This refers to a series of situations categorized as disorders of development in the pervase. It is where a class of five complications causes the delay in developing of many functions that are basic. Some of these functions are transmission of information and interacting with other individuals. These disorders are experienced in the statistics of mental manual complications as well as in the diagnosis (Mcpartland, & Klin, 2006). Unlike autism, this disorder may be different. The individual may not show any sign of delay or deficit in communication of language during early stages in life. The person with this disorder may also lack delays in cognition.
As a disorder, the person who suffers from this condition may have various traits. He/she may have a very strong preference of a given activity or just a single topic. They also have developed habit of repetition. Majority of individuals with this disorder are peculiar of languages and speech. Mostly they lack appropriate and effective behaviors to socialize. These individuals are challenged in using body languages since it is impossible for them to communicate unless they us oral communication. Moreover, they lack coordination for the movements of motor tics. Generally, the victims of this disorder have difficulty in socializing thus they may not be fluent grammatically while giving a speech (Mcpartland, & Klin, 2006).
There are ways that can be used to identify people with this disorder. The method used to achieve this is called diagnostic criteria. Some of the diagnostic criteria are explained though not exhausted. The individuals have poor relationship with other people. They also have a habit of repetition as well as having patterns of stereotype in behavior, hobbies and activities. Most of them lack language delay of developing cognition. Persons of this type prefer having solitude kind of lifestyle (having no friends). Lastly, they have difficulty in following language grammar (Szaytmari, 2006).
The asperger’s syndrome individuals face a lot of challenges and difficulties in their lifetime. These challenges are what are being to as incidences or prevalence of the disorder. These people worry excessively about life activities and the worry become beyond their control. This means that, they become so anxious that they may be affected psychologically. They also become depressed especially during adolescence and adult stages. Most of the time, they lack attention and have the disorder of hyperactivity during childhood ages. Sometimes they have rising epilepsy rate as well as the rate of the disability in learning using the body language being so high. They also suffer from the syndrome of toilette. The behavior of repetition and disorder of bipolar becomes normal in their life time (Mcpartland, & Klin, 2006).
There so many traits that have been illustrated to be associated with the asperger’s syndrome. Yet some individuals have proved not to be suffering from this disorder. This is called etiology or dual diagnosis. Dual diagnosis has created a lot of controversial among the clinical officers and the medical practitioners who detects the syndrome. The disorder of reduced attention is yet to be proved whether it is the asperger’s syndrome disorder or just disorder at a given age of life time. Girls who have been considered to be suffering from the syndrome have most of the time proved to be the best in performance in some subject; which the traits associated with the syndrome disapproves. Some of these subjects are literature and art subjects. Most of these subjects are taught, answered, examined and even performed.
It is thus yet to be understood how girls who are victims of asperger’s syndrome achieve these in a social way. It has also been found that the asperge’s syndrome fellows may be creative and active in arts and science careers. This can be witnessed from large number of scientists, engineers, politicians and mathematicians who have emerged to be famous. Yet they had the traits of the syndrome during their childhood lifetime. Some traits of asperge’s syndrome have been proved to be hereditary. They may be family traits. Some traits detected during the development of a person may be linked to the disorder. But when he/she grow up the traits become his/ her skills on being improved and camouflaging effectively their profile abilities that are not usual. It is thus a controversy which has do be decided whether such a person may be suffering from disorder (Attwood, 2012).
Behavioral phenotype has been detected to be associated with the syndrome. These are behaviors associated with genetics which imply autism. Some of the traits like: the individual may not be good in making friendship and having communication. The highest percentage of this trait is hereditary. Here, the phenotypes of animals are recognized. Moreover, the etiology of genes will be discovered in such a situation (Waters, 2012).
Developmental implications raise other concerns. The victims of the disorder may need special attention in education at early stages of their lifetime due to poor communication and socializing traits. It becomes impossible to use non verbal communication for the victims since they are poor in it. Majority of them thus end up breaking up so many rules that are not written. The victim children don’t grow in the minds theory which requires acting especially during their early stages (Lantz , 2011). The individuals have complications on caring for themselves at and adolescence stage. They also have difficulty in having and maintaining romantic relationships. Mostly, they become traumatized after acting against the rules and rituals. Lastly, they become depressed due to failing to attain friendship and socializing even after trying several times.
Various methods and practices can be used to help individuals of this disorder. In intervention and treatment, it has to be considered that the syndrome is a disorder that develops. It is better if the family intervene earlier. It should teach children about their strength and weaknesses earlier and tell their future hope and destinies from their traits. The victims should have their behaviors modified. The psychotherapists should help in training them on how to socialize. They should also get medication in case of lack of attention, high impulse and being hyperactive, being aggressive and easily irritated, anxious and preoccupied. Lastly, women should not smoke during pregnancy (Benjamin, 2012).
There is thus a need for the victim to contribute to the changes. For development aspect, he/she has to develop skills for socializing while having plans for treatment. They have to look for resources that will teach them more on socializing skills. They also have to try to solve the aspect of disorder that troubles them so much in while socializing; moreover, better they try different things even if not interested in them. Even so, they have to learn how to maintain face to face look without staring. Lastly, they have to be members of groups that deal with their areas of interests.
Asperger H; tr. and Annot. Frith U.1944. Autistic psychopathy' in childhood. Cambridge University Press. pp. 37–92.
Asperger's Disorder. 2010. DSM-5 Development. American Psychiatric Association.
Attwood T.2012. The Autism Epidemic: Real or Imagined . Austism Asperger’s. digest.autismdigest.com
Baskin J. H. Sperber M, Price B. H.2006. "Asperger syndrome revisited". Rev Neurol Dis 3 (1): 1–7.
Benjamen, M. 2012. Treatment for Asperger’s Disorder. Psych Central. Retrieved onhttp://psychcentral.com/lib/2007/treatment-for-aspergers-disorder
Great Ormond St Hospital for Children NHS Foundation Trust Impact of Microarray as a First line Test :NE Thames Regional Genetics Service Laboratories In Frith U. Autism and Asperger syndrome. Cambridge University Press. pp. 37–92.
Klin A, Pauls D, Schultz R, Volkmar F. 2005. Three diagnostic approaches to Asperger syndrome: Implications for research. J of Autism and Dev Dis 35 (2): 221–34.
Klin A. 2006. Autism and Asperger syndrome: an overview. Rev Bras Psiquiatr 28 (suppl 1): S3–S11.
Lantz J. Theory of Minds in Austism: Development, Implications and Intervention. Indian Resource Center for Austism London
Matson, J. L. Minshawi N. F. 2006. Etiology and prevalence. Early intervention for autism spectrum disorders: a critical analysis. Amsterdam: Elsevier Science.
McPartland J, Klin A. 2006. Asperger's syndrome. Adolesc Med Clin 17 (3): 771–88. doi:10.1016/j.admecli.2006.06.010. PMID 17030291
Szatmari P (2000). The classification of autism, Asperger's syndrome, and pervasive developmental disorder. Can J Psychiatry 45 (8): 731–38.
Waters J. 2012. Copy Number Genetics of ‘Behavioural’ Phenotypes:
Wing L. 1998. The history of Asperger syndrome. In Schopler E, Mesibov GB, Kunce LJ. Asperger syndrome or high-functioning autism?. New York: Plenum press. pp. 11–25..
Woodbury-Smith M, Klin A, Volkmar F. 2005. Asperger's Syndrome: A Comparison of Clinical Diagnoses and Those Made According to the ICD-10 and DSM-IV. J of Autism and Dev Disord. 35 (2): 235–240.
Woodbury-Smith M. R, Volkmar F. 2009. Asperger syndrome. Eur Child Adolesc Psychiatry 18 (1): 2–11.