Aspergers Disorder Fact sheet
2
Getting Y our Needs Met As A Student With Asperger’ s Dis order What is Asperger’ s Disorder? In 1944, Han Asperger, an Austrian doctor, recognized and described children who had impaired social interaction and communication. However, Asperger’s Disorder did not appear in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) until 1994. Due to the ormal defnition being relatively new, there is still potential or misdiagnosis or or high unctioning individuals to go undiagnosed. Asperger’s Disorder is a lielong developmen- tal disability that currently has no known cure; however, cognitive, behavioral and medical treatments are available. According to the DSM-IV TR, Asperger’s Disorder is one o the fve disorders that all into the category o Pervasive Developmental Disorders. It is characterized by severe and sustained impairment in social interactions and a restric- tive and repetitive pattern o behavior and interests, which signifcantly impacts adaptive unctioning. There is no sig- nifcant delay in language development (DSM-IV, 2000). Associated Features Social Impairment • Poor nonv erbal comm unica tion • Activ ebut socialyawkward • Dicu ltyd evel oping riend ships Communication Defcits • Poorprosodyandpragma tics(intonationsandinfections) • Doesnotadaptlanguagetolistener(one-si dedconversationstyle) • Speechistangentialandcircumstanti al All Absorbing Interest • Consumedwithactualinormationaboutar eaointerest Poor Sensory-Motor Integration • Resultsinsensoryoverloadandbehavior aldyscontrol • Highlysensitivetooneormor esenses(overorundersensitiveto touch,sound,lightorpain) Emotional Difculties • Vul nerab let oemot ional outbu rsts • Verydicultadjustmentto unexpectedchange • Anxiousinnewandunpredictablesituations • Oten strugg lew ithde pression • Frequentlyexhibitobse ssive/compulsivebehaviors Executive Functioning Defcits • Poororganizati on,planning, sel-monitoringanddiculty remaininggoaldirected • Limitedfexibility—otenr igidandrule-based • Donotappreciateambiguityor exceptionstorules Poor Adaptive Skills • Aresurprisinglypoorat basicskills, despiteotenhavingaver age towellaboveaverageintelligence Classroom Strategies for Success • Followconsistentr outinesandexplicitrules. • Foll owa poste dsche dule . • Askorclaricationoexpectationsoriinorma tionisvague. • Getw ritt enins tructi onsor assi gnment s. • Arrivetoclassearl ytoensureyouhave thesameseatiyou likesameness. Iyoudon’tlikecl osephysicalproximity ,you mayrequesttositapartorexams. • Allowyourseltoget individualassistance, suchasacademic accommodationsandtutoring. • Iyou “tuneout”inclass ,thenaskiyoucantape recordclass sessions. • Utilizerepe titivememorizationorstudyingorexams(indi- vidualswithAsperger’ stypicallyhaveexc ellentmemories). • Talkouty ourchaptersornotesstep-by -stepwithan individual. • Stayaway romgraphswhenstudying. • Outlinesmaybeuseulory ourwrittenassignments, suchas essaysandresearchpapers. • Findoutwhatworksory ou.Some individualswithAsperg- er’sndthatabsorbinglongstringsoauditoryinormation maybeimpossible ,whilevi sualmaterialsare easiertolearn. Seewhatworksoryouandadaptyourstudymethods. By Christine Salinas, B.A., and Robyn Coombs, Psy.D. “The term eccentric is not used in a derogatory sense. In this author’s opinion, they are the bright thread in the rich tapestry of life. Our civilization would be extremely dull and sterile if we did not have and treasure people with Asperger Syndrome.” —T ony Attwood (1999)
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Transcript of Aspergers Disorder Fact sheet
7/27/2019 Aspergers Disorder Fact sheet
http://slidepdf.com/reader/full/aspergers-disorder-fact-sheet 1/2
Getting Your Needs Met As A Student With
Asperger’s Disorder
What is Asperger’s Disorder?
In 1944, Han Asperger, an Austrian doctor, recognized anddescribed children who had impaired social interactionand communication. However, Asperger’s Disorder did notappear in the Diagnostic and Statistical Manual of MentalDisorders (DSM-IV-TR) until 1994. Due to the ormaldefnition being relatively new, there is still potential ormisdiagnosis or or high unctioning individuals to goundiagnosed. Asperger’s Disorder is a lielong developmen-tal disability that currently has no known cure; however,cognitive, behavioral and medical treatments are available.
According to the DSM-IV TR, Asperger’s Disorder is one
o the fve disorders that all into the category o PervasiveDevelopmental Disorders. It is characterized by severe andsustained impairment in social interactions and a restric-tive and repetitive pattern o behavior and interests, whichsignifcantly impacts adaptive unctioning. There is no sig-nifcant delay in language development (DSM-IV, 2000).
Associated FeaturesSocial Impairment
• Poornonverbalcommunication
• Activebutsociallyawkward
• Dicultydevelopingriendships
Communication Defcits
• Poorprosodyandpragmatics(intonationsandinfections)
• Doesnotadaptlanguagetolistener(one-sidedconversationstyle)
• Speechistangentialandcircumstantial
All Absorbing Interest
• Consumedwithactualinormationaboutareaointerest
Poor Sensory-Motor Integration
• Resultsinsensoryoverloadandbehavioraldyscontrol
• Highlysensitivetooneormoresenses(overorundersensitiveto
touch,sound,lightorpain)
Emotional Difculties
• Vulnerabletoemotionaloutbursts
• Verydicultadjustmenttounexpectedchange
• Anxiousinnewandunpredictablesituations
• Otenstrugglewithdepression
• Frequentlyexhibitobsessive/compulsivebehaviors
Executive Functioning Defcits
• Poororganization,planning,sel-monitoringanddiculty
remaininggoaldirected
• Limitedfexibility—otenrigidandrule-based
• Donotappreciateambiguityorexceptionstorules
Poor Adaptive Skills
• Aresurprisinglypooratbasicskills,despiteotenhavingaverage
towellaboveaverageintelligence
Classroom Strategies for Success
• Followconsistentroutinesandexplicitrules.
• Followapostedschedule.
• Askorclaricationoexpectationsoriinormationisvague.
• Getwritteninstructionsorassignments.• Arrivetoclassearlytoensureyouhavethesameseatiyou
likesameness.Iyoudon’tlikeclosephysicalproximity,you
mayrequesttositapartorexams.
• Allowyourseltogetindividualassistance,suchasacademic
accommodationsandtutoring.
• Iyou“tuneout”inclass,thenaskiyoucantaperecordclass
sessions.
• Utilizerepetitivememorizationorstudyingorexams(indi-
vidualswithAsperger’stypicallyhaveexcellentmemories).
• Talkoutyourchaptersornotesstep-by-stepwithan
individual.
• Stayawayromgraphswhenstudying.
• Outlinesmaybeuseuloryourwrittenassignments,suchas
essaysandresearchpapers.
• Findoutwhatworksoryou.SomeindividualswithAsperg-
er’sndthatabsorbinglongstringsoauditoryinormation
maybeimpossible,whilevisualmaterialsareeasiertolearn.
Seewhatworksoryouandadaptyourstudymethods.
By Christine Salinas, B.A., and Robyn Coombs, Psy.D.
“The term eccentric is not used in a derogatory
sense. In this author’s opinion, they are the bright
thread in the rich tapestry of life. Our civilization
would be extremely dull and sterile if we did nothave and treasure people with Asperger Syndrome.”
—Tony Attwood (1999)
7/27/2019 Aspergers Disorder Fact sheet
http://slidepdf.com/reader/full/aspergers-disorder-fact-sheet 2/2
For additional counseling, academic success
resources and helpul articles,
visit www.ft.edu/caps or call 674-8050.
Counseling and Psychological Services (CAPS)
CAPS is a counseling acility operated by Florida Institute o Technology’s School o Psychology. Its goals a re to promotethe best possible academic, vocational and emotional health.Our services are available to students and their immediateamilies. Call CAPS at (321) 674-8050.
Center HoursMonday–Thursday, 9 a.m. to 5 p.m. • Friday, 9 a.m. to 4 p.m.
LocationIntersection o Country Club Road and University Boulevard,west o Babcock Street
PY-444-707
A sperger’s
Disorder
Counseling and Psychological Services
Importance of Assessment
Many individuals in college are high-unctioning so you may have “slipped through the cracks.” It is essen-tial to fnd a clinician who has experience diagnosingadults with Asperger’s syndrome and high-unctioningautistic spectrum disorders.
Resources
• CAPS—(321)674-8050(psychotherapy, behavioral techniques, learning disability
evaluations)
• AcademicSupportCenter—(321)674-7110
(tutoring, academic accommodations)
• SocialSupportGroups
(improve communication and social interaction)
AdultswithAspergersGroup
CARDUniversityoCentralFlorida(407)823-2176|[email protected]
DisabilitySupportGroup
Melbourne,FL|(321)784-9008
Social support groups or students with Asperger’s havebeen conducted at CAPS in the past. I we generateenough interest rom students, we may able to accom-modate your request. Contact us at (321) 674- 8050.
Specialized sotware is now designed to adapt comput-ers or people with disabilities. It can be useul i youhave visual problems or trouble with coordination.
Books with inormation on college students
with Asperger’s Disorder:
Managing Asperger Syndrome at College and University by Juliet Jamieson and Clare Jamieson, David FultonPublishers, 2004.
Pretending to be normal: Living with Asperger’s syn-drome by Liane Holliday Willey, Jessica Kingsley Pub-lishers, July 1999—includes not only an account o heruniversity experience but also has a wonderul appen-dix titled “Survival Skills or AS College Students.”
Succeeding In College With Asperger Syndrome by JohnHarpur, Maria Lawlor and Michael Fitzgerald, JessicaKingsley Publishers, 2004.
References American Psychiatric Association. (1994). Diagnostic and statistical manualof mental disorders (4th ed.). Washington, D.C.
Ozonoff, S., Dawson, G., McPartland, J.(2002). A Parent’s Guide to As-perger Syndrome & High-Functioning Autism. Guildford Press.
Volkmar, F & Klin, A. (2000). Diagnostic Issues in Asperger Syndrome. InKlin, A. Volkmar, F., Sparrow, S., Asperger Syndrome. Guilford Press.
