Aspergers Syndrome This training program is based on
Asperger’s Syndrome This training program is based on the Registered Behavior Technician Task List and is designed to meet the 40 hour training requirement for the RBT credential. The program is offered independent of the BACB.
Diagnosis • Often referred to as High Functioning Autism but has its own set of criteria • Removed from DSM-5 but is still treated as its own diagnosis by many practitioners and individuals • DSM-4: a pervasive developmental disorder characterized by: 1. Impairment in social interaction 2. Stereotyped and restricted patterns of behavior, activities and interests 3. No clinically significant delay in cognitive development or general delay in language www. cap-autism. com
Diagnosis • May appear at infancy but generally seen by parents by third birthday, though the diagnosis may not occur until late elementary school age. • May appear first as motor development delays or clumsiness • 1 in 3 -5, 000 individuals are diagnosed with Asperger's and boys are 3 times as likely as girls to have Asperger’s • Social and communication delays continue into adulthood • Many will develop comorbid psychiatric disorders later such as bipolar disorder, ADHD, depression, anxiety, Obsessive Compulsive Disorder www. cap-autism. com
Possible Characteristics • Obsessive or perseverative interests on a single topic (may or may not be odd topics) known as the “little Professor” • May sound different in how they speak (prosody) in a monotone with little inflection • May interpret things literally and don’t always understand slang, idioms, jokes and sarcasm • Social skill deficits include a lack of perspective taking, empathy, social cues, and non verbal language www. cap-autism. com
Possible Characteristics • Heightened sensitivity to sights, sounds, tastes, textures, touch or smell (sensory) • Difficulty in engaging in conversation • Strong memorization skills • Obsessive interests may lead to great achievements • Normal to above average intelligence www. cap-autism. com
History • 1944 Dr. Hans Asperger identified it as autistic psychopathy (in German) • His writings discovered in 1981 by Dr. Lorna Wing and she named similar clients as having Asperger’s Syndrome • 1992 became a distinct disorder in the 10 th edition of the International Classification of Diseases Manual (ICD -10) • 1994 added to DSM-IV • 2013 combined with autism in DSM-V and Social Communication Disorder introduced www. cap-autism. com
Education • Success in school may be impacted by splinter skills • Difficulties with more abstract areas, comprehension • Physical education may need to be adapted • Supports may be needed for academics, behavior, and social skills • Everyone needs to be aware of the needed supports www. cap-autism. com
Education • Social skills need to be ongoing training • Often the target for others (bullying) • May need support within the general education setting • Middle and high school may be more difficult and require more support www. cap-autism. com
Professional Life • Vocations are best that will involve interests or obsessions (Temple Grandin) • Social skill deficits lead to difficulties getting and keeping a job. • Despite college degrees and above average intelligence, those with Asperger’s Syndrome will have greater difficulties maintaining an independent life. www. cap-autism. com
Interventions Naturalistic teaching Self management Story based Video modeling Social skills training Utilize elements of ABA to teach complex behaviors , social skills, empathy and conversation • Medications for anxiety, depression and hyperactivity • • • www. cap-autism. com
Social Communication Disorder New in the DSM 5 • May cover those who do not fit under ASD but would previously have fit under Asperger’s Disorder, or PDD-NOS. This does not constitute an ASD. • A. Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following: 1. Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context. www. cap-autism. com
Social Communication Disorder • 2. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child than to an adult, and avoiding use of overly formal language. 3. Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction. www. cap-autism. com
Social Communication Disorder • 4. Difficulties understanding what is not explicitly stated (e. g. , making inferences) and nonliteral or ambiguous meanings of language (e. g. , idioms, humor, metaphors, multiple meanings that depend on the context for interpretation www. cap-autism. com
Social Communication Disorder • B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination. • C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities). www. cap-autism. com
Social Communication Disorder • D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder. www. cap-autism. com
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