Asperger's Syndrome: Guidelines for Assesment and Intervention

Asperger Syndrome (AS) is a severe developmental disorder characterized by major difficulties in social interactio and restricted and unusual patterns of interest and behavior. There are many similarities with autism without retardation (or "Higher Functioning Autism"), and the issue of whether Asperger syndrome and Higher Functio Autism are different conditions is not resolved. To some extent, the answer to this question depends on the w clinicians and researcher make use of this diagnostic concept, since until recently there was no "official" definition of Asperger syndrome. The lack of a consensual definition led to a great deal of confusion as researchers could n interpret other researchers' findings, clinicians felt free to use the label based on their own interpretati misinterpretations of what Asperger syndrome "really" meant, and parents were often faced with a diagnosis th nobody appeared to understand very well, and worse still, nobody appeared to know what to do about it. Schoo districts ere not aware of the condition, insurance carriers could not reimburse services provided on the basis "unofficial" diagnosis, and there was no published information providing parents and clinicians alike with guideline on the meaning and implications of Asperger syndrome, including what should the diagnostic evaluation consist of and what forms of treatment and interventions were warranted. This situation has changed somewhat since Asperger syndrome was made "official" in DSM-IV (APA, 1994) following a large international field trial involving over a thousand children and adolescents with autism and disorders (Volkmar et al., 1994). The field trials revealed some evidence justifying the inclusion of Asperger syndrome as a diagnostic category different from autism, under the overarching class of Pervasive Developm Disorders. More importantly, it established a consensual definition for the disorder which should serve as the frame of reference for all those using the diagnosis. However, the problems are far from over. Despite some new resear leads, knowledge on Asperger syndrome is still very limited. For example, we don't really know how common it is, or the male/female ratio, or to what extent there may be genetic links increasing the likelihood of finding sim conditions in family members. Clearly, the work on Asperger syndrome, in regard to scientific research as well as in regard to service provision, only beginning. Parents are urged to use a great deal of caution and to adopt a critical approach toward informatio given to them. Ultimately, the diagnostic label any label, does not summarize a person, and there is a need to consider the individual's strengths and weaknesses, and to provide individualized intervention that will mee (adequately assessed and monitored) needs. That notwithstanding, we are left with the question of what is the nature of this puzzling social learning disability, how many people does it affect, and what can we do to help those affected by it. The following guidelines summarize some of the information currently available on those questions.