Asperger’s Syndrome - Autism Society Asperger’s Syndrome Asperger’s Resources History Asperger’s syndrome (also known as Asperger’s Disorder) was first described in the 1940s by Viennese pediatrician Hans Asperger, who observed autism-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger’s syndrome was simply a milder form of autism and used the term “high-functioning autism” to describe these individuals. Uta Frith, a professor at the Institute of Cognitive Neuroscience of University College London and editor of Autism and Asperger Syndrome, describes individuals with Asperger’s as “having a dash of autism.” Asperger’s Disorder was added to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger’s Disorder a less severe form of autism. In 2013, the DSM-5 replaced Autistic Disorder, Asperger’s Disorder and other pervasive developmental disorders with the umbrella diagnosis of autism spectrum disorder .

Characteristics What distinguishes Asperger’s Disorder from classic autism are its less severe symptoms and the absence of language delays. Children with Asperger’s Disorder may be only mildly affected, and they frequently have good language and cognitive skills. To the untrained observer, a child with Asperger’s Disorder may just seem like a neurotypical child behaving differently. Children with autism are frequently viewed as aloof and uninterested in others. This is not the case with Asperger’s Disorder. Individuals with Asperger’s Disorder usually want to fit in and have interaction with others, but often they don’t know how to do it. They may be socially awkward, not understand conventional social rules or show a lack of empathy. They may have limited eye contact, seem unengaged in a conversation and not understand the use of gestures or sarcasm. Their interests in a particular subject may border on the obsessive. Children with Asperger’s Disorder often like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowledge categories of information, such as baseball statistics or Latin names of flowers. They may have good rote memory skills but struggle with abstract concepts.

One of the major differences between Asperger’s Disorder and autism is that, by definition, there is no speech delay in Asperger’s. In fact, children with Asperger’s Disorder frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature, or may be formal, but too loud or high-pitched. Children with Asperger’s Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give-and-take nature of a conversation. Another distinction between Asperger’s Disorder and autism concerns cognitive ability. While some individuals with autism have intellectual disabilities, by definition, a person with Asperger’s Disorder cannot have a “clinically significant” cognitive delay, and most possess average to above-average intelligence. While motor difficulties are not a specific criterion for Asperger’s, children with Asperger’s Disorder frequently have motor skill delays and may appear clumsy or awkward. Diagnosis Diagnosis of Asperger’s Disorder has increased in recent years, although it is unclear whether it is more prevalent or more professionals are detecting it.

When Asperger’s and autism were considered separate disorders under the DSM-IV, the symptoms for Asperger’s Disorder were the same as those listed for autism; however, children with Asperger’s do not have delays in the area of communication and language. In fact, to be diagnosed with Asperger’s, a child must have normal language development as well as normal intelligence. The DSM-IV criteria for Asperger’s specified that the individual must have “severe and sustained impairment in social interaction, and the development of restricted, repetitive patterns of behavior, interests and activities that must cause clinically significant impairment in social, occupational or other important areas of functioning.” The first step to diagnosis is an assessment, including a developmental history and observation. This should be done by medical professionals experienced with autism and other PDDs. Early diagnosis is also important as children with Asperger’s Disorder who are diagnosed and treated early in life have an increased chance of being successful in school and eventually living independently. Contact us for information on Asperger’s resources, including support groups and websites.

Share: Asperger's Syndrome: Symptoms, Diagnosis, and Treatment Asperger's Syndrome Treatment When you meet someone who has Asperger's syndrome , you might notice two things right off. He's just as smart as other folks, but he has more trouble with social skills. He also tends to have an obsessive focus on one topic or perform the same behaviors again and again. Doctors used to think of Asperger's as a separate condition. But in 2013, the newest edition of the standard book that mental health experts use, called The Diagnostic and Statistical Manual of Mental Disorders (DSM-5), changed how it's classified. Today, Asperger's syndrome is technically no longer a diagnosis on it's own. It is now part of a broader category called autism spectrum disorder (ASD). This group of related mental health issues shares some symptoms. Even so, lots of people still use the term Asperger's. The condition is what doctors call a "high-functioning" type of ASD. This means the symptoms are less severe than other kinds of autism spectrum disorders . The DSM-5 also includes a new diagnosis, called social pragmatic communication disorder, which has some symptoms that overlap with Asperger's.

Doctors use it to describe people who have trouble talking and writing, but have normal intelligence. Symptoms They start early in life. If you're a mom or dad of a kid who has it, you may notice that he can't make eye contact. You may also find that your child seems awkward in social situations and doesn't know what to say or how to respond when someone talks to him. He may miss social cues that are obvious to other folks, like body language or the expressions on people's faces. For instance, he may not realize that when somebody crosses his arms and scowls, he's angry. Another sign is that your child may show few emotions. He may not smile when he's happy or laugh at a joke. Or he may speak in a flat, robotic kind of way. If your child has the condition, he may talk about himself most of the time and zero in with a lot of intensity on a single subject, like rocks or football stats. And he might repeat himself a lot, especially on a topic that he's interested in. He might also do the same movements over and over. He also may dislike change.

For instance, he may eat the same food for breakfast every day or have trouble moving from one class to another during the school day. Continued How You Get a Diagnosis If you notice signs in your child, see your pediatrician. He can refer you to a mental health expert who specializes in ASDs, like one of these: Psychologist. He diagnoses and treats problems with emotions and behavior. Pediatric neurologist. He treats conditions of the brain . Developmental pediatrician. He specializes in speech and language issues and other developmental problems. Psychiatrist. He has expertise in mental health conditions and can prescribe medicine to treat them. The condition is often treated with a team approach. That means you might see more than one doctor for your child's care. The doctor will ask questions about your child's behavior, including: What symptoms does he have, and when did you first notice them? When did your child first learn to speak, and how does he communicate? Is he focused on any subjects or activities? Does he have friends, and how does he interact with others? Then he'll observe your child in different situations to see firsthand how he communicates and behaves. Treatment Every child is different, so there isn't a one-size-fits-all approach.

Your doctor might need to try a few therapies to find one that works. Treatments can include: Social skills training. In groups or one-on-one sessions, therapists teach your child how to interact with others and express themselves in more appropriate ways. Social skills are often best learned by modeling after typical behavior. Speech-language therapy. This helps improve your kid's communication skills. For example, he'll learn how to use a normal up-and-down pattern when he speaks rather than a flat tone. He'll also get lessons on how to keep up a two-way conversation and understand social cues like hand gestures and eye contact. Cognitive behavioral therapy (CBT). It helps your child change his way of thinking, so he can better control his emotions and repetitive behaviors. He'll be able to get a handle on things like outbursts, meltdowns, and obsessions. Parent education and training. You'll learn many of the same techniques your child is taught so you can work on social skills with him at home. Some families also see a counselor to help them deal with the challenges of living with someone with Asperger's. Continued Applied behavior analysis.

It's a technique that encourages positive social and communication skills in your child -- and discourages behavior you'd rather not see. The therapist will use praise or other "positive reinforcement" to get results. Medicine. There aren't any drugs approved by the FDA that specifically treat Asperger's or Autism Spectrum Disorders. Some medications , though, can help with related symptoms like depression and anxiety . Your doctor may prescribe some of these: Selective serotonin reuptake inhibitors (SSRIs) Antipsychotic drugs Stimulant medicines With the right treatment, your child can learn to control some of the social and communication challenges he faces. He can do well in school and go on to succeed in life. WebMD Medical Reference Reviewed by Smitha Bhandari, MD on May 30, 2016 Sources What is Asperger's syndrome? | Fox News What is Asperger's syndrome? What is Asperger’s syndrome? Asperger's has been in the news recently, since the latest revision of the Diagnostic and Statistic Manual (DSM-5) merged the condition with autism - meaning "Asperger's disorder" will no longer be a diagnosis in the future.

The decision to eliminate the term has been very controversial. Before the recent revisions to the DSM-5, Asperger's syndrome was considered to be a mild form of autism, often referred to as high-functioning autism (HFA). According to the Mayo Clinic, the core issues for children with autism include problems with social interaction, language and behavior. However, one of the main differences between Asperger's and autism is there is no speech delay in Asperger's, and the autistic symptoms are much less severe. Often times, individuals with Apserger's have good language skills, but their speech patterns may be unusual, and they may not pick up subtleties such as humor or sarcasm. The Autism Society states that while children with autism may seem uninterested in social interaction, those with Asperger's typically want to fit in and interact with others - but are incapable of knowing how to do so. More On This...

Mild Asperger's Syndrome: What It Is & How It Differs From Classic AS Definition of Mild Asperger’s Syndrome and Its Difference from Classic AS written by: KLeeBanks • edited by: Paul Arnold • updated: 11/28/2010 As one of the pervasive developmental disorders (PDD) within the autism spectrum disorders (ASD), Asperger’s syndrome is a high-functioning form of autism. However, mild Asperger’s syndrome differs subtly from classic AS. This article defines mild AS and the differences between it and classic AS. slide 1 of 3 Introduction Unlike numerous autistic individuals who exhibit various communication disorders, or who are unable to speak at all (i.e., non-verbal), individuals with Asperger's syndrome typically have an advanced vocabulary. Children with mild AS frequently appear just as "normal" as their typically developing peers, yet suffer from social anxiety and lack of social skills. They tend to cling to familiar routines and schedules, and take no notice of the current "fads" or interests of their peers.

Children with mild AS also seem to form relationships with adult mentors more easily than with their same-age peers.[1][2] Just as differences exist between various forms of autism, likewise mild Asperger’s syndrome and classic AS differ from one another. slide 2 of 3 Differences Between Mild AS and Classic AS Often considered as merely “odd" and socially inept, a child with mild Asperger's syndrome may escape diagnosis until the teen years, after being the target of criticism and bullying, resulting in increased risk of depression.[3] Individuals with mild AS primarily suffer from social anxiety and may exhibit these symptoms [4]: Cling to familiar routines and places, such as wearing the same old, comfortable clothes, and eating lunch at the same table every day. Remain unaware of so-called “normal" teen topics of interest and clothing styles, meaning they often suffer exclusion from peer groups. Find it difficult to make friends their age, yet relate well to adults. May excel at certain challenging subjects like mathematics and programming, but fail at those that require emotional aptitude, such as literature and political science.

Someone with classic AS, on the other hand, may exhibit a combination of these more obvious symptoms, as defined by Pediatric Neurology [5]: Impaired ability to recognize non-verbal cues such as facial gestures, body language, emotions, or tone of voice. Aversion to eye contact and limited attempts to form friendships. Socially inappropriate behavior. Odd behaviors, including fixation on certain topics or stimuli; perseveration (i.e., repetitive speech, gestures, or actions); monopolizing conversation with focus on one concrete topic of interest. Peculiar speech habits, such as monotone, unusual inflections, or a “formal" moralizing tone. Hypersensitivity to certain stimuli. Awkward or unusual physical movements. Children with AS often become fixated on specific objects. slide 3 of 3 References, Resources, and Image Permission Please check out the relevant references for this article, as well as helpful resources to expand your knowledge on this topic. References [1]Saint Louis Asperger. Asperger’s Syndrome. Retrieved from [2][4]By Parents for Parents. Could It Be Asperger’s Syndrome? Teens with Mild Asperger’s Syndrome. Retrieved from [3]Health Communities.com.

Signs and Symptoms of Asperger’s Syndrome. Retrieved from [5]Pediatric Neurology. Autism Spectrum Disorders: Asperger’s Syndrome. Retrieved from #Asperger%E2%80%99s%20Syndrome Resources Asperger Syndrome.org. OASIS – Online Asperger Syndrome Information and Support. Retrieved from Autism Digest.com. Autism Asperger’s Digest Magazine. Retrieved from North County Psychiatric Associates. Asperger’s Disorder. Retrieved from Image Permission "Child with AS fixated on molecular structure" - wikimedia commons license. ◄ ● ● ● ► Asperger Syndrome | What is Autism? | Autism Speaks What is Autism? Asperger Syndrome What Is Asperger Syndrome? Asperger syndrome is one of several previously separate subtypes of autism that were folded into the single diagnosis autism spectrum disorder (ASD) with the publication of the DSM-5 diagnostic manual in 2013. Asperger syndrome was generally considered to be on the “high functioning” end of the spectrum. Affected children and adults have difficulty with social interactions and exhibit a restricted range of interests and/or repetitive behaviors.

Motor development may be delayed, leading to clumsiness or uncoordinated motor movements. Compared with those affected by other forms of ASD, however, those with Asperger syndrome do not have significant delays or difficulties in language or cognitive development. Some even demonstrate precocious vocabulary – often in a highly specialized field of interest. The following behaviors are often associated with Asperger syndrome. However, they are seldom all present in any one individual and vary widely in degree: • limited or inappropriate social interactions • "robotic" or repetitive speech • challenges with nonverbal communication (gestures, facial expression, etc.) coupled with average to above average verbal skills • tendency to discuss self rather than others • inability to understand social/emotional issues or nonliteral phrases • lack of eye contact or reciprocal conversation • obsession with specific, often unusual, topics • one-sided conversations • awkward movements and/or mannerisms How is Asperger Syndrome diagnosed? Asperger syndrome often remains undiagnosed until a child or adult begins to have serious difficulties in school, the workplace or their personal lives. Indeed, many adults with Asperger syndrome receive their diagnosis when seeking help for related issues such as anxiety or depression. Diagnosis tends to center primarily on difficulties with social interactions.

Children with Asperger syndrome tend to show typical or even exceptional language development. However, many tend to use their language skills inappropriately or awkwardly in conversations or social situations such as interacting with their peers. Often, the symptoms of Asperger syndrome are confused with those of other behavioral issues such as attention deficit and hyperactivity disorder (ADHD). Indeed, many persons affected by Asperger syndrome are initially diagnosed with ADHD until it becomes clear that their difficulties stem more from an inability to socialize than an inability to focus their attention. For instance, someone with Asperger syndrome might initiate conversations with others by extensively relating facts related to a particular topic of interest. He or she may resist discussing anything else and have difficulty allowing others to speak. Often, they don’t notice that others are no longer listening or are uncomfortable with the topic. They may lack the ability to “see things” from the other person’s perspective. Another common symptom is an inability to understand the intent behind another person’s actions, words and behaviors. So children and adults affected by Asperger syndrome may miss humor and other implications. Similarly, they may not instinctually respond to such “universal” nonverbal cues such as a smile, frown or “come here” motion.

For these reasons, social interactions can seem confusing and overwhelming to individuals with Asperger syndrome. Difficulties in seeing things from another person's perspective can make it extremely difficult to predict or understand the actions of others. They may not pick up on what is or isn’t appropriate in a particular situation. For instance, someone with Asperger syndrome might speak too loudly when entering a church service or a room with a sleeping baby – and not understand when “shushed.” Some individuals with Asperger syndrome have a peculiar manner of speaking. This can involve speaking overly loud, in a monotone or with an unusual intonation. It is also common, but not universal, for people with Asperger syndrome to have difficulty controlling their emotions. They may cry or laugh easily or at inappropriate times. Another common, but not universal, sign is an awkwardness or delay in motor skills. As children, in particular, they may have difficulties on the playground because they can’t catch a ball or understand how to swing on the monkey bars despite their peers’ repeated attempts to teach them. Not all individuals with Asperger syndrome display all of these behaviors. In addition, each of these symptoms tends to vary widely among affected individuals.

It is very important to note that the challenges presented by Asperger Syndrome are very often accompanied by unique gifts. Indeed, a remarkable ability for intense focus is a common trait. What kinds of services and supports are there for individuals affected by Asperger Syndrome? There is no single or best treatment for Asperger syndrome. Many adults diagnosed with Asperger syndrome find cognitive behavioral therapy particularly helpful in learning social skills and self-control of emotions, obsessions and repetitive behaviors. Educational and social support programs for children with Asperger syndrome generally teach social and adaptive skills step by step using highly structured activities. The instructor may repeat important ideas or instructions to help reinforce more adaptive behaviors. Many of these programs also involve parent training so that lessons can be continued in the home. Like adults, many children find cognitive behavioral therapy helpful. Group programs can be particularly helpful for social skills training. Speech and language therapy – either in a group or one on one with a therapist can likewise help with conversation skills. Many children with Asperger syndrome also benefit from occupational and physical therapy. Most experts feel that the earlier interventions are started, the better the outcome. However, many persons who receive their diagnosis as adults make great strides by coupling their new awareness with counseling.

In addition to behavioral interventions, some persons affected by Asperger syndrome are helped by medications such as selective serotonin reuptake inhibitors (SSRIs), antipsychotics and stimulants to treat associated problems such as anxiety, depression and hyperactivity and ADHD. With increased self-awareness and therapy, many children and adults learn to cope with the challenges of Asperger syndrome. Social interaction and personal relationships may remain difficult. However, many affected adults work successfully in mainstream jobs, and some make great contributions to society. How has our understanding of Asperger Syndrome evolved? In 1944, an Austrian pediatrician named Hans Asperger described four young patients with similar social difficulties. Although their intelligence appeared normal, the children lacked nonverbal communication skills and failed to demonstrate empathy with their peers. Their manner of speech was either disjointed or overly formal, and their all-absorbing interests in narrow topics dominated their conversations. The children also shared a tendency to be clumsy. Dr. Asperger's observations, published in German, remained little known until 1981. In that year, the English physician Lorna Wing published a series of case studies of children with similar symptoms.

Wing's writings on “Asperger syndrome” were widely published and popularized. In 1994, Asperger syndrome was added to the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-4), the American Psychiatric Association's diagnostic reference book. There can be considerable overlap in the diagnostic symptoms of Asperger and that of other forms of ASD among children and adults who have normal intelligence and no significant language delay. So-called “high functioning autism” and Asperger syndrome share similar challenges and benefit from similar treatment approaches. In recent years, such high profile authors and speakers as John Elder Robison and animal scientist Temple Grandin have shared their stories of life with Asperger syndrome. In doing so, they have helped raise awareness of its associated challenges and special abilities. Asperger Syndrome and Self-Advocacy Many persons affected with Asperger syndrome take pride in their special abilities.

Some take offense at the suggestion that their autism needs to be “cured.” Prominent self-advocates include Michael John Carley , executive director of the Global and Regional Asperger Syndrome Partnership (GRASP) and the Asperger Syndrome Training and Employment Program (ASTEP), and self-described “Aspergian” John Elder Robison . Mr. Robison eloquently describes his take on the wider autism self-advocacy movement in the following excerpt from an article he wrote in Psychology Today. “Autism is a communication disorder, with a broad range of affect. Some people's autism makes them eccentric and geeky. Other people can't speak at all, as a result of more severe autistic disability. Therefore, in the world of autism, some of the population is capable of what some call self-advocacy while another part is not. It should come as no surprise that those groups would have very different wants and needs. That disunity of need and purpose is a fundamental issue we must address. At its heart, self-advocacy is nothing more than speaking up to get what you want. Everyone who communicates does this, all the time. We self-advocate when we ask for different courses in college.

We self-advocate when we ask for a chair with a lumbar support at work. … You may believe your own communication problems will be reduced if the people around you are willing to change their style of engagement to accommodate you, or you may ask that they excuse some of your expressions, which might otherwise be offensive or unacceptable. Those are all examples of what we call self-advocacy, because the speaker is asking for what he thinks he needs to be successful.” For more information and resources, please see our Asperger Syndrome Tool Kit for families and this website's special sections on Diagnosis , Symptoms , Learn the Signs , Treatment , Your Child’s Rights and PDD-NOS . These resources are made possible through the generous support of our families, volunteers and other donors. Explore more: 10 Symptoms of Asperger’s Syndrome: Know the Signs | ActiveBeat Home » Your Health » 10 Symptoms of Asperger’s Syndrome: Know the Signs 10 Symptoms of Asperger’s Syndrome: Know the Signs Pin It Asperger’s syndrome is part of the autism spectrum disorder, also known as ASD. According to medical experts, it is a mild form of autism and generally manifests without extreme mental disabilities.

The main outward characteristics of a person with Asperger’s syndrome are poor social skills, lacking nonverbal communication, and being clumsy. Unlike other forms of autism, brain imaging has not shown a common pathology between sufferers. Scientists believe that there may be a genetic cause of the syndrome, as many times multiple people in one household can have the illness. So far, no genes have been identified in relation to the syndrome. In a small percentage of cases, exposure to certain chemicals and medications while in utero are believed to have contributed to Asperger’s. There are many theories of how an individual may develop Asperger’s syndrome, but none have been conclusively proven yet. Currently, there are hundreds of studies from scientists around the world trying to understand the cause and treatment of this syndrome. Here are 10 classic symptoms of Asperger’s syndrome. If you are worried about yourself or a loved one having this syndrome, talk to your doctor about screening options. 1. Failure to Develop Friendships Children who have Asperger’s syndrome may have difficulty cultivating friendships. They may not connect with their peers due to a lack of social skills. They may find it hard to talk to other children or to participate in group activities.

This can be difficult for a child with Asperger’s as they may want very deeply to connect with their peers. Oppositely, some children with Asperger’s have no desire to make friendships and will prefer to be by themselves. Autism spectrum disorder (or ASD) is distinguished by a wide variation of social, communication, and cyclical behaviors that are considered somewhat out of character for... Your Health A frightening new report suggests that early exposure to two types of air toxins -- chromium and styrene -- can significantly increase the chances of a child developing autism... Your Health If you pick up the fifth version of the Diagnostic and Statistical Manual of Mental Disorders (often called the psychiatric bible) in the spring, don’t be shocked that... Your Health A new study published in the journal Lancet this week reveals a common genetic link between 5 popular mental disorders. Your Health Glaucoma is a degenerative eye disease (of which there are several different forms) that can completely rob you of your vision. Your Health Staying fit or keeping your resolution to be more active is often made easier when you have people alongside you with the same goals. Your Health We often lose focus of ourselves in our busy lives, which can negatively impact our mental and physical health.

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Your Health You (hopefully) care about your family's health, and you care about your own health, so why not improve both at the same time? Your Health Asperger Syndrome - National Library of Medicine - PubMed Health Social skills interventions for children with Asperger's syndrome or high-functioning autism: a review and recommendations This review assessed the effectiveness of Social Skills Training (SST) programs for children with Asperger's Syndrome (AS) or high-functioning autism (HFA) and found little empirical support for them. Given doubts about the review process these results should be considered with caution. Constant and progressive time delay procedures for teaching children with autism: a literature review This poorly reported review of the research conducted on constant and progressive time delay procedures used for teaching children with Autistic Spectrum Disorders (ASD) concluded that both techniques had been shown to be effective. The conclusions were based on limited primary data and indirect comparisons, and should be interpreted with caution.

Second generation antipsychotics in Asperger's disorder and high functioning autism: a systematic review of the literature and effectiveness of meta-analysis OBJECTIVE: Second generation antipsychotics (SGA) have gained increased evidence for the treatment of irritability and aggression in children and adolescents with lower functioning autistic disorder. Individuals with Asperger's Disorder (AD) and High Functioning Autism (HFA) experience significant emotional and behavioral problems and psychiatric comorbidity. There is a need to review the published literature on SGA treatment efficacy in the AD and HFA populations to provide more effective treatment choices for these subgroups. What Are the Types of Autism Spectrum Disorders? What Are the Types of Autism Spectrum Disorders? In this Article Autism spectrum disorders include social, communication, and behavioral challenges. These problems can be mild, severe, or somewhere in between. Early diagnosis is important, because early treatment can make a big difference. What Conditions Are Considered Spectrum Disorders? Until recently, experts talked about different types of autism , such as autistic disorder, Asperger’s syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS).

But now they are all called “ autism spectrum disorders .” If you still hear people use some of the older terms, you’ll want to know what they mean: Asperger's syndrome . This is on the milder end of the autism spectrum. A person with Asperger's may be very intelligent and able to handle her daily life. She may be really focused on topics that interest her and discuss them nonstop. But she has a much harder time socially. Pervasive developmental disorder, not otherwise specified (PDD-NOS). This mouthful of a diagnosis included most children whose autism was more severe than Asperger's syndrome, but not as severe as autistic disorder. Autistic disorder. This older term is further along the autism spectrum than Asperger’s and PDD-NOS. It includes the same types of symptoms, but at a more intense level. Childhood disintegrative disorder. This was the rarest and most severe part of the spectrum. It described children who develop normally and then quickly lose many social, language, and mental skills, usually between ages 2 and 4. Often, these children also developed a seizure disorder. Is Rett Syndrome an ASD?

Children with Rett syndrome often have behaviors similar to autism, and experts used to group it among spectrum disorders. But now that it’s known to be caused by a genetic mutation, it’s no longer considered an ASD. WebMD Medical Reference Reviewed by Roy Benaroch, MD on November 19, 2016 Sources Autism Spectrum Disorder Fact Sheet | National Institute of Neurological Disorders and Stroke National Institute of Neurological Disorders and Stroke Autism Spectrum Disorder Fact Sheet You are here Autism Spectrum Disorder Fact Sheet Table of Contents (click to jump to sections) Where can I get more information? What is autism spectrum disorder? Autism spectrum disorder (ASD) refers to a group of complex neurodevelopment disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. The symptoms are present from early childhood and affect daily functioning. The term “spectrum” refers to the wide range of symptoms, skills, and levels of disability in functioning that can occur in people with ASD. Some children and adults with ASD are fully able to perform all activities of daily living while others require substantial support to perform basic activities.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5, published in 2013) includes Asperger syndrome, childhood disintegrative disorder, and pervasive developmental disorders not otherwise specified (PDD-NOS) as part of ASD rather than as separate disorders. A diagnosis of ASD includes an assessment of intellectual disability and language impairment. ASD occurs in every racial and ethnic group, and across all socioeconomic levels. However, boys are significantly more likely to develop ASD than girls. The latest analysis from the Centers for Disease Control and Prevention estimates that 1 in 68 children has ASD. top What are some common signs of ASD? Even as infants, children with ASD may seem different, especially when compared to other children their own age. They may become overly focused on certain objects, rarely make eye contact, and fail to engage in typical babbling with their parents. In other cases, children may develop normally until the second or even third year of life, but then start to withdraw and become indifferent to social engagement. The severity of ASD can vary greatly and is based on the degree to which social communication, insistence of sameness of activities and surroundings, and repetitive patterns of behavior affect the daily functioning of the individual.

Social impairment and communication difficulties Many people with ASD find social interactions difficult. The mutual give-and-take nature of typical communication and interaction is often particularly challenging. Children with ASD may fail to respond to their names, avoid eye contact with other people, and only interact with others to achieve specific goals. Often children with ASD do not understand how to play or engage with other children and may prefer to be alone. People with ASD may find it difficult to understand other people’s feelings or talk about their own feelings. People with ASD may have very different verbal abilities ranging from no speech at all to speech that is fluent, but awkward and inappropriate. Some children with ASD may have delayed speech and language skills, may repeat phrases, and give unrelated answers to questions. In addition, people with ASD can have a hard time using and understanding non-verbal cues such as gestures, body language, or tone of voice. For example, young children with ASD might not understand what it means to wave goodbye. People with ASD may also speak in flat, robot-like or a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking.

Repetitive and characteristic behaviors Many children with ASD engage in repetitive movements or unusual behaviors such as flapping their arms, rocking from side to side, or twirling. They may become preoccupied with parts of objects like the wheels on a toy truck. Children may also become obsessively interested in a particular topic such as airplanes or memorizing train schedules. Many people with ASD seem to thrive so much on routine that changes to the daily patterns of life — like an unexpected stop on the way home from school — can be very challenging. Some children may even get angry or have emotional outbursts, especially when placed in a new or overly stimulating environment. top What disorders are related to ASD? Certain known genetic disorders are associated with an increased risk for autism, including Fragile X syndrome (which causes intellectual disability) and tuberous sclerosis (which causes benign tumors to grow in the brain and other vital organs) — each of which results from a mutation in a single, but different, gene. Recently, researchers have discovered other genetic mutations in children diagnosed with autism, including some that have not yet been designated as named syndromes. While each of these disorders is rare, in aggregate, they may account for 20 percent or more of all autism cases.

People with ASD also have a higher than average risk of having epilepsy. Children whose language skills regress early in life — before age 3 — appear to have a risk of developing epilepsy or seizure-like brain activity. About 20 to 30 percent of children with ASD develop epilepsy by the time they reach adulthood. Additionally, people with both ASD and intellectual disability have the greatest risk of developing seizure disorder. top How is ASD diagnosed? ASD symptoms can vary greatly from person to person depending on the severity of the disorder. Symptoms may even go unrecognized for young children who have mild ASD or less debilitating handicaps.

Very early indicators that require evaluation by an expert include: no babbling or pointing by age 1 no single words by age 16 months or two-word phrases by age 2 no response to name excessive lining up of toys or objects no smiling or social responsiveness Later indicators include: impaired ability to make friends with peers impaired ability to initiate or sustain a conversation with others absence or impairment of imaginative and social play repetitive or unusual use of language abnormally intense or focused interest preoccupation with certain objects or subjects inflexible adherence to specific routines or rituals Health care providers will often use a questionnaire or other screening instrument to gather information about a child’s development and behavior. Some screening instruments rely solely on parent observations, while others rely on a combination of parent and doctor observations. If screening instruments indicate the possibility of ASD, a more comprehensive evaluation is usually indicated. A comprehensive evaluation requires a multidisciplinary team, including a psychologist, neurologist, psychiatrist, speech therapist, and other professionals who diagnose and treat children with ASD. The team members will conduct a thorough neurological assessment and in-depth cognitive and language testing. Because hearing problems can cause behaviors that could be mistaken for ASD, children with delayed speech development should also have their hearing tested. top What causes ASD?

Scientists believe that both genetics and environment likely play a role in ASD. There is great concern that rates of autism have been increasing in recent decades without full explanation as to why. Researchers have identified a number of genes associated with the disorder. Imaging studies of people with ASD have found differences in the development of several regions of the brain. Studies suggest that ASD could be a result of disruptions in normal brain growth very early in development. These disruptions may be the result of defects in genes that control brain development and regulate how brain cells communicate with each other. Autism is more common in children born prematurely. Environmental factors may also play a role in gene function and development, but no specific environmental causes have yet been identified. The theory that parental practices are responsible for ASD has long been disproved. Multiple studies have shown that vaccination to prevent childhood infectious diseases does not increase the risk of autism in the population. top What role do genes play? Twin and family studies strongly suggest that some people have a genetic predisposition to autism. Identical twin studies show that if one twin is affected, then the other will be affected between 36 to 95 percent of the time.

There are a number of studies in progress to determine the specific genetic factors associated with the development of ASD. In families with one child with ASD, the risk of having a second child with the disorder also increases. Many of the genes found to be associated with autism are involved in the function of the chemical connections between brain neurons (synapses). Researchers are looking for clues about which genes contribute to increased susceptibility. In some cases, parents and other relatives of a child with ASD show mild impairments in social communication skills or engage in repetitive behaviors. Evidence also suggests that emotional disorders such as bipolar disorder and schizophrenia occur more frequently than average in the families of people with ASD. In addition to genetic variations that are inherited and are present in nearly all of a person’s cells, recent research has also shown that de novo, or spontaneous, gene mutations can influence the risk of developing autism spectrum disorder. De novo mutations are changes in sequences of deoxyribonucleic acid or DNA, the hereditary material in humans, which can occur spontaneously in a parent’s sperm or egg cell or during fertilization. The mutation then occurs in each cell as the fertilized egg divides.

These mutations may affect single genes or they may be changes called copy number variations, in which stretches of DNA containing multiple genes are deleted or duplicated. Recent studies have shown that people with ASD tend to have more copy number de novo gene mutations than those without the disorder, suggesting that for some the risk of developing ASD is not the result of mutations in individual genes but rather spontaneous coding mutations across many genes. De novo mutations may explain genetic disorders in which an affected child has the mutation in each cell but the parents do not and there is no family pattern to the disorder. Autism risk also increases in children born to older parents. There is still much research to be done to determine the potential role of environmental factors on spontaneous mutations and how that influences ASD risk. top Do symptoms of autism change over time? For many children, symptoms improve with age and behavioral treatment. During adolescence, some children with ASD may become depressed or experience behavioral problems, and their treatment may need some modification as they transition to adulthood. People with ASD usually continue to need services and supports as they get older, but depending on severity of the disorder, people with ASD may be able to work successfully and live independently or within a supportive environment. top How is autism treated? There is no cure for ASD.

Therapies and behavioral interventions are designed to remedy specific symptoms and can substantially improve those symptoms. The ideal treatment plan coordinates therapies and interventions that meet the specific needs of the individual. Most health care professionals agree that the earlier the intervention, the better. Educational/behavioral interventions: Early behavioral/educational interventions have been very successful in many children with ASD. In these interventions therapists use highly structured and intensive skill-oriented training sessions to help children develop social and language skills, such as applied behavioral analysis, which encourages positive behaviors and discourages negative ones. In addition, family counseling for the parents and siblings of children with ASD often helps families cope with the particular challenges of living with a child with ASD. Medications: While medication can’t cure ASD or even treat its main symptoms, there are some that can help with related symptoms such as anxiety, depression, and obsessive-compulsive disorder. Antipsychotic medications are used to treat severe behavioral problems. Seizures can be treated with one or more anticonvulsant drugs. Medication used to treat people with attention deficit disorder can be used effectively to help decrease impulsivity and hyperactivity in people with ASD. Parents, caregivers, and people with autism should use caution before adopting any unproven treatments.

top What research is being done? The mission of the National Institute of Neurological Disorders and Stroke (NINDS) is to seek fundamental knowledge about the brain and nervous system and to use that knowledge to reduce the burden of neurological disease. The NINDS is a component of the National Institutes of Health (NIH), the leading supporter of biomedical research in the world. NINDS and several other NIH Institutes and Centers support research on autism spectrum disorder. Nearly 20 years ago the NIH formed the Autism Coordinating Committee (NIH/ACC) to enhance the quality, pace, and coordination of efforts at the NIH to find a cure for autism. The NIH/ACC has been instrumental in promoting research to understand and advance ASD. The NIH/ACC also participates in the broader Federal Interagency Autism Coordinating Committee (IACC ), composed of representatives from various U.S. Department of Health and Human Services agencies, the Department of Education, and other governmental organizations, as well as public members, including individuals with ASD and representatives of patient advocacy organizations. One responsibility of the IACC is to develop a strategic plan for ASD research, which guides research programs supported by NIH and other participating organizations.

NINDS and several other NIH institutes support autism research through the Autism Centers of Excellence (ACE) , a trans-NIH initiative that supports large-scale multidisciplinary studies on ASD, with the goal of determining the causes of autism and finding new treatments. NINDS currently supports an ACE network focused on ASD and tuberous sclerosis complex (TSC). ASD occurs in approximately half of TSC patients. In particular, the ACE investigators are studying whether certain brain imaging and activity measures in infants diagnosed with TSC can predict the development of ASD. Such biomarkers could aid in understanding how and why ASD occurs in some children but not others, and help to identify patients who might benefit from early intervention. Other ACE centers and networks are investigating early brain development and functioning; genetic and non-genetic risk factors, including neurological, physical, behavioral, and environmental factors present in the prenatal period and early infancy; and potential therapies.

NINDS funds additional research aimed at better understanding the factors that lead to ASD, including other studies on genetic disorders associated with ASD, such as TSC, Fragile X Syndrome, Phelan-McDermid syndrome (which features such autism-like symptoms as intellectual disability, developmental delays, and problems with developing functional language), and Rett syndrome (a disorder that almost exclusively affects girls and is characterized by slowing development, intellectual disability, and loss of functional use of the hands). Many of these studies use animal models to determine how specific known mutations affect cellular and developmental processes in the brain, yielding insights relevant to understanding ASD due to other causes and discovering new targets for treatments. NINDS researchers are studying aspects of brain function and development that are altered in people with ASD. For example, NINDS-funded researchers are investigating the formation and function of neuronal synapses, the sites of communication between neurons, which may not properly operate in ASD and neurodevelopmental disorders. Other studies use brain imaging in people with and without ASD to identify differences in brain connectivity and activity patterns associated with features of ASD. Researchers hope that understanding these alterations can help identify new opportunities for therapeutic interventions. Additional NINDS researchers are studying the relationship between epilepsy and autism.

Through the National Center for Advancing Translational Sciences (NCATS) Rare Disease Clinical Research Network (RDCRN) , NINDS and other NIH Institutes and Centers support a research consortium focused on three rare genetic syndromes associated with ASD and intellectual disability, including TSC and syndromes involving mutations in the genesSHANK3 (Phelan-McDermid syndrome) and PTEN. The goals of the consortium are to understand shared mechanisms across these syndromes, which may suggest common approaches to their treatment. NINDS supports autism spectrum disorder research through clinical trials at medical centers across the United States to better our knowledge about ASD treatment and care. Information about participating in clinical studies can be found at the “NIH Clinical Trials and You” website at . Additional studies can be found at . People should talk to their doctor before enrolling in a clinical trial. More information about research on ASD supported by NINDS and other NIH Institutes and Centers can be found using NIH RePORTER ( projectreporter.nih.gov ), a searchable database of current and past research projects supported by NIH and other federal agencies. RePORTER also includes links to publications and resources from these projects. top Where can I get more information?

For more information on neurological disorders or research programs funded by the National Institute of Neurological Disorders and Stroke, contact the Institute's Brain Resources and Information Network (BRAIN) at: BRAIN Office of Communications and Public Liaison National Institute of Neurological Disorders and Stroke National Institutes of Health Bethesda, MD 20892 NINDS health-related material is provided for information purposes only and does not necessarily represent endorsement by or an official position of the National Institute of Neurological Disorders and Stroke or any other Federal agency. Advice on the treatment or care of an individual patient should be obtained through consultation with a physician who has examined that patient or is familiar with that patient's medical history. All NINDS-prepared information is in the public domain and may be freely copied. Credit to the NINDS or the NIH is appreciated. Autism Spectrum Disorders - Types Print this Page Autism Spectrum Disorders (ASD) Autism Spectrum Disorders, or ASD’s, are a group of disorders in which a child has significant difficulty in three areas: Back-and-forth social interaction Communication skills Behavior/activities/interests.

Autism is called a “spectrum” disorder because kids can have a range of symptoms and symptom severity, and are often quite individual in how and whether specific symptoms present. Three Types Autism Spectrum Disorders are classified into three different diagnoses, or autism types: Autistic Disorder, commonly called Autism. Pervasive Developmental Disorder-Not Otherwise Specified (commonly called PDD or PDD-NOS). Asperger’s Disorder, commonly called Asperger’s or Asperger Syndrome. The “official definitions” of Autistic Spectrum Disorders can be found in the Diagnostic and Statistical Manual of Mental Disorders, currently in its 4th edition. Assessment and diagnosis are performed by trained and licensed professionals. Following is more information on the three types: Autistic Disorder (Autism) “Onset” before age three. Some children seem different from birth and many have subtle symptoms by the age of one. Difficulties in all three areas: Social interaction, Communication, and Behavior/Interests/Activities. Generally considered the more severe form of the disorder.

However, sometimes doctors specify levels like “mild autism,” (also sometimes called High Functioning Autism), “moderate autism,” or “severe autism.” Categories are subjective and typically based on the child’s level of communication and disconnection from the social world, for example, whether the child is verbal or nonverbal. Some children appear to develop “normally” and regress sometime around 18 months to two years old. Also called: Autism, Early Infantile Autism, Kanner’s Autism, and Childhood Autism, High-Functioning Autism. Pervasive Developmental Disorder Not Otherwise Specified” Similar to Autism, but all diagnostic criteria of Autism are not met. For example, some children develop symptoms after the age of three. Some children may talk well and seem to have much milder symptoms than a child with Autism. However, some children with this diagnosis can have challenges as significant as Autism. Many children require intervention that is similar or identical to that of Autism. Also called: Pervasive Developmental Disorder, PDD, PDD-NOS, Atypical Autism, mild Autism or Autism PDD.

Asperger’s Disorder (Asperger’s or Asperger Syndrome) Compared to children with Autism, children have typical cognitive development in the first three years, and no delays in learning language. Difficulties in two areas: Social interaction and Behavior/Interests/Activities. Children usually talk well and may be early readers. Challenges are apparent in social interaction, behavior, interests, and/or activities, with children often preferring narrow or odd hobbies or conversation topics. Also called: Asperger’s Syndrome, Asperger Syndrome, Aspergers Syndrome, Aspergers, Asperger’s, misspelled as Asbergers, or sometimes misclassified as “High Functioning Autism.” Autism Statistics The Centers for Disease Control (CDC) reported that 1 in 150 children (8-year olds) had Autism in their latest study of multiple areas of the United States. This data was released in 2007. More geographically limited and anecdotal information has put the number as low as 1 in 67. Concerned About Your Child?

If you believe that your child may have an undiagnosed Autism Spectrum Disorder, click for a list of Autism Symptoms or Does My Child Have Autism, PDD, or Asperger Syndrome? (Checklist). For information on steps to get your child assessed and diagnosed, click Autism Assessment and Diagnosis (for Autism, PDD, or Asperger Syndrome). If you have a child with autism symptoms in Spokane, Washington State, Year For Change offers additional services for children and families. Click for more information on a Therapy Goals Assessment and/or Treatment and Therapy. Need more help? Call (509) 448-1506 or Click to Email Deborah Skalabrin, MSW, LICSW

Question: Asperger syndrome is considered a mild form of what disorder?
Answer: Autism