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(A.K.A. Team 1)
Social development in Asperger’s
vs. other Pervasive Developmental
Disorders
By: Andrew, Anne, Connie and Diana
Pervasive Development Disorders
► These
disorders are usually evident in the first
years of life and are associated with some degree
of Mental Retardation.
► They
are characterized by severe and pervasive
impairment in several areas of development.
 Reciprocal social interaction skills
 Communication skills
 Presence of stereotyped behavior, interests, and
activities.
Pervasive Development Disorders
Include:
► Autistic
Disorder
► Rett’s Disorder
► Childhood Disintegrative Disorder
► Asperger’s Disorder
► Pervasive Developmental Disorder Not
Otherwise Specified
Early Infantile Autism
► Social
Symptoms
Failure to cuddle
An indifference or aversion to affection
Lack of eye contact
Lack of facial responsiveness or socially
directed smiles
 A failure to respond to their parent’s voices
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Early Infantile Autism
► Social
symptoms
 Body gestures and postures to communicate
 Failure to develop relationships at appropriate
developmental levels
 No interest in other babies or toddlers
 Lack of spontaneous seeking to share
enjoyment, interests or achievements with
others
 May be oblivious to other children
Early Infantile Asperger’s
►
Asperger’s is not usually diagnosed until age 6 or 7
whereas Autism is at around 3
 Because those with Asperger’s have the ability to acquire and use
language skills
May show lack of eye contact
► Motor skill problems (clumsy, or uncoordinated movements
or delays in motor skills)
► Social skills relating to communicating with others
► Sensitivity to sensory information, such as light, sounds,
textures and tastes
► http://www.ehow.com/how_2113301_identify-aspergerssyndrome-infants.html
►
Infant Rett’s Syndrome
Normal growth and development during the first 5
to 18 months.
► Following a period of normal development for at
least 5 months, all of the following occur:
 Size of child’s head does not grow as much as it
should between 5 to 48 months
 Loss of previous learned hand skills and the
development of stereotyped hand movements not
useful to the child
 Loss of socially engaging behaviors (smiling and eye
contact)
 Loss of coordinated walking and body movements.
 Expressive (verbalize thoughts) and receptive
(understand) language skills become impaired and
severe psychomotor retardation develops
Childhood Disintegrative Disorder
Symptoms may include:
► At least two years, and usually up to four years
of normal development, including speech, social
interactions and relationships, and play and
adaptive behavior.
► Over a short period (a few months) severe loss
of functioning, in social communication
► Outbursts for no apparent reason
► These children have a complete loss of speech,
language and understanding of language, and a
decrease in cognitive skills
Autism - Elementary
► Separate
labels for autism
 Least affected – “Asperger’s Syndrome”, “High
Functioning Autism” and “Pervasive Developmental
Disorder – Not Otherwise Specified” (PDD-NOS)
(Autism.net, 2005).
 Most affected – “Autism”, “Classic Autism” and “Kanner
Autism” (Autism.net, 2005).
► Deficits
– three key areas:
 Verbal and non-verbal Communication (Autism.net,
2005).
 Social awareness and interactions (Autism.net, 2005).
 Imaginative play (variable interests and behaviors)
(Autism.net, 2005).
Autism - Elementary
► Social
Interation
 Less able to interact with the world as other
children do (Autism.net, 2005).
 Lack responsiveness and interactive skills with
other children (Autism.net, 2005).
 Usually unable to carry on a conversation –
Even if verbal skills are present (Autism.net,
2005).
 Appear egocentric to other children (Autism.net,
2005).
Rett’s - Elementary
►
About Rett’s
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Affects females almost exclusively (NIND&S, 2000).
Stage III/Plateau or Pseudo-stationary stage (NIND&S, 2000).
Begin between Ages 2 and 10 – can last for years (NIND&S, 2000).
Apraxia, motor problems and seizure are prominent in this stage
(NIND&S, 2000).
Possible improvement in behavior (NIND&S, 2000).
Less irritability, crying and autistic-like features (NIND&S, 2000).
May show more interest in surroundings (NIND&S, 2000).
Alertness, attention span and communication skills may improve
(NIND&S, 2000).
Many girls stay in this stage for most of their lives (NIND&S, 2000).
Rett’s - Elementary
► Social
Interaction
 Limited potential for socially adaptive behaviors
(Braithwaite, 2005).
► Withdrawal
(Braithwaite, 2005),
► Lack of awareness of surroundings (Braithwaite, 2005).
► Anxiety produced by change (Braithwaite, 2005).
 Daily living skills are further handicapped by lack of
purposeful hand movement (Braithwaite, 2005)
 Very little development occurs after onset (Braithwaite,
2005).
Asperger’s – Elementary
► Social
Interaction
Poor pragmatic Language skills (ncpamd, 2008).
Stands too close (ncpamd, 2008).
Poor eye contact (ncpamd, 2008).
Problems understanding age-appropriate humor
and slang expressions (ncpamd, 2008).
 Clumsy (ncpamd, 2008).
 Visual-perceptual difficulties (ncpamd, 2008).
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Asperger’s - Elementary
► Learning
Difficulties
 Subtle or severe are common (ncpamd, 2008).
 Fixation on a particular topic (ncpamd, 2008).
 May bore others with the fixation even when
other children have given clear signals that they
are no longer interested in the topic (ncpamd,
2008).
 Difficulty tolerating changes in routine. Gradual
change is necessary (ncpamd, 2008).
Asperger’s – Elementary
► Adverse
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affects of social deficiencies
Withdrawal (Moore, 2002).
Aggression (Moore, 2002).
Depression (Moore, 2002).
Anxiety (Moore, 2002).
Asperger’s – Elementary
► Coaching
 Small-group activities (Moore, 2002).
 Lunch (Moore, 2002).
 Recess (Moore, 2002).
► Some
may respond to coaching:
 Within a month or two (Moore, 2002).
 For others it may not happen (Moore, 2002).
Regardless of the response a program must be in
place for the entire school year (Moore, 2002).
Asperger’s - Elementary
► Social
areas:

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development in summary – Four
Engaging in a conversation (Moore, 2002).
Social code of conduct (Moore, 2002).
Emotions (Moore, 2002).
Dealing with change (Moore, 2002).
Asperger’s - Middle and High School
Adolescents with Asperger’s often know that they
are very different from the others around them.
They want to make friendships but it is hard to do
so. They do not have a circle of friends. Theory of
mind; lacks ability to make inferences about
someone else’s mental state (how they think, feel)
(Bolick, 2003).
Feast or Famine; topic control, obsession with one
topic (Bolick, 2003)
Have trouble staying on topic and reading the
rhythm of conversation, have difficulty knowing
when to introduce new topics.
Cont…
12-17 most difficult time for children with Asperger’s
► Many are stiff and rule oriented, do not care about teen
fads, popular clothing, gossip, breaking the rules like
others their age do.
► Odd mannerisms; speaking loudly, interrupting others,
violating physical space (yourlittleprofessor.com).
► Same haircut, lack of hygiene
► Lack of coordination leaves boys out of sport’s realm which
helps with male bonding.
► Teens face rejection, isolation, bullying because they are
different (yourlittleprofessor.com).
►
Autism - Middle and High School
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More common in boys than girls
social skills are about the same as those with Asperger’s; lack of eye
contact, lack of interest in in friendships, lack of empathy, narrow
interest, rigid routines, not being able to read social cues.
Not everyone with this disorder have the same symptoms. Ranges
from mild to severe; Verbal to non-verbal (kidshealth.org).
Making friends, expressing emotion can be very difficult as well as
frustrating; communicate with gestures. “How do you make friends
when you are in your own world”? (kidshealth.org)
Not being able to express their emotions can lead to acting out in
inappropriate ways. (Neal is stressed so he throws a younger child to
the ground)
Bullying
Rett’s - Middle and High School
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More common in girls than boys.
Like asperger syndrome and autism, Rett syndrome is
identified by lack of eye contact, trouble interacting with
others, problems with coordination. Unlike asperger
syndrome and autism they do not flap hands but rather
clasp, fidget, wring hands. Although social interaction
improves later on, most social skills are lost at the onset of
said disorder (autismspeaks.org).
Most girl live till adulthood but need care and assistance
throughout their lives.
Autism - Adulthood
► DSM-IV
 A. Impairment in social interaction, as manifested by at
least two of the following
► Marked
impairment in the use of multiple nonverbal behaviors
such as eye-to –eye gaze, facial expression, body postures, and
gestures to regulate social interaction.
► Failure to develop peer relationships appropriately.
► Lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people
► Lack of social or emotional reciprocity.
Autism - Adulthood
► Severity
of Symptoms
 Each case is individual
 Social development many times depends on
how much and how early intervention occurred.
► Social
and Emotional Age
 Often the physical maturity does not match the
social and emotional age.
 May look like an adult but see the world like a
preschooler.
Autism - Adulthood
► Parents
► Residential
facilities
► Group home
► Independent
► Reliable and conscientious workers
► Difficulty getting jobs due to being socially
awkward
► Stephen Shore
Rett Syndrome - Adulthood
► Social
interest may increase during adolescence
and adulthood
► Generally associated with severe or profound
retardation
► Occupational therapy is many times needed to
develop skill such as dressing and feeding.
► Despite severe difficulties most individuals with
Rett syndrome live into middle age.
Asperger’s Syndrome - Adulthood
► Social
skills and personal relationships most
challenging
► DSM-IV criteria for social interaction is same
as criteria for Autism
► 30-50% of all adults with Asperger’s
Syndrome are misdiagnosed.
► With early effective treatment most AS
individuals can function in society well.
Asperger’s Syndrome - Adulthood
Heather Kuzmich
Asperger’s Syndrome - Adulthood
Robby Cvejanovich
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►
Few Colleges offering programs specified for students with
Asperger’s
Marshall University
 Grad students work daily with Asperger’s students to help with
assignments or classroom etiquette
 Weekly skills meeting
• Other Colleges with support
University of Connecticut
Western Kentucky University
Daemon College, Buffalo NY
Georgia State University
References
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American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders fourth edition. American Psychiatric Association:
Arlington, VA.
Bauer, S. (2008). Asperger’s syndrome. Retrieved April 4, 2008,maapservices.org, America online.
Bolick, T.,(2001). Asperger Syndrome and adolescence: helping preteens and teen get ready for the real world. Massachusetts: Fair Winds
Press
Bowen, C. (2001). Semantic and pragmatic difficulties and semantic pragmatic language disorder. Retrieved April 4, 2008, from
http://members.tripod.com/Caroline_Bowen/spld.htm
Braithwaite, K. (2005). The potentially handicapping effects of rett syndrome on the development of a child. Retrieved April 6, 2008, from
http://www.autism.net.au/Rett_syndrome.htm
Davis, J. M. (2008). Class discussions, March 27, 2008, Psychology 3410, Georgia Gwinnett College.
Dunlap, G. & Fox, L. (1999). Teaching students with autism. Retrieved April 5, 2008, from
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=4185
Moore, S, T. M.Ed. (2002). Asperger’s and the elementary experience. Shawnee Mission, KS: Autism Asperger Publishing Company. Retrieved
April 2, 2008, from
http://books.google.com/books?hl=en&id=EKozp4KdQ6QC&dq=asperger's+elementary+school&printsec=frontcover&source=web&
ots=Ga3aRKiHdD&sig=46oMjQHi3hy3Y4t051jZyZfFnGI#PPP1,M1
Schopler, E. & Mesibov, G. B. (1984). Social behavior in autism New York, NY: Plenum Publishing Corporation Retrieved April 6, 2008 from
http://books.google.com/books?id=d2UCA_k7b9AC&pg=PA305&lpg=PA305&dq=socializing+autistic+children+elementary+school&
source=web&ots=77_vIVve1s&sig=uq3ylPmQx2t3pt95oAFaAgPFdUc&hl=en#PPA315,M1
Autism Speaks. (2008). Autism speaks: It’s time to listen and design.
Rett syndrome. Retrieved April 5th, 2008 from http://www.autismspeaks.org/navigating/rett_syndrome.php
http://www.childrenshospital.org/az/site1438/mainpage51438PO.html
http://www.soulselfhelp.on.ca/autism2.html
Resources and Academic Programs for Children with Asperger’s Syndrome. Asperger’s syndrome in children and teens. Retrieved April 5th,
2008 from http://www.yourlittleprofessor.com/index.html
Trachtenberg, T. (2008). More students with asperger syndrome going to college. Retrieved April 4, 2008, ABCnews.go.com, America online.
Watkins, C, E. M.D. (2000). Asperger’s disorder. Retrieved April 3, 2008, from http://www.ncpamd.com/aspergers.htm
Autism, Asperger, Diagnosis and Treatment (2005). Retrieved April 6, 2008, from http://www.autism.net.au/
National Institute of Neurological Disorders and Stroke (2008). Retrieved April 4,2008, America online.
National Institute of Neurological Disorders and Stroke (2000). Fact Sheet. Retrieved April 6, 2008, from
http://childparenting.about.com/library/glossary/blfactrett.htm
Team 1 wiki page link
►
http://wiki.ggc.usg.edu/mediawiki/index.php/PSYC3410:Aspergerssyndrome/Team1