| Asperger syndrome | |
|---|---|
| Synonyms | Asperger's syndrome, Asperger disorder (AD), Asperger's, schizoid disorder of childhood, autistic psychopathy, high functioning autism |
 | |
| Restricted interests or repetitive behaviors, such as this boy's interest in playing with a toy model of molecules, may be features of Asperger's. | |
| Pronunciation | |
| Specialty | Psychiatry |
| Symptoms | Problems with social interactions, restricted and repetitive behavior |
| Usual onset | Before two years old |
| Duration | Long term |
| Causes | Unknown |
| Diagnostic method | Based on the symptoms |
| Treatment | Social skills training, cognitive behavioral therapy, physical therapy, speech therapy, parent training |
| Medication | For associated conditions |
| Frequency | 37.2 million (2015) |
Asperger syndrome (AS), also known as Asperger's, is a developmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests. As a milder autism spectrum disorder (ASD), it differs from other ASDs by relatively normal language and intelligence. Although not required for diagnosis, physical clumsiness and unusual use of language are common. Signs usually begin before two years old and typically last for a person's entire life.
The exact cause of Asperger's is unknown. While it is probably partly inherited, the underlying genetics have not been determined conclusively. Environmental factors are also believed to play a role. Brain imaging has not identified a common underlying problem. The diagnosis of Asperger's was removed in the 2013 fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and people with these symptoms are now included within the autism spectrum disorder along with autism and pervasive developmental disorder not otherwise specified (PDD-NOS). It remains within the eleventh edition of the International Classification of Diseases (ICD-11) as of 2017.
There is no single treatment, and the effectiveness of particular interventions is supported by only limited data. Treatment is aimed at improving poor communication skills, obsessive or repetitive routines and physical clumsiness. Interventions may include social skills training, cognitive behavioral therapy, physical therapy, speech therapy, parent training, and medications for associated problems, such as mood or anxiety. Most children improve as they grow up, but social and communication difficulties usually persist. Some researchers and people on the autism spectrum have advocated a shift in attitudes toward the view that autism spectrum disorder is a difference rather than a disease that must be treated or cured.
In 2015, Asperger's was estimated to affect 37.2 million people globally. The syndrome is named after the Austrian pediatrician Hans Asperger, who in 1944 described children in his practice who lacked nonverbal communication, had limited understanding of others' feelings, and were physically clumsy. The modern conception of Asperger syndrome came into existence in 1981 and went through a period of popularization.It became a standardized diagnosis in the early 1990s. Many questions and controversies remain about aspects of the disorder. There is doubt about whether it is distinct from high-functioning autism (HFA). Partly because of this, the percentage of people affected is not firmly established.
Classification
The extent of the overlap between AS and high-functioning autism (HFA – autism unaccompanied by intellectual disability) is unclear. The ASD classification is to some extent an artifact of how autism was discovered, and may not reflect the true nature of the spectrum; methodological problems have beset Asperger syndrome as a valid diagnosis from the outset. In the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published in May 2013, AS, as a separate diagnosis, was eliminated and folded into autism spectrum disorder. Like the diagnosis of Asperger syndrome, the change was controversial and AS was not removed from the WHO's ICD-10 or ICD-11.The World Health Organization (WHO) defined Asperger syndrome (AS) as one of the autism spectrum disorders (ASD) or pervasive developmental disorders (PDD), which are a spectrum of psychological conditions that are characterized by abnormalities of social interaction and communication that pervade the individual's functioning, and by restricted and repetitive interests and behavior. Like other psychological development disorders, ASD begins in infancy or childhood, has a steady course without remission or relapse, and has impairments that result from maturation-related changes in various systems of the brain. ASD, in turn, is a subset of the broader autism phenotype, which describes individuals who may not have ASD but do have autistic-like traits, such as social deficits. Of the other four ASD forms, autism is the most similar to AS in signs and likely causes, but its diagnosis requires impaired communication and allows delay in cognitive development; Rett syndrome and childhood disintegrative disorder share several signs with autism but may have unrelated causes; and pervasive developmental disorder not otherwise specified (PDD-NOS) is diagnosed when the criteria for a more specific disorder are unmet.
Characteristics
People with Asperger syndrome often display restricted or specialized interests, such as this boy's interest in stacking cans.
As a pervasive developmental disorder,
Asperger syndrome is distinguished by a pattern of symptoms rather than
a single symptom. It is characterized by qualitative impairment in
social interaction, by stereotyped and restricted patterns of behavior,
activities and interests, and by no clinically significant delay in
cognitive development or general delay in language. Intense preoccupation with a narrow subject, one-sided verbosity, restricted prosody, and physical clumsiness are typical of the condition, but are not required for diagnosis. Suicidal behavior appears to occur at rates similar to those without ASD.
Social interaction
A lack of demonstrated empathy affects aspects of communal living for persons with Asperger syndrome.
Individuals with AS experience difficulties in basic elements of social
interaction, which may include a failure to develop friendships or to
seek shared enjoyments or achievements with others (for example, showing
others objects of interest); a lack of social or emotional reciprocity (social "games" give-and-take mechanic); and impaired nonverbal behaviors in areas such as eye contact, facial expression, posture, and gesture.
People with AS may not be as withdrawn around others, compared with those with other, more debilitating forms of autism;
they approach others, even if awkwardly. For example, a person with AS
may engage in a one-sided, long-winded speech about a favorite topic,
while misunderstanding or not recognizing the listener's feelings or
reactions, such as a wish to change the topic of talk or end the
interaction. This social awkwardness has been called "active but odd".
Such failures to react appropriately to social interaction may appear
as disregard for other people's feelings and may come across as
insensitive. However, not all individuals with AS will approach others. Some of them may even display selective mutism, not speaking at all to most people and excessively to specific others. Some may choose only to talk to people they like.
The cognitive ability of children with AS often allows them to articulate social norms in a laboratory context,
where they may be able to show a theoretical understanding of other
people's emotions; however, they typically have difficulty acting on
this knowledge in fluid, real-life situations.
People with AS may analyze and distill their observations of social
interaction into rigid behavioral guidelines and apply these rules in
awkward ways, such as forced eye contact, resulting in a demeanor that
appears rigid or socially naïve. Childhood desire for companionship can
become numbed through a history of failed social encounters.
Violent or criminal behavior
The hypothesis that individuals with AS are predisposed to violent or criminal behavior has been investigated, but is not supported by data. More evidence suggests that children diagnosed with Asperger syndrome are victims rather than offenders.
A 2008 review found that an overwhelming number of reported
violent criminals with Asperger syndrome had also other coexisting
psychotic psychiatric disorders such as schizoaffective disorder.
Restricted and repetitive interests and behavior
People with Asperger syndrome can display behavior, interests, and
activities that are restricted and repetitive and are sometimes
abnormally intense or focused. They may stick to inflexible routines,
move in stereotyped
and repetitive ways, preoccupy themselves with parts of objects, or
engage in compulsive behaviors like lining objects up to form patterns.
Pursuit of specific and narrow areas of interest is one of the most striking among possible features of AS.
Individuals with AS may collect volumes of detailed information on a
relatively narrow topic such as weather data or star names without
necessarily having a genuine understanding of the broader topic. For example, a child might memorize camera model numbers while caring little about photography. This behavior is usually apparent by age 5 or 6.
Although these special interests may change from time to time, they
typically become more unusual and narrowly focused and often dominate
social interaction so much that the entire family may become immersed.
Because narrow topics often capture the interest of children, this
symptom may go unrecognized.
Stereotyped and repetitive motor behaviors are a core part of the diagnosis of AS and other ASDs. They include hand movements such as flapping or twisting, and complex whole-body movements. These are typically repeated in longer bursts and look more voluntary or ritualistic than tics, which are usually faster, less rhythmical, and less often symmetrical.
According to the Adult Asperger Assessment (AAA) diagnostic test,
a lack of interest in fiction and a positive preference towards
non-fiction is common among adults with AS.
Speech and language
Although individuals with Asperger syndrome acquire language skills
without significant general delay and their speech typically lacks
significant abnormalities, language acquisition and use is often atypical. Abnormalities include verbosity; abrupt transitions; literal interpretations and miscomprehension of nuance; use of metaphor meaningful only to the speaker; auditory perception deficits; unusually pedantic, formal, or idiosyncratic speech; and oddities in loudness, pitch, intonation, prosody, and rhythm. Echolalia has also been observed in individuals with AS.
Three aspects of communication patterns are of clinical interest: poor prosody, tangential and circumstantial speech, and marked verbosity. Although inflection
and intonation may be less rigid or monotonic than in classic autism,
people with AS often have a limited range of intonation: speech may be
unusually fast, jerky, or loud. Speech may convey a sense of incoherence; the conversational style often includes monologues about topics that bore the listener, fails to provide context
for comments, or fails to suppress internal thoughts. Individuals with
AS may fail to detect whether the listener is interested or engaged in
the conversation. The speaker's conclusion or point may never be made,
and attempts by the listener to elaborate on the speech's content or
logic, or to shift to related topics, are often unsuccessful.
Children with AS may have a sophisticated vocabulary at a young
age and such children have often been colloquially called "little
professors", but have difficulty understanding figurative language and tend to use language literally.
Children with AS appear to have particular weaknesses in areas of
nonliteral language that include humor, irony, teasing, and sarcasm.
Although individuals with AS usually understand the cognitive basis of humor, they seem to lack understanding of the intent of humor to share enjoyment with others.
Despite strong evidence of impaired humor appreciation, anecdotal
reports of humor in individuals with AS seem to challenge some
psychological theories of AS and autism.
Motor and sensory perception
Individuals with Asperger syndrome may have signs or symptoms that
are independent of the diagnosis, but can affect the individual or the
family. These include differences in perception and problems with motor skills, sleep, and emotions.
Individuals with AS often have excellent auditory and visual perception.
Children with ASD often demonstrate enhanced perception of small
changes in patterns such as arrangements of objects or well-known
images; typically this is domain-specific and involves processing of
fine-grained features. Conversely, compared with individuals with high-functioning autism, individuals with AS have deficits in some tasks involving visual-spatial perception, auditory perception, or visual memory. Many accounts of individuals with AS and ASD report other unusual sensory and perceptual skills and experiences. They may be unusually sensitive or insensitive to sound, light, and other stimuli;
these sensory responses are found in other developmental disorders and
are not specific to AS or to ASD. There is little support for increased fight-or-flight response or failure of habituation in autism; there is more evidence of decreased responsiveness to sensory stimuli, although several studies show no differences.
Hans Asperger's initial accounts and other diagnostic schemes include descriptions of physical clumsiness. Children with AS may be delayed in acquiring skills requiring dexterity,
such as riding a bicycle or opening a jar, and may seem to move
awkwardly or feel "uncomfortable in their own skin". They may be poorly
coordinated or have an odd or bouncy gait or posture, poor handwriting,
or problems with motor coordination. They may show problems with proprioception (sensation of body position) on measures of developmental coordination disorder (motor planning disorder), balance, tandem gait,
and finger-thumb apposition. There is no evidence that these motor
skills problems differentiate AS from other high-functioning ASDs.
Children with AS are more likely to have sleep problems, including difficulty in falling asleep, frequent nocturnal awakenings, and early morning awakenings. AS is also associated with high levels of alexithymia, which is difficulty in identifying and describing one's emotions. Although AS, lower sleep quality, and alexithymia are associated with each other, their causal relationship is unclear.
Causes
Hans Asperger described common symptoms among his patients' family
members, especially fathers, and research supports this observation and
suggests a genetic contribution to Asperger syndrome. Although no
specific gene has yet been identified, multiple factors are believed to
play a role in the expression of autism, given the phenotypic variability seen in children with AS. Evidence for a genetic link is the tendency for AS to run in families and an observed higher incidence
of family members who have behavioral symptoms similar to AS but in a
more limited form (for example, slight difficulties with social
interaction, language, or reading). Most behavioral genetic research suggests that all autism spectrum disorders have shared genetic mechanisms, but AS may have a stronger genetic component than autism. There is probably a common group of genes where particular alleles
render an individual vulnerable to developing AS; if this is the case,
the particular combination of alleles would determine the severity and
symptoms for each individual with AS.
A few ASD cases have been linked to exposure to teratogens (agents that cause birth defects) during the first eight weeks from conception.
Although this does not exclude the possibility that ASD can be
initiated or affected later, it is strong evidence that ASD arises very
early in development. Many environmental factors have been hypothesized to act after birth, but none has been confirmed by scientific investigation.
Mechanism
Functional magnetic resonance imaging provides some evidence for both underconnectivity and mirror neuron theories.
Asperger syndrome appears to result from developmental factors that
affect many or all functional brain systems, as opposed to localized
effects.
Although the specific underpinnings of AS or factors that distinguish
it from other ASDs are unknown, and no clear pathology common to
individuals with AS has emerged, it is still possible that AS's mechanism is separate from other ASDs. Neuroanatomical studies and the associations with teratogens strongly suggest that the mechanism includes alteration of brain development soon after conception. Abnormal migration of embryonic cells during fetal development
may affect the final structure and connectivity of the brain, resulting
in alterations in the neural circuits that control thought and
behavior. Several theories of mechanism are available; none are likely to provide a complete explanation.
The underconnectivity theory hypothesizes underfunctioning
high-level neural connections and synchronization, along with an excess
of low-level processes. It maps well to general-processing theories such as weak central coherence theory, which hypothesizes that a limited ability to see the big picture underlies the central disturbance in ASD. A related theory—enhanced perceptual functioning—focuses more on the superiority of locally oriented and perceptual operations in autistic individuals.
The mirror neuron system (MNS) theory hypothesizes that alterations to the development of the MNS interfere with imitation and lead to Asperger's core feature of social impairment. For example, one study found that activation is delayed in the core circuit for imitation in individuals with AS. This theory maps well to social cognition theories like the theory of mind, which hypothesizes that autistic behavior arises from impairments in ascribing mental states to oneself and others; or hyper-systemizing,
which hypothesizes that autistic individuals can systematize internal
operation to handle internal events but are less effective at empathizing when handling events generated by other agents.
Diagnosis
Standard diagnostic criteria require impairment in social interaction
and repetitive and stereotyped patterns of behavior, activities, and
interests, without significant delay in language or cognitive
development. Unlike the international standard, the DSM-IV-TR criteria also required significant impairment in day-to-day functioning; DSM-5 eliminated AS as a separate diagnosis in 2013, and folded it into the umbrella of autism spectrum disorders. Other sets of diagnostic criteria have been proposed by Szatmari et al. and by Gillberg and Gillberg.
Diagnosis is most commonly made between the ages of four and eleven. A comprehensive assessment involves a multidisciplinary team that observes across multiple settings,
and includes neurological and genetic assessment as well as tests for
cognition, psychomotor function, verbal and nonverbal strengths and
weaknesses, style of learning, and skills for independent living. The "gold standard" in diagnosing ASDs combines clinical judgment with the Autism Diagnostic Interview-Revised (ADI-R), a semistructured parent interview; and the Autism Diagnostic Observation Schedule (ADOS), a conversation and play-based interview with the child.
Delayed or mistaken diagnosis can be traumatic for individuals and
families; for example, misdiagnosis can lead to medications that worsen
behavior.
Underdiagnosis and overdiagnosis may be problems. The cost and difficulty of screening
and assessment can delay diagnosis. Conversely, the increasing
popularity of drug treatment options and the expansion of benefits has
motivated providers to overdiagnose ASD.
There are indications AS has been diagnosed more frequently in recent
years, partly as a residual diagnosis for children of normal
intelligence who are not autistic but have social difficulties.
There are questions about the external validity
of the AS diagnosis. That is, it is unclear whether there is a
practical benefit in distinguishing AS from HFA and from PDD-NOS; the same child can receive different diagnoses depending on the screening tool. The debate about distinguishing AS from HFA is partly due to a tautological dilemma
where disorders are defined based on severity of impairment, so that
studies that appear to confirm differences based on severity are to be
expected.
Differential diagnosis
Many children with AS are initially misdiagnosed with attention deficit hyperactivity disorder (ADHD).
Diagnosing adults is more challenging, as standard diagnostic criteria
are designed for children and the expression of AS changes with age. Adult diagnosis requires painstaking clinical examination and thorough medical history gained from both the individual and other people who know the person, focusing on childhood behavior.
Conditions that must be considered in a differential diagnosis along with ADHD include other ASDs, the schizophrenia spectrum, personality disorders, obsessive–compulsive disorder, major depressive disorder, semantic pragmatic disorder, nonverbal learning disorder, social anxiety disorder, Tourette syndrome, stereotypic movement disorder, bipolar disorder, social-cognitive deficits due to brain damage from alcohol abuse, and obsessive–compulsive personality disorder (OCPD).
Screening
Parents of children with Asperger syndrome can typically trace
differences in their children's development to as early as 30 months of
age. Developmental screening during a routine check-up by a general practitioner or pediatrician may identify signs that warrant further investigation. The United States Preventive Services Task Force in 2016 found it was unclear if screening was beneficial or harmful among children in whom there are no concerns.
The diagnosis of AS is complicated by the use of several different screening instruments, including the Asperger Syndrome Diagnostic Scale (ASDS); Autism Spectrum Screening Questionnaire (ASSQ); Childhood Autism Spectrum Test (CAST), previously called the Childhood Asperger Syndrome Test; Gilliam Asperger's disorder scale (GADS); Krug Asperger's Disorder Index (KADI); and the autism-spectrum quotient (AQ), with versions for children, adolescents, and adults. None have been shown to reliably differentiate between AS and other ASDs.
Management
Asperger syndrome treatment attempts to manage distressing symptoms
and to teach age-appropriate social, communication, and vocational
skills that are not naturally acquired during development, with intervention tailored to the needs of the individual based on multidisciplinary assessment. Although progress has been made, data supporting the efficacy of particular interventions are limited.
Therapies
The ideal treatment for AS coordinates therapies that address core
symptoms of the disorder, including poor communication skills and
obsessive or repetitive routines. While most professionals agree that
the earlier the intervention, the better, there is no single best
treatment package.
AS treatment resembles that of other high-functioning ASDs, except that
it takes into account the linguistic capabilities, verbal strengths,
and nonverbal vulnerabilities of individuals with AS. A typical program generally includes:
- Applied behavior analysis (ABA) procedures, including positive behavior support (PBS)—or training and support of parents and school faculty in behavior management strategies to use in the home and school, and social skills training for more effective interpersonal interactions;
- Cognitive behavioral therapy to improve stress management relating to anxiety or explosive emotions and to cut back on obsessive interests and repetitive routines;
- Medication for coexisting conditions such as major depressive disorder and anxiety disorders;
- Occupational or physical therapy to assist with poor sensory processing and motor coordination; and,
- Social communication intervention, which is specialized speech therapy to help with the pragmatics and give-and-take of normal conversation.
Of the many studies on behavior-based early intervention programs, most are case reports of up to five participants and typically examine a few problem behaviors such as self-injury, aggression, noncompliance, stereotypies, or spontaneous language; unintended side effects are largely ignored. Despite the popularity of social skills training, its effectiveness is not firmly established.
A randomized controlled study of a model for training parents in
problem behaviors in their children with AS showed that parents
attending a one-day workshop or six individual lessons reported fewer
behavioral problems, while parents receiving the individual lessons
reported less intense behavioral problems in their AS children.
Vocational training is important to teach job interview etiquette and
workplace behavior to older children and adults with AS, and
organization software and personal data assistants can improve the work
and life management of people with AS.
Medications
No medications directly treat the core symptoms of AS. Although research into the efficacy of pharmaceutical intervention for AS is limited, it is essential to diagnose and treat comorbid conditions.
Deficits in self-identifying emotions or in observing effects of one's
behavior on others can make it difficult for individuals with AS to see
why medication may be appropriate.
Medication can be effective in combination with behavioral
interventions and environmental accommodations in treating comorbid
symptoms such as anxiety disorders, major depressive disorder,
inattention, and aggression. The atypical antipsychotic medications risperidone, olanzapine and aripiprazole have been shown to reduce the associated symptoms of AS;
risperidone can reduce repetitive and self-injurious behaviors,
aggressive outbursts, and impulsivity, and improve stereotypical
patterns of behavior and social relatedness. The selective serotonin reuptake inhibitors (SSRIs) fluoxetine, fluvoxamine, and sertraline have been effective in treating restricted and repetitive interests and behaviors.
Care must be taken with medications, as side effects may be more
common and harder to evaluate in individuals with AS, and tests of
drugs' effectiveness against comorbid conditions routinely exclude
individuals from the autism spectrum. Abnormalities in metabolism, cardiac conduction times, and an increased risk of type 2 diabetes have been raised as concerns with these medications, along with serious long-term neurological side effects. SSRIs can lead to manifestations of behavioral activation such as increased impulsivity, aggression, and sleep disturbance. Weight gain and fatigue are commonly reported side effects of risperidone, which may also lead to increased risk for extrapyramidal symptoms such as restlessness and dystonia and increased serum prolactin levels. Sedation and weight gain are more common with olanzapine, which has also been linked with diabetes. Sedative side-effects in school-age children
have ramifications for classroom learning. Individuals with AS may be
unable to identify and communicate their internal moods and emotions or
to tolerate side effects that for most people would not be problematic.
Prognosis
There is some evidence that children with AS may see a lessening of
symptoms; up to 20% of children may no longer meet the diagnostic
criteria as adults, although social and communication difficulties may
persist. As of 2006,
no studies addressing the long-term outcome of individuals with
Asperger syndrome are available and there are no systematic long-term
follow-up studies of children with AS. Individuals with AS appear to have normal life expectancy, but have an increased prevalence of comorbid psychiatric conditions, such as major depressive disorder and anxiety disorders that may significantly affect prognosis.
Although social impairment may be lifelong, the outcome is generally
more positive than with individuals with lower-functioning autism
spectrum disorders; for example, ASD symptoms are more likely to diminish with time in children with AS or HFA.
Most students with AS and HFA have average mathematical ability and
test slightly worse in mathematics than in general intelligence, but
some are gifted in mathematics. AS has potentially been linked to some accomplishments, such as Vernon L. Smith winning the Nobel Memorial Prize in Economic Sciences; however, Smith is self-diagnosed.
Although many attend regular education classes, some children with AS may utilize special education services because of their social and behavioral difficulties. Adolescents with AS may exhibit ongoing difficulty with self-care
or organization, and disturbances in social and romantic relationships.
Despite high cognitive potential, most young adults with AS remain at
home, yet some do marry and work independently. The "different-ness" adolescents experience can be traumatic.
Anxiety may stem from preoccupation over possible violations of
routines and rituals, from being placed in a situation without a clear
schedule or expectations, or from concern with failing in social encounters; the resulting stress may manifest as inattention, withdrawal, reliance on obsessions, hyperactivity, or aggressive or oppositional behavior. Depression is often the result of chronic frustration from repeated failure to engage others socially, and mood disorders requiring treatment may develop.
Clinical experience suggests the rate of suicide may be higher among
those with AS, but this has not been confirmed by systematic empirical
studies.
Education of families is critical in developing strategies for understanding strengths and weaknesses; helping the family to cope improves outcomes in children.
Prognosis may be improved by diagnosis at a younger age that allows for
early interventions, while interventions in adulthood are valuable but
less beneficial.
There are legal implications for individuals with AS as they run the
risk of exploitation by others and may be unable to comprehend the
societal implications of their actions.
Epidemiology
Frequency estimates vary enormously. In 2015, it was estimated that 37.2 million people globally are affected. A 2003 review of epidemiological studies
of children found autism rates ranging from 0.03 to 4.84 per 1,000,
with the ratio of autism to Asperger syndrome ranging from 1.5:1 to
16:1;
combining the geometric mean ratio of 5:1 with a conservative
prevalence estimate for autism of 1.3 per 1,000 suggests indirectly that
the prevalence of AS might be around 0.26 per 1,000. Part of the variance in estimates arises from differences in diagnostic criteria.
For example, a relatively small 2007 study of 5,484 eight-year-old
children in Finland found 2.9 children per 1,000 met the ICD-10 criteria
for an AS diagnosis, 2.7 per 1,000 for Gillberg and Gillberg criteria,
2.5 for DSM-IV, 1.6 for Szatmari et al., and 4.3 per 1,000 for
the union of the four criteria. Boys seem to be more likely to have AS
than girls; estimates of the sex ratio range from 1.6:1 to 4:1, using
the Gillberg and Gillberg criteria. Females with autism spectrum disorders may be underdiagnosed.
Anxiety disorders and major depressive disorder are the most common conditions seen at the same time; comorbidity of these in persons with AS is estimated at 65%. Reports have associated AS with medical conditions such as aminoaciduria and ligamentous laxity, but these have been case reports or small studies and no factors have been associated with AS across studies. One study of males with AS found an increased rate of epilepsy and a high rate (51%) of nonverbal learning disorder. AS is associated with tics, Tourette syndrome, and bipolar disorder, and the repetitive behaviors of AS have many similarities with the symptoms of obsessive–compulsive disorder and obsessive–compulsive personality disorder. However many of these studies are based on clinical samples or lack standardized measures; nonetheless, comorbid conditions are relatively common.
History
Named after the Austrian pediatrician Hans Asperger (1906–1980), Asperger syndrome is a relatively new diagnosis in the field of autism, though a syndrome like it was described as early as 1925 by Grunya Sukhareva (1891–1981).
As a child, Asperger appears to have exhibited some features of the
very condition named after him, such as remoteness and talent in
language. In 1944, Asperger described four children in his practice
who had difficulty in integrating themselves socially. The children
lacked nonverbal communication skills, failed to demonstrate empathy
with their peers, and were physically clumsy. Asperger called the
condition "autistic psychopathy" and described it as primarily marked by
social isolation. Fifty years later, several standardizations of AS as a medical diagnosis were tentatively proposed, many of which diverge significantly from Asperger's original work.
Unlike today's AS, autistic psychopathy could be found in people
of all levels of intelligence, including those with intellectual
disability.
Asperger defended the value of high-functioning autistic individuals,
writing: "We are convinced, then, that autistic people have their place
in the organism of the social community. They fulfill their role well,
perhaps better than anyone else could, and we are talking of people who
as children had the greatest difficulties and caused untold worries to
their care-givers." Asperger also believed some would be capable of exceptional achievement and original thought later in life. His paper was published during World War II and in German, so it was not widely read elsewhere.
Lorna Wing popularized the term Asperger syndrome in the English-speaking medical community in her 1981 publication of a series of case studies of children showing similar symptoms, and Uta Frith translated Asperger's paper to English in 1991. Sets of diagnostic criteria were outlined by Gillberg and Gillberg in 1989 and by Szatmari et al. in the same year. AS became a standard diagnosis in 1992, when it was included in the tenth edition of the World Health Organization's diagnostic manual, International Classification of Diseases (ICD-10); in 1994, it was added to the fourth edition of the American Psychiatric Association's diagnostic reference, Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).
Hundreds of books, articles and websites now describe AS and
prevalence estimates have increased dramatically for ASD, with AS
recognized as an important subgroup. Whether it should be seen as distinct from high-functioning autism is a fundamental issue requiring further study, and there are questions about the empirical validation of the DSM-IV and ICD-10 criteria. In 2013, DSM-5 eliminated AS as a separate diagnosis, folding it into the autism spectrum on a severity scale.
Society and culture
Students and families walk to support Autism Awareness Month.
People identifying with Asperger syndrome may refer to themselves in casual conversation as aspies (a term first used in print by Liane Holliday Willey in 1999). The word neurotypical (abbreviated NT) describes a person whose neurological development and state are typical and is often used to refer to non-autistic (or allistic) people. The Internet
has allowed individuals with AS to communicate with each other in a way
that was not previously possible because of their rarity and geographic
dispersal, forming a subculture composed of people with Asperger's.
Internet sites like Wrong Planet have made it easier for individuals to connect.
Some autistic people have advocated a shift in perception of autism spectrum disorders as complex syndromes
rather than diseases that must be cured. Proponents of this view reject
the notion that there is an "ideal" brain configuration and that any
deviation from the norm is pathological; they promote tolerance for what they call neurodiversity. These views are the basis for the autistic rights and autistic pride movements.
There is a contrast between the attitude of adults with self-identified
AS, who typically do not want to be cured and are proud of their
identity; and parents of children with AS, who typically seek assistance
and a cure for their children.
Some researchers have argued that AS can be viewed as a different cognitive style, not a disorder, and that it should be removed from the standard Diagnostic and Statistical Manual, much as homosexuality was removed. In a 2002 paper, Simon Baron-Cohen
wrote of those with AS: "In the social world, there is no great benefit
to a precise eye for detail, but in the worlds of maths, computing,
cataloging, music, linguistics, engineering, and science, such an eye
for detail can lead to success rather than failure." Baron-Cohen cited
two reasons why it might still be useful to consider AS to be a
disability: to ensure provision for legally required special support,
and to recognize emotional difficulties from reduced empathy. Baron-Cohen argues that the genes for Asperger's combination of abilities have operated throughout recent human evolution and have made remarkable contributions to human history.
By contrast, Pier Jaarsma and Welin wrote in 2011 that the "broad
version of the neurodiversity claim, covering low-functioning as well
as high-functioning autism, is problematic. Only a narrow conception of
neurodiversity, referring exclusively to high-functioning autists, is
reasonable."
They say that "higher functioning" individuals with autism may "not
[be] benefited with such a psychiatric defect-based diagnosis [...] some
of them are being harmed by it, because of the disrespect the diagnosis
displays for their natural way of being", but "think that it is still
reasonable to include other categories of autism in the psychiatric
diagnostics. The narrow conception of the neurodiversity claim should be
accepted but the broader claim should not." Jonathan Mitchell, an autistic
author and blogger who advocates a cure for autism, has described
autism as having "prevented me from making a living or ever having a
girlfriend. It's given me bad fine motor coordination problems where I
can hardly write. I have an impaired ability to relate to people. I
can't concentrate or get things done." He describes neurodiversity as a "tempting escape valve".
