Asperger’s Disorder

With Asperger’s disorder (AD), there is a disruption in the formation of the child’s physical and or psychological development. The various child disorders were separated in 1944, to provide a basis for each child to get the proper care. For children with Asperger’s disorder, the areas that are affected are the ability to communicate, the imagination, and the ability to connect with others. Usually the child will have normal communication skills in the beginning years. They will be using single words by age one. They just will not be using them in the normal way. When a doctor is testing for this disorder, she is looking for specific behaviors or skills that are either present or lacking. All children with Aspergers will show some traits in these three categories, and with the right level of support, all of them have the ability to improve. If the right services are available, Asperser’s children will show significant improvement in language skills, reasonable social skills, and they will be able to maintain grade level. Since children with this disorder are of equal or above aptitude and intelligence, they don’t usually get diagnosed until school age, even though the early signs have been present since they were three. Some parents notice “quirky behavior, awkward motor skills, repetitive behavior or difficulty relating to others” in the early stages of development. (Exkorn, 2005) These observations are rarely understood and most parents do not find them alarming enough to request professional advice.

Early diagnosis, assistance of educators and the support of the family are the three keys to helping a child with Aspergers. The advantage of receiving an early diagnosis is that the child will receive the additional s...

... middle of paper ...

...ded by saying” that when an educator is consistent and attentive to the routine of Asperger’s children they will be more likely to be successful”.

If the child doesn’t get the support of family (Exkorn, 2006) or the guidance of educator the child could suffer other disorders. Bashe and Kirby (2001) argue strongly anxiety and depression could begin over worrying about changes of routines or not being able to handle social situations at home and at school and AAAA and BBBB ( ()))) Added further support for that position.

In summary, the prevailing position in the literature is showing consistent and increasing support for the view that when intervention begins early with knowledgeable and committed educators and trained and supportive families, the child has a better chance of being able to cope with the challenges of school and the stresses of everyday life.