal communication
• Don’t understand instructions, questions or jokes

Management strategies that support the child with ASD (at pre-school/school or home)
• Routine/planned and structured events
• A good knowledge of the child’s strengths and weakness, and interaction preferences and early signs of distress
• Social stories to help teach the child how to act in a situation
• Use visual cues for routine and especially preparing for changes in routine
• Extra time/support to transition to school

Occupational therapy approaches and activities that can support the individual or their carers include:
• Develop broad range of skill areas
• Transition to school
• Ideas and education around social story development
• Advocacy and professional support to help with the transition into school, and liaison with teachers as required
• Visual cues to support routine and introducing new or a change in tasks
• Social stories