Asperger's Syndrome: Emotional and Social Implications

Test Your Knowledge About Asperger’s

Listed below are the three main categories of impairments in Asperger’s Syndrome. Under each category are several possible characteristics. Indicate with a Yes or No whether each characteristic listed is indicative of AS.

1. Impairment in Social Interaction
   1. Odd facial expressions
   2. Difficulty judging social distance
   3. Overly friendly
   4. Inappropriate responses to approaches of others
      
      
2. Impairment in Communication
   1. Inappropriate questions/comments
   2. May be non-verbal
   3. Good at thinking abstractly
   4. Delay in development of language
      
      
3. Restricted and/or Repetitive Patterns of Behavior, Interests and Activities
   1. Inflexibility regarding routines
   2. Severe self-abuse
   3. Stereotyped motor mannerisms
   4. Little to interest them
      
      

Asperger's or Not?

Below are three vignettes, each describing an individual with certain difficulties . Indicate whether you believe the paragraph describes an individual with AS.

Nelson was a boy in his mid-teens. He attended a school for students with special needs. He was verbal, but at times difficult to understand, partly because of his articulation and partly because his sentences were often constructed incorrectly. He rarely initiated conversations, unless to talk about his interest in movies. He was not particularly interested in his peers, although it did not seem to matter to him that he had no real friends. He was fairly accomplished in math, but was reading at a 3rd grade level at age 14. His full-scale I.Q. was 68.

Bob, a man in his mid-twenties, complained he felt uncomfortable around people. He had decided he had AS. He worked as an accountant and was competent at his job. He did not feel particularly depressed, although complained of feeling anxious when forced to interact with others.

Marty, an eleven year old in the public school system, frequently got into serious trouble with his teachers. He was clearly bright, but often refused to do his work, saying he did not have to if he did not want to. He was a computer whiz, able to fix problems with the computer even his teacher could not solve. In fact, his interest in computers seemed to overshadow nearly all aspects of his life. He tended to interact poorly with other children, misreading their social cues, and becoming very angry if they tried to interfere with his use of the computer.

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