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Does My Husband Have ASD Too? An Informal Quiz to Find Out

Question

My 15-year-old son was diagnosed with ASD [level 1] at the age of 12. I have heard that this disorder is highly genetic and have thought for many years now that my husband, John, also has ASD. When I first met John, I thought he was just a little “weird” and was hurt by his lack of concern for my feelings. Although I love him dearly, he is somewhat of a “heartless freak” (he has told me that I am an “overemotional troublemaker”). Is there a way for me to know for sure whether or not he has autism short of suggesting an assessment by a professional? He denies having a lot of the same characteristics as our son and has adamantly refused to get a formal diagnosis. It's important for me to know one way or the other so I can adjust my expectations accordingly.

Answer

Although not a replacement for a professional diagnosis, the following questionnaire will give you some insight into whether or not your spouse has this disorder. If you answer ‘yes’ to most of the following questions, then it is likely that you’re looking at true ASD:

1. Are their eyes extra sensitive to strong light and glare?
2. Are their views different from their peer group?
3. Are they bothered by clothes tags or light touch?
4. Are they easily distracted?
5. Are they easily offended by criticism, correction and direction?
6. Are they hypo- or hypersensitive to physical pain, or even enjoy some types of pain?
7. Are they impatient and have low frustration tolerance?
8. Are they naturally so honest and sincere themselves that they assume everyone should be?
9. Are they often surprised what people's motives are?
10. Are they or have they been hyperactive?

11. Are they poor at interpreting facial expressions?
12. Are they poor at returning social courtesies and gestures?
13. Are they prone to getting depression?
14. Are they sensitive to changes in humidity and air pressure?
15. Are they sometimes afraid in safe situations?
16. Are they somewhat of a daydreamer, often lost in their own thoughts?
17. Are they unsure when it is their turn to speak when talking on the phone?
18. Are they unsure when they are expected to offer an apology?
19. As a child, was their play more directed towards, for example, sorting, building, investigating or taking things apart than towards social games with other kids?
20. As a teenager, were they usually unaware of social rules & boundaries unless they were clearly spelled out?


21. Before doing something or going somewhere, do they need to have a picture in their mind of what's going to happen so as to be able to prepare themselves mentally first?
22. Do they often misunderstand other’s motives?
23. Do people comment on their unusual mannerisms and habits?
24. Do people often tell them that they keep going on and on about the same thing?
25. Do people sometimes think they are smiling at the wrong time?
26. Do people think they are aloof and distant?
27. Do recently heard tunes or rhythms tend to stick and replay repeatedly in their head?
28. Do their feelings cycle regularly between hopelessness and extremely high confidence?
29. Do they avoid meeting new people?
30. Do they avoid talking face to face with someone they don't know very well?


31. Do they avoid team sports?
32. Do they become frustrated if an activity that is important to them gets interrupted?
33. Do they bite their lip, cheek or tongue (e.g., when thinking, when anxious or nervous)?
34. Do they dislike being touched or hugged unless they're prepared or have asked for it?
35. Do they dislike it when people drop by to visit when uninvited?
36. Do they dislike it when people stamp their foot on the floor?
37. Do they dislike shaking hands with strangers?
38. Do they dislike when people walk behind them?
39. Do they dislike working while being observed?
40. Do they drop things when their attention is on other things?


41. Do they enjoy mimicking animal sounds?
42. Do they enjoy watching a spinning or blinking object?
43. Do they ever walk on their toes?
44. Do they expect other people to know their thoughts, experiences and opinions without having to tell them?
45. Do they feel an urge to correct people with accurate facts, numbers, spelling, grammar etc., when others get something wrong?
46. Do they feel an urge to peel flakes off themselves and/or others?
47. Do they fiddle with things?
48. Do they find it difficult to describe their feelings?
49. Do they find it difficult to do more than one thing at once?
50. Do they find it difficult to estimate the age of people?


51. Do they find it difficult to figure out how to behave in various situations?
52. Do they find it difficult to take messages on the telephone and pass them on correctly?
53. Do they find it difficult to take notes during lectures?
54. Do they find it disturbing or upsetting when others show up either later or sooner than agreed?
55. Do they find it easier to understand and communicate with odd & unusual people than with ordinary people?
56. Do they find it hard to be emotionally close to other people?
57. Do they find it hard to pick up on non-verbal cues of others?
58. Do they find it hard to recognize phone numbers when said in a different way?
59. Do they find it unnatural to wave or say 'hi' when they meet people?
60. Do they find it very hard to learn things that they are not interested in?


61. Do they find the norms of hygiene too strict?
62. Do they find themselves ill at ease in romantic situations?
63. Do they forget they are in a social situation when something gets their attention?
64. Do they get confused by several verbal instructions at the same time?
65. Do they get frustrated if they can't sit in their favorite seat?
66. Do they get very tired after socializing, and need to regenerate alone?
67. Do they hate gossip?
68. Do they have a fascination for slowly flowing water?
69. Do they have a monotonous voice?
70. Do they have a tendency to become stuck when asked questions in social situation?


71. Do they have an alternative view of what is attractive in the opposite sex?
72. Do they have an avid perseverance in gathering and filing information on a topic of interest?
73. Do they have atypical or irregular sleeping patterns that deviate from the 24-hour cycle?
74. Do they have certain routines which they need to follow?
75. Do they have difficulties filtering out background noise when talking to someone?
76. Do they have difficulties imitating & timing the movements of others, e.g., when learning new dance steps or in gym class?
77. Do they have difficulties judging distances, height, depth or speed?
78. Do they have difficulties with activities requiring manual precision, e.g., sewing, tying shoe-laces, fastening buttons or handling small objects?
79. Do they have difficulty accepting criticism, correction, and direction?
80. Do they have difficulty describing & summarizing things for example events, conversations or something they've read?

81. Do they have difficulty remembering verbal instructions?
82. Do they have extra sensitive hearing?
83. Do they have little sense for what is the right thing to do socially?
84. Do they have little sense of how much pressure to apply when doing things with their hands?
85. Do they have no interest for the current fashions?
86. Do they have one special talent which they have emphasized and worked on?
87. Do they have poor awareness or body control and a tendency to fall, stumble or bump into things?
88. Do they have problems filling out forms?
89. Do they have problems finding their way to new places?
90. Do they have problems recognizing faces?


91. Do they have problems starting or finishing projects?
92. Do they have problems with timing in conversations?
93. Do they have strong attachments to certain favorite objects?
94. Do they have trouble reading clocks?
95. Do they have trouble with authority?
96. Do they have unusual sexual preferences?
97. Do they instinctively become frightened by the sound of a motor-bike?
98. Do they make unusual facial expressions?
99. Do they misjudge how much time has passed when involved in interesting activities?
100. Do they mistake noises for voices?


101. Do they mix up digits in numbers like 95 and 59?
102. Do they need lists and schedules in order to get things done?
103. Do they need periods of contemplation?
104. Do they need to do things themselves in order to remember them?
105. Do they not really fit into the expected gender stereotypes?
106. Do they notice patterns in things all the time?
107. Do they often feel out-of-sync with others?
108. Do they often have lots of thoughts that they find hard to verbalize?
109. Do they often not know where to put their arms?
110. Do they or others think they have unconventional ways of solving problems?

111. Do they or others think they have unusual eating habits?
112. Do they pace (e.g. when thinking or anxious)?
113. Do they prefer to do things on their own even if they could use others' help or expertise?
114. Do they prefer to wear the same clothes or eat the same food many days in a row?
115. Do they repeat vocalizations made by others?
116. Do they rock back-&-forth or side-to-side (e.g., for comfort, to calm themselves, when excited or over stimulated)?
117. Do they see their own activities as more important than other people's?
118. Do they sometimes have an urge to jump over things?
119. Do they sometimes lie awake at night because of too many thoughts?
120. Do they sometimes mix up pronouns and, for example, say "they" or "we" when they mean "me" or vice versa?

121. Do they stutter when stressed?
122. Do they suddenly feel distracted by distant sounds?
123. Do they talk to themselves?
124. Do they tap their ears or press their eyes (e.g., when thinking, when stressed or distressed)?
125. Do they tend to become obsessed with a potential partner and cannot let go of him/her?
126. Do they tend to express their feelings in ways that may baffle others?
127. Do they tend to get so absorbed by their special interests that they forget or ignore everything else?
128. Do they tend to interpret things literally?
129. Do they tend to look a lot at people they like and little or not at all at people they dislike?
130. Do they tend to notice details that others do not?


131. Do they tend to say things that are considered socially inappropriate when they are tired, frustrated or when they act naturally?
132. Do they tend to shut down or have a meltdown when stressed or overwhelmed?
133. Do they tend to talk either too softly or too loudly?
134. Do they wring their hands, rub their hands together or twirl their fingers?
135. Does it feel vitally important to be left undisturbed when focusing on their special interests?
136. Has it been harder for them than for others to keep friends?
137. Has it been harder for them to make it on their own than it seems to be for most others of the same age?
138. Have others told them that they have an odd posture or gait?
139. Have they been accused of staring?
140. Have they been bullied, abused or taken advantage of?

141. Have they been fascinated about making traps?
142. Have they had long-lasting urges to take revenge?
143. Have they taken initiative only to find out it was not wanted?
144. If there is an interruption, is it difficult for them to quickly return to what they were doing before?
145. In a conversation, do they tend to focus on their own thoughts rather than on what their listener might be thinking?
146. In conversations, do they need extra time to carefully think out their reply, thus there may be a pause before they answer?
147. In conversations, do they use small sounds that others don't seem to use?
148. Is it hard for them to see why some things upset people so much?
149. Is their sense of humor different from mainstream or considered odd?
150. Is their sense of humor somewhat unconventional?

Resources for Neurodiverse Couples:

==> Online Group Therapy for Men with ASD

==> Online Group Therapy for NT Wives

==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples 

==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD

==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder

==> Cassandra Syndrome Recovery for NT Wives

==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development

By

Self-Test: Do I Have Autism Spectrum Disorder?

Question

Our son was recently diagnosed with ASD, and now my wife and I think that I may be on the spectrum too - but we're not sure. Is there a self-test that I can take to see whether or not I have it without going to a doctor for a formal diagnosis?

Answer

If you answer “true” to most of the statements below, then you probably have ASD [level one]. However, this self-test should not be viewed as a ‘diagnostic tool’ per say.

True or False:

1. As a child, I didn’t enjoy playing games involving pretending with other children. T or F
2. Friends don’t talk to me about their problems because they find that I don’t understand them. T or F
3. Friendships and relationships are just too difficult, so I tend not to bother with them. T or F
4. I can’t figure out what another person might want to talk about. T or F
5. I can’t sense if I’m intruding, even if the other person tells me. T or F
6. I can’t tell if someone else is interested or bored with what I am saying. T or F
7. I can’t tell if someone else wants to enter a conversation. T or F
8. I can’t tell if someone is masking their true emotion. T or F
9. I can’t tune into how someone else feels. T or F
10. I can't always see why someone should have felt offended by a remark. T or F
11. I can't relax until I have done everything I had planned to do that day. T or F
12. I consciously work out the rules of social situations. T or F
13. I don’t enjoy being the center of attention at any social gathering. T or F
14. I don’t enjoy caring for other people. T or F
15. I don’t enjoy doing things spontaneously. T or F


16. I don’t enjoy meeting new people. T or F
17. I don’t enjoy social chit-chat. T or F
18. I don’t enjoy social occasions. T or F
19. I don’t know how to tell if someone listening to me is getting bored. T or F
20. I don’t like to do things on the spur of the moment. T or F
21. I don’t try to keep up with the current trends and fashions. T or F
22. I don’t usually get upset if I see people suffering on news programs. T or F
23. I don't like to take risks. T or F
24. I don't particularly enjoy reading fiction. T or F
25. I find it difficult to ‘‘read between the lines'' when someone is talking to me. T or F
26. I find it difficult to do more than one thing at once. T or F
27. I find it difficult to imagine what it would be like to be someone else. T or F
28. I find it difficult to put myself in somebody else's shoes. T or F
29. I find it difficult to work out people's intentions. T or F
30. I find it difficult to work out what someone is thinking or feeling just by looking at their face. T or F


31. I find it hard to know what to do in a social situation. T or F
32. I find it hard to make new friends. T or F
33. I find it very difficult to play games with children that involve pretending. T or F
34. I find making up stories difficult. T or F
35. I find myself drawn more strongly to things than to people. T or F
36. I find social situations difficult. T or F
37. I frequently find that I don't know how to keep a conversation going. T or F
38. I frequently get so strongly absorbed in one thing that I lose sight of other things. T or F
39. I like to be very organized in day to day life and often make lists of the chores I have to do. T or F
40. I like to collect information about categories of things (e.g. types of car, types of bird, types of train, types of plant, etc.). T or F
41. I like to plan any activities I participate in carefully. T or F
42. I notice patterns in things all the time. T or F
43. I often find it difficult to judge if something is rude or polite. T or F
44. I often notice small sounds when others do not. T or F
45. I prefer animals to humans. T or F


46. I prefer practical jokes to verbal humor. T or F
47. I prefer to do things on my own rather than with others. T or F
48. I prefer to do things the same way over and over again. T or F
49. I tend not to get emotionally involved with a friend's problems. T or F
50. I tend to find social situations confusing. T or F
51. I tend to have very strong interests which I get upset about if I can't pursue. T or F
52. I tend to have very strong opinions about morality. T or F
53. I tend to notice details that others do not. T or F
54. I try to solve my own problems rather than discussing them with others. T or F
55. I usually concentrate more on the small details rather than the whole picture. T or F
56. I usually don’t appreciate the other person's viewpoint, even if I agree with it. T or F
57. I usually notice car number plates or similar strings of information. T or F
58. I usually notice small changes in a situation, or a person's appearance. T or F
59. I usually stay emotionally detached when watching a film. T or F
60. I would be too nervous to go on a big rollercoaster. T or F


61. I would never break a law, no matter how minor. T or F
62. I would rather go to a library than a party. T or F
63. I would rather go to the museum than a theater. T or F
64. I’m able to make decisions without being influenced by people's feelings. T or F
65. I’m fascinated by dates. T or F
66. I’m fascinated by numbers. T or F
67. I’m not good at predicting how someone will feel. T or F
68. I’m not good at predicting what someone will do. T or F
69. I’m not good at social chit-chat. T or F
70. I’m not a good diplomat. T or F
71. I’m often the last to understand the point of a joke. T or F
72. I’m very blunt, which some people take to be rudeness, even though this is unintentional. T or F
73. If I say something that someone else is offended by, I think that that's their problem, not mine. T or F
74. If I see a stranger in a group, I think that it is up to them to make an effort to join in. T or F
75. If I try to imagine something, I find it very difficult to create a picture in my mind. T or F


76. If my wife asked me if I liked her dress, I would reply truthfully, even if I didn't like it. T or F
77. If someone says one thing but means another, I don’t get it. T or F
78. If there is an interruption, I can’t switch back to what I was doing very quickly. T or F
79. In a conversation, I tend to focus on my own thoughts rather than on what my listener might be thinking. T or F
80. In a social group, I can’t keep track of several different conversations at once. T or F
81. It doesn’t really upset me too much to see an animal in pain. T or F
82. It doesn't bother me too much if I’m late meeting a friend. T or F
83. It’s hard for me to see why some things upset people so much. T or F
84. It upsets me if my daily routine is disturbed. T or F
85. It’s hard for me to spot when someone in a group is feeling awkward or uncomfortable. T or F
86. New situations make me anxious. T or F
87. Other people frequently tell me that what I've said is impolite, even though I think it is polite. T or F
88. Other people often say that I’m insensitive, though I don't always see why. T or F
89. Other people tell me I’m not very good at understanding how they are feeling and what they are thinking. T or F


90. People often tell me that I’m very predictable. T or F
91. People often tell me that I keep going on and on about the same thing. T or F
92. People often tell me that I went too far in driving my point home in a discussion. T or F
93. People sometimes tell me that I have gone too far with teasing. T or F
94. Seeing people cry doesn't really upset me. T or F
95. When I talk on the phone, I'm not sure when it is my turn to speak. T or F
96. When I talk to people, I tend to talk about my experiences rather than theirs. T or F
97. When I talk, it isn't easy for others to get a word in edgeways. T or F
98. When I was a child, I enjoyed cutting up worms to see what would happen. T or F
99. When I'm reading a story, I find it difficult to work out the characters' intentions. T or F
100. When reading a story, it’s hard for me to imagine what the characters may look like. T or F


Best comment:

It was recently brought to my attention that I may have Aspergers. It was actually a woman who has it that commented to me. Ive spent my life in and out of counselling, filled a million psych tests out and been labeled with about 8 different mental illnesses, non of which rang fully true. I have struggled to 'thrive' and have a bad social and relationship track record. Im a single mother also. Im not dumb by any means and have always excelled when I want to. I was at a University level of reading and comprehension by the age of 12. I can miss a lot of classes and still pass my exams, the results always had me pegged as cheating. I think you need friends to help you cheat and that I lacked. I also dont think that having a higher IQ should be punished, its not my fault that others cant figure out things and take initive to find the answers. 

I gave up with second level education and educate myself through books and anything I can. I consistanly get told Im lying or making up stuff. A wonderful counseller I found pointed out it was my lack of eye contact and the lack of emotion used when discussing things. An example she gave was that I had the same voice and facial expression recanting a truly awful experience as I did for recanting a general experience. Needless to say that when this lady Im friends with pointed out Aspergers and I started reading into it I was not only amazed but felt like I finally 'get it' as so many things about it were bang on. 

Now, Ive been paying attention and reading more and more. I have a child. Shes now 18, almost 19. Its safe to say that if I have Aspergers there were certain behaviors in my child I would totally have missed as not normal because for me it would have seemed perfectly normal. Im not sure if shes Aspergers or not but Im betting she is. A few key differences in us are: she would never ever express her needs. She would never say she was hungry, sleepy, hot/cold etc. It would just be a melt down and I was always stuck trying to figure out what she needed. It took her 16yrs to finally be able to say "Im getting hungry and its making me cranky". She only does this about 50% of the time but thats progress. She has a bad habit of filling her clothing drawers with weird stuff. One drawer is ALWAYS full of garbage, papers and crayons..even at 18. 

She refuses to dress 'normal', and struggles in school. The hardest thing with her is the temper tantrums and violent lashing out. The biggest struggle Ive always faced with her was that temper and refusal to behave or accept consequences. When shes not raging shes a wonderful bubbly creative and sweet girl full of love and caring. Trust me, we've done all the avenues of counselling. It all failed due to lack of intelligence and commitment from professionals, to refusal from my child and my inability to stay consistant. Since my child turned 14 and started smoking pot our head butting has intesified. It has gotten so bad that police have been called, a good portion of my belongings have been destroyed and we've gotten into scraps worthy of bar brawls. Im not the best person for keeping my cool when attacked and when cornered and attacked..I refuse to be taken out. 

She finally moved out at 17 stating Im a horrible parent who doesnt understand her and I purposly enrage her by making her 'do things'. To her that is everything as shes very defiant about being told to do anything..its her way or nothing, unless of course you are a bad influence, teacher or employer. I let her leave with mixed feelings. I was so utterly thankful for the peace and quiet and yet I mourned losing my only baby to the streets. Now shes living with my mother and treating my mother the same as she treated me the last 4 yrs. My mother is now at wits end dealing with the behavioral issues. 

Ive read your article online about this program you offer for the anger melt downs. My question is...how is one potential Aspergers supposed to correct another? Is this set up so I can actually follow it and manage correcting my child? I learned to control my anger, Im very happy now sitting on the wonderful flat line of emotions. I do not like going up or down. Engaging with my child makes me frustrated and angry pretty quick and all that anger control goes out the window when it comes to her and her anger. I can manage being verbally attacked by all kinds of people and keep it under control but my girl brings it out almost instantly. 

I really try to avoid her now that Ive relished in the tranquillity of her moving out. I love my child and I desperatly want to see her succeed and over come her anger melt downs as well as regain the loving relationship we used to have before she became a teenager. How can I do this though if I cant handle being the adult and manage my own behaviors? Is your program adaptable? I would bring both of us back into counselling just to get the magic label but thats a dead horse Im afraid. Ive decided to manage this on my own. Part of helping my child is realising where I lack and how I can better present myself to eliminate any miscommunications and potenial melt downs. 

Do I need to ignore her needs till I master this on my own or is it easy enough and set up accordingly that I can walk both lines...get myself functioning better so Im not alienated as well as help her mellow out and open her ears so she can move forward. I would love any advice and would love to hear your point of vew on this matter. Its been a long long battle for myself as well as for my child. Im really quite tired of being left out in the cold for how I operate and for helping my child. Most of the close family has already turned their backs on us. That alone has defeated my child, and its driven me to more and more hermit type of behaviors. Im tired, it makes my head hurt always trying to manage everyone and their crap. 
By

How Clinicians Test for Aspergers

Question

I am a young adult who was diagnosed with Aspergers Syndrome while in the Mental Ward at a local hospital. This diagnosis was made by a clinical Psychiatrist without any type of "testing". Just an interview about my past and present history. I read online about Asperger Symptoms and I totally agree with his diagnosis. I have hand flapping when excited, sensitivities to sounds, trouble making eye contact, difficulty understanding people's emotions, and I have an interest mainly just in music and weather and it's hard to make friends. I'm unable to get along with people well and can't hold down a job.

I told my primary Psychiatrist about the diagnosis and she kind of blows it off and says the hospital can't make a diagnosis of Aspergers without "testing" being done. What type of testing would need to be done? The Doctor at the hospital that diagnosed me said he has many patients who have Aspergers. I do not second guess his opinion. My Psychiatrist that I see regularly seems to second guess it and says it may hurt my disability case if I don't get a second diagnosis with actual "testing" done. She also claims that Psychiatrists cannot do testing because that's the job of a Psychologist. This doesn't make any sense to me.

It seems like a waste of money for me to have to go for more opinions and "testing". What types of testing is done besides IQ tests? I would think the main thing they do would be to ask questions about my childhood and present situation which already happened with my first interview and diagnosis. Do you think not getting "testing" done (plus, what type of tests?) and/or a second opinion would hurt my disability case? I have other issues besides Aspergers such as severe OCD and Panic Disorder as well, so the disability is something that was recommended to me at the hospital from being there multiple times and not holding down jobs.

Answer

Re: What type of testing would need to be done?

For the inexperienced clinician, identifying the six defining characteristics of Aspergers can be difficult. Misdiagnoses are quite common. This is further complicated by the fact that an Aspie has many of the same features found in other disorders. These features are often misinterpreted, overlooked, under-emphasized, or overemphasized. As a result, the individual may receive many different diagnoses over time from different diagnosticians.

In order to be diagnosed with Aspergers, an individual must show at least two of these symptoms:
  • Lack of appropriate social and emotional responses to others
  • Inability to spontaneously share enjoyment, interests and achievements with other people
  • Failure to make friends
  • Marked impairment regarding nonverbal social cues (e.g., doesn't make eye contact, doesn't understand others' body language, etc.)

In addition, the individual must show at least one of these behaviors:
  • Repetition of certain mannerisms (e.g., hand flapping, hair twisting, whole body movements, etc.)
  • An obsession in the parts or mechanics of objects
  • An abnormal and intense interest in one subject
  • Adherence to a strict set of rules, routines and rituals

There are several specific diagnostic tools to identify specific symptoms. The diagnostician may do the following:

1. Begin the exam with an IQ test. Since Aspies have normal or above normal IQs, that’s a good place to start.

2. Administer an assessment of adaptive skills, which tests the person’s ability to manage complex social situations.

3. If the parent is available, administer a parent interview called the Autism Diagnostic Interview Revised. Look at current functioning and early history to get a sense of the person’s skills in social, communication and behavior domains. Most adults with true Aspergers showed symptoms throughout their childhood. If a parent is not available, ask the individual to recall his childhood (e.g., “Did you have a lot of friends?” … “What did you enjoy doing?” … “Were you picked on at school a lot by your schoolmates?” …etc.). 

4. In addition, administer the ADOS Module IV. ADOS is the Autism Diagnostic Observation Schedule, and module four is for high-functioning, verbal adults. This tool allows the diagnostician to (a) look at social and communication skills and behavior, and (b) attach a grade in each domain to determine whether the person meets the criteria for Aspergers.

Another assessment tool is called the Adult Aspergers Assessment (AAA). Properties of the AAA include (1) being electronic, data-based, and computer-scorable, (2) linking with two screening instruments (the Autism Spectrum Quotient and the Empathy Quotient), and (3) employing a more stringent set of diagnostic criteria in order to avoid false positives.

Some of the Aspergers traits that are revealed during testing are included at the bottom of this article.

Often times, an individual comes into a clinic expecting an Aspergers diagnosis, but leaves with a different diagnosis. Distinguishing between social phobias/shyness and actual impairment with Aspergers can be difficult for the inexperienced clinician. Other disorders (e.g., obsessive compulsive disorder, social anxiety) can look like Aspergers.

Re: Do you think not getting "testing" done and/or a second opinion would hurt my disability case?

Not likely. Official diagnosis is necessary if one wants to apply for Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI). A diagnosis is needed to request “reasonable accommodations” under the ADA.

In addition to those with an MD or PhD, any professional with the credentials and expertise to diagnose any other condition may also make a diagnosis of Aspergers. Such professionals may be social workers (MSW), master’s level psychologists (MA), or other mental health professionals.

Many individuals pursue neuropsychological testing with a neuropsychologist (PhD) or a psychiatrist (MD). As a result of this testing, it may be determined that the individual has Aspergers, something related to Aspergers, or something different. This will give a fairly full picture of strengths and challenges and of how one’s brain processes information.

Neuropsychological testing is not required to get an “official diagnosis”. To apply for Social Security, one must receive the diagnosis from an MD or a PhD.


* Aspergers traits typically revealed during testing:

1. apparently inflexible adherence to specific, nonfunctional routines or rituals
2. as a child, did not enjoy playing games which involved pretending with other children
3. cannot see the point of superficial social contact, niceties, or passing time with others, unless there is a clear discussion point/debate or activity
4. can't always see why someone should have felt offended by a remark
5. can't appreciate another's viewpoint if disagrees with it
6. can't easily tell if someone is interested or bored with what they are saying
7. can't keep track of conversations in social group
8. can't pick up if someone says one thing but means another
9. can't sense when intruding
10. can't tell if someone else wants to enter a conversation
11. can't work out what other person might want to talk about
12. collects information about categories of things (e.g., types of cars)
13. consciously works out the rules of social situations
14. difficulties in understanding social situations and other people's thoughts and feelings
15. difficulty with detecting whether someone is masking their true emotion
16. difficulty with tuning in to how others feel
17. does not enjoy social chit-chat
18. does not enjoy social situations
19. does not get emotionally involved with friends' problems
20. does not spot when someone in a group is feeling awkward or uncomfortable
21. doesn't know if listener is getting bored
22. doesn't particularly enjoy reading fiction
23. doesn't think it's their problem if they offend someone
24. either lack of interest in fiction (written, or drama) appropriate to developmental level or interest in fiction is restricted to its possible basis in fact (e.g., science fiction, history, technical aspects of film)
25. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
26. failure to develop peer relationships appropriate to developmental level
27. fascinated by dates
28. fascinated by numbers
29. finds friendships and relationships difficult so tends not to bother with them
30. finds it difficult as an adult to play games with children that involve pretending
31. finds it difficult to imagine what it would be like to be someone else
32. finds it difficult to put self in someone else's shoes
33. finds it difficult to read between the lines when talking with others
34. finds it difficult to work out characters' intentions when reading a story
35. finds it difficult to work out people's intentions
36. finds it difficult to work out what someone is thinking/feeling from facial expression
37. finds it hard to know what to do in social situations
38. finds it hard to make new friends
39. finds it hard to see why some things upset people so much
40. finds making up stories difficult
41. finds self drawn more strongly to things than people
42. finds social situations confusing
43. finds social situations difficult
44. focuses more on own thoughts rather than listener's
45. frequent tendency to say things without considering the emotional impact on the listener
46. frequently finds doesn't know how to keep a conversation going
47. friends don't talk to them about problems as not considered understanding
48. gets so strongly absorbed in one thing that loses sight of other things
49. gets upset if daily routine is disturbed
50. has been told to stop talking about a particular obsessive topic because the listener is getting annoyed
51. if sees stranger in a group, thinks it's up to them to join in
52. impairments in imagination
53. inability to recognize when the listener is interested or bored
54. inability to tell, write or generate spontaneous, unscripted or un-plagiarized fiction
55. is brutally honest to the point of offending others
56. is not concerned if late when meeting a friend
57. is not good at social chit-chat
58. is not upset by seeing people cry
59. is very blunt without being intentionally rude
60. lack of showing, bringing or pointing out objects of interest
61. lack of social or emotional reciprocity (e.g., not knowing how to comfort someone and/or lack of empathy)
62. lack of spontaneous seeking to share enjoyment, interests or achievements with other people
63. lack of varied, spontaneous make believe play appropriate to developmental level
64. makes decisions without being influenced by people's feelings
65. marked impairment in the ability to initiate or sustain a conversation with others
66. marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
67. no interest in communicating his/her experience to others
68. no interest in pleasing others
69. not a good diplomat
70. not good at predicting how someone will feel
71. not good at predicting what someone else will do
72. notices patterns in things all the time
73. often described as insensitive, but can't see why
74. often finds it difficult to judge if something is rude or polite
75. often notices small sounds that others do not
76. often the last to understand the point of a joke
77. often told gone too far in driving point home in discussion
78. often told has been impolite even though they think they have been polite
79. often told keeps going on and on about the same thing in conversation
80. pedantic style of speaking, or inclusion of too much detail
81. persistent preoccupation with parts of objects/systems
82. physically awkward and uncoordinated
83. prefers to do things on own rather than with others
84. prefers to do things the same way over and over again
85. qualitative impairment in social interaction
86. qualitative impairments in verbal or non-verbal communication
87. restricted repetitive and stereotyped patterns of behavior, interests, and activities
88. sometimes told has gone too far with teasing
89. stays emotionally detached when watching movies
90. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
91. tendency to think of issues as being black and white (e.g., in politics or morality), rather than considering multiple perspectives in a flexible way
92. tendency to turn any conversation back on to self or own topic of interest
93. tends to concentrate on talking about own experiences
94. tends to have very strong interests which gets upset about if can't pursue
95. tends to notice details that others do not
96. usually concentrates on the small details rather than the whole picture
97. usually notices car number plates or similar strings of information
98. usually notices small changes in a situation or a person's appearance
99. when talking on the phone, is not sure when it is their turn to speak
100. would rather go to a museum than the theater  

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Teaching Aspergers Students: 32 Tips for Educators

In general, the DSM bases diagnostic criteria for Aspergers on the following:
  • Absence of a significant delay in cognitive development
  • Absence of general delay in language development
  • Impairment of social communication
  • Impairment of social imagination, flexible thinking and imaginative play
  • Impairment of social interaction

In the classroom, Aspergers may manifest in behaviors which include, but are not limited to:
  • Average to excellent memorization skills
  • Clumsy walk
  • Conversations and activities only center around themselves
  • Inability to usually socially appropriate tone and/or volume of speech
  • Lack of common sense and/or "street smarts"
  • Lack of empathy for others
  • Lack of facial expressions
  • May be teased, bullied or isolated by peers
  • May excel in areas such as math or spelling
  • Often very verbal
  • Poor eye contact
  • Talking about only one subject/topic and missing the cues that others are bored

The general features exhibited by kids diagnosed with Aspergers are similar to the general features exhibited by kids who have been clinically diagnosed with Autism and are described as having "high functioning autism."

Children with Aspergers exhibit difficulty in appropriately processing in-coming information. Their brain's ability to take in, store, and use information is significantly different than other developing children. Aspergers students can present a challenge for the most experienced teacher. But on a positive note, the Aspergers student can contribute significantly to the classroom because he/she is often extremely creative and provides a different perspective to the subject matter in question.

Here are some tips for teachers and parents to consider. Much of the following information is also relevant for consideration in working with children identified as having "high functioning autism":

1. Accommodate the Aspergers student’s “visual learning” style. Much of the information presented in class is oral, but Aspies may have difficulty with processing oral language quickly, so presenting information visually may be more helpful. Use of visual methods of teaching, as well as visual support strategies, should always be incorporated to help the child with Aspergers better understand his environment.

2. Aspergers students can "blurt out" their thoughts as statements of fact, resulting in an appearance of insensitivity and lack of tact. However, these kids typically do not understand that some thoughts and ideas can - and should - be represented internally, and thus should not be spoken out loud. Thus, encourage the Aspie to whisper, rather than speak his thoughts out loud. Encourage him to "think it – don't say it". Role playing, audio/video taping and social scripting can be used to teach the student how to initially identify what thoughts should be represented internally, versus externally

3. Avoid demanding that the Aspergers student maintain eye contact with you. The Aspie experiences difficulty with eye contact. Limited eye contact is a part of the disability and should not be confused with “inattention.”

4. Don’t require the Aspergers student to “show” his work. Many teachers require students to "show their work" (e.g., to illustrate how they got the answer to a math problem). Since Aspies are visual learners, they picture how to solve the problem in their heads. The requirement of "showing work" does not make sense to them, and as a result, is quite difficult because it involves language skills that the Aspie may not have.

5. Don't assume that when the Aspergers student “looks off into space” that he is not listening. What appears to the teacher to be “lack of attention” may not be that at all. In fact, the Aspie who is doodling or staring off may actually be trying to focus and may be unaware that he is conveying to the teacher that he’s not listening. Simply ask the Aspergers student a question related to the topic in question to check if he is actually listening.

6. Due to physical coordination problems, ensure that the Aspie is in an adaptive educational program rather than a general PE class.

7. Enforce bullying rules and minimize teasing.

8. Ensure the environment is safe and as predictable as possible.

9. For class lectures, peer buddies may be needed to take notes. NCR paper can be used or the buddy's notes could be copied on a copy machine.

10. Get permission to speak with any mental health practitioner who is involved with your Aspergers student. This professional can help you gain a better understanding of the disorder and work with you to develop effective classroom interventions. In turn, provide the mental health professional beneficial insight into how the student acts in an academic setting, which can help the professional treat the child in a more holistic manner.

11. Give the Aspergers student enough time to respond in order to allow for possible auditory processing difficulties before repeating or rephrasing the question or directive. The student can be taught appropriate phrases to indicate the need for additional processing time, (e.g., "Just a minute please”).

12. Give the Aspie an outlet for his “fixations” (e.g., allow him to turn-in work on his obsession/topic of interest for extra credit).

13. Help with transitions. Aspies have difficulty moving from one activity to the next. If a typical school day is loaded with many transitions, the student’s anxiety level will likely increase. Thus, he may need to be coached through the transition. Use visual schedules and/or role-playing to help the child prepare for moving on to the next task. Keep transitions the same for as many activities as possible.

14. If the student becomes overwhelmed with frustration and experiences a "meltdown," remain calm and use a normal tone of voice to help him deal with his stress.

15. Limit obsessive behavior about topics by setting a specific time in which the Aspie can ask the focused questions. Do not allow him to keep asking questions or discussing a particular topic after the allotted time. Provide a written answer to repetitive questions asked by the student. When the child repeats the question, he can be referred to the written answer, which may assist in comprehension, and thus decrease the occurrence of the repetitive question asking.

16. Make allowances for sensory issues. Aspies are often distracted by things in the environment that limit their ability to focus (e.g., breeze from an open window feels like a gust of wind; bright sunshine pouring through the window is blinding; smell of food from the cafeteria makes them feel sick; ticking of a clock seems like the beating of a drum). This sensory overload can be overwhelming and often results in an inability to focus. The inability to focus can result in a level of frustration, and to cope with such frustration, the child may choose to engage in some form of self-soothing behavior (e.g., repeatedly tapping a pencil on the desk; tapping both feet on the floor like a drum). What appears disruptive to everyone else may actually be the student’s way of trying to re-establish focus and concentration on the subject at hand. Take time to evaluate the classroom in terms of sensory stimulation and how the environment affects the Aspie. Modify the classroom as needed. In addition, teach the Aspie some self-soothing techniques that are not as disruptive to the classroom (e.g., squeezing a squishy ball; taking a time-out to get a drink of water).

17. Many Aspergers students are overwhelmed by even the smallest of changes and are highly sensitive to their environments and rituals. When these are thrown off, they can become very anxious and worry obsessively about changes in routine. Unpredictability may occur during less structured activities or times of the day (e.g., recess, lunch, free time, PE, bus rides, music class, art class, assemblies, field trips, substitute teachers, delayed start, early dismissal, etc.). Thus, develop a structured classroom with routines and write down the daily routine for the Aspergers student. A daily routine is critical.

18. Positive reinforcement works well for Aspergers students. When he accomplishes a desired behavior, compliment then and praise him. Even simple social interactions should be praised.

19. Provide an escape route for the Aspergers student whenever he is beginning to “meltdown” (i.e., he is allowed to take a time-out in an unoccupied room or a quiet corner).

20. Simplify lessons to ensure the Aspergers student understands what is being said. It is common for an Aspie to simply repeat what is being taught without any understanding of the concept.

21. Teach the Aspergers student relaxation techniques that he can use to decrease anxiety levels (e.g., "Take a big breath and count to ten"). These steps can be written down as visual "cue" cards for the Aspie to carry with him and refer to as needed.

22. Teachers should receive training on the characteristics and educational needs of Aspergers students. It is critical to understand the unique features associated with this disorder. Understand that children with Aspergers have a developmental disability, which causes them to respond and behave in a way that is different from other students. The behaviors exhibited by Aspies should not be misinterpreted as purposeful or manipulative behaviors. Also, uncover the student’s strengths and needs prior to actually working with him.

23. Teach social skills. The Aspergers student can exhibit the need to take control and direct social situations according to his own limited social rules and social understanding. Although he may be able to initiate interactions with other students, these interactions are typically considered to be "on his own terms" and appear to be very egocentric (i.e., they relate primarily to the child's specific wants, needs, desires and interests and do not constitute a truly interactive, give-and-take social relation with his peer). Thus, teach appropriate social interactions. Show the Aspie how his words and actions impact others. Many children with Aspergers do not understand some of the common social interactions and social contacts. It is important as a teacher to realize that the child may not understand some jokes and may be unable to interpret body language. Teach the child about social cues and help them to make friends. Most children with Aspergers do want to have friends, but do not know how to make them. Teachers can help by teaching the student what social cues mean. The use of “social stories” and “social scripts’ can provide the Aspergers child with visual information and strategies that will improve his understanding of various social situations. Comic strip conversations can be used as a tool to visually clarify communicative social interactions and emotional relations through the use of simple line drawings. A buddy system can be helpful; in social situations, the buddy can help the Aspergers student handle certain situations.

24. Try to seat the Aspie at the front of the class so you can instruct him directly and continuously. Since concentration is often a problem for Aspergers students, a system of “nonverbal reminders” to pay attention is important (e.g., a pat on the shoulder).

25. Use an assignment notebook consistently.

26. Use color-coded notebooks to match academic books.

27. Use of a "finish later" folder or box may be helpful. Even though the Aspergers student may be verbally reminded that he can finish his math worksheet after recess, this information will not be processed as readily as through the use of a visual strategy, such as a "finish later" folder or box.

28. Using a visual calendar will give the Aspergers student information regarding up-coming events. When the Aspie asks when a particular event will occur, he can easily be referred to the visual calendar, which presents the information through the visual mode that the student can more readily understand (e.g., class field trip, swimming lessons, etc.).

29. Use of an "Assignments to be Completed" folder as well as a "Completed Assignments" folder is recommended.

30. Use the Aspergers student’s “limited range of interest” to his advantage. Often times, Aspies focus all their attention on just one particular object or subject; therefore, they may fail to focus on what information the teacher is presenting. Thus, the teacher may want to try to establish some connection between the child’s object/subject of interest and the area of study (e.g., if a child is interested in guns, he can learn reading and writing skills through researching and writing a report on weapons used during WWII). The possibilities for instruction are endless. Taking some time to devise a creative ‘lesson plan’ will go far in establishing and keeping the Aspie’s interest in new subject matter.

31. Work with the other students to develop an environment of tolerance and acceptance for the Aspergers student. Some students can be educated about Aspergers and helped to understand what to expect from their Aspie peer. Classmates of the Aspergers child should be told about the unique learning and behavioral mannerisms associated with Aspergers (parent permission must always be given prior to such peer training).

32. Work with the parents to learn the warning signs that the Aspie is becoming frustrated and about to experience a "meltdown".

The Aspergers child, while on the higher end of the autism scale, has special needs that must be addressed. Although the condition is quite challenging, a curriculum designed to assist this student will go a long way to allowing him to cope with his various limitations.

The Complete Guide to Teaching Students with Aspergers and High-Functioning Autism
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