30 "Key" Aspergers Traits

Question

I think my child has Aspergers. I know this disorder has a strong genetic factor, and my husband has been diagnosed with it. Now my son is starting to have some of the same Aspergers-like traits. Is there a test or set of criteria that will help me know if I need to have my son tested for Aspergers?

Answer

Aspergers (high functioning autism) is a neurobiological collection of behavioral differences (called a syndrome). It is classified in the DSM alongside Autistic Disorder. There is no known cause (although genetic and environmental factors are involved). It continues throughout the lifespan, but it is not a “mental illness” per say.

Here are the diagnostic criteria for Aspergers...

A. Qualitative impairment in social interaction, as manifested by at least two of the following:

1. 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
2. failure to develop peer relationships appropriate to developmental level
3. a lack of spontaneous seeking to share enjoyment, interests or achievements with other people (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people)
4. lack of social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following:

1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
2. apparently inflexible adherence to specific, nonfunctional routines or rituals
3. stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
4. persistent preoccupation with parts or objects

C. The disturbance causes clinically significant impairment in social, occupation, or other important areas of functioning

D. There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 2 years)

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment in childhood

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia

These definitions were developed to determine the degree to which a youngster is “disabled” and therefore eligible to receive services; however, they may not be of much help to parents who suspect that they have an Aspergers child.

Aspergers represents a mild to significant difference in how “Aspies” process sensory input, communicate, and generally perceive social experiences from those with “neurologically typical” nervous systems. Like “neurotypicals,” Aspies have their own strengths and limitations. Unfortunately, the fact that they are “different” often makes them appear more limited and their strengths harder to perceive.

Most Aspies have one very strong learning style and may pick up very little information from other senses or teaching styles. Some may be very strong visual thinkers, very strong auditory thinkers, very strong mathematical thinkers, or very strong in their language skills.

One study found that some 70% of Aspies also met the criteria for nonverbal learning disorder. The vast majority of them have what “neurotypicals” consider weak social skills, primarily because they don’t pick up the unspoken social cues the way that “normal” people do. This difference can contribute to failures in relationships and employment, and may also lead to a high co-morbidity of depressive disorder.

Most people with Aspergers have some degree of sensory-processing dysfunction (i.e., various senses like sight, hearing, smell, touch, taste, proprioception, and vestibular may be over-or-under sensitive to stimuli in comparison to those without Aspergers). Synaesthesia (i.e., mixing of sensory information like smelling sounds) may also be present.

What some view as “limitations” can also be viewed as strengths.

Below is a fairly comprehensive list of Aspergers traits. If most of these seem to fit your son, then it might be helpful to get a comprehensive psychiatric evaluation from a Child and Adolescent Psychiatrist who specializes in Aspergers:

1. a determination to seek the truth

2. ability to pursue personal theory or perspective despite conflicting evidence

3. ability to regard others at “face value”

4. acute sensitivity to specific sensory experiences and stimuli (e.g., hearing touch, vision and/or smell)

5. advanced use of pictorial metaphor

6. advanced vocabulary and interest in words

7. avid perseverance in gathering and cataloging information on a topic of interest

8. clarity of values/decision making unaltered by political or financial factors

9. conversation free of hidden meaning or agenda

10. encyclopedic or “CD-ROM” knowledge of one or more topics

11. exceptional memory and/or recall of details often forgotten or disregarded by others (e.g., names, dates schedules, routines)

12. fascination with word-based humor (e.g., puns)

13. free of sexist, “age-ist”, or cultural-ist biases

14. frequent victim of social weaknesses of others

15. increased probability over general population of attending university after high school

16. interested primarily in significant contributions to conversation

17. knowledge of routines and a focused desire to maintain order and accuracy

18. listening without continual judgment or assumption

19. often takes care of others outside the range of typical development

20. original/unique perspective in problem solving

21. peer relationships characterized by genuine loyalty and dependability

22. persistence of thought

23. prefers to avoid “small talk” or socially trivial statements and superficial conversation

24. seeking an audience or friends capable of enthusiasm for unique interests and topics, consideration of details, spending time discussing a topic that may not be of primary interest

25. seeking sincere, positive, genuine friends with an unassuming sense of humor

26. “social unsung hero” with trusting optimism

27. speaking one’s mind irrespective of social context or adherence to personal beliefs

28. steadfast in the belief of the possibility of genuine friendship

29. strength in individual sports or games, particularly those involving endurance or visual accuracy (e.g., rowing, swimming, bowling, chess)

30. strong preference for detail versus the “big picture”

The Aspergers Comprehensive Handbook

Aspies in the Workplace: 25 Tips for Employers

Aspergers awareness has made employers more sensitive to the needs of "Aspies." More employers know how to approach an interview with an Aspie as well as how to create a workplace environment for them. As awareness increases, more employers recognize the value of Aspergers employees, and some even offer special job training to help these employees adjust to the workplace.

The social and communication problems inherent in people with Aspergers (high functioning autism) create challenges in job-hunting and in sustaining long-term employment. Common social and communication problems that can affect a job include:

• Sensory processing issues (e.g., responds in an unusual manner to certain sights, sounds, smells or tastes)
• Repetitive and obsessive behavior (e.g., rocking back and forth, skin picking or hand flapping)
• Problems understanding the emotions of others, and as a result, may react inappropriately
• Needs a structured routine and may get extremely upset by routine changes
• May not work well with others
• Inability to understand verbal instructions
• Difficulty maintaining a two-way conversation

Some of these symptoms may create misunderstandings with co-workers and make it difficult for Aspergers employees to fit into the workplace environment. Here are 25 tips for employers who are considering hiring – or have already hired – an individual with Aspergers:

1. Adjust your evaluation process. During the interview, be aware that the positive “body language” and “non-verbal cues” you might expect to see may not be forthcoming from someone with Aspergers.

2. Allowances should be made for the Aspie’s idiosyncrasies (e.g., giving “progress updates” may not be seen as particularly important by the Aspie, so managers may need to ask for them as a matter of course).

3. Aspies can handle jobs that deal with facts or logic (e.g., computer science, software design, engineering, research, and math). So if there is a particular job task that deals with some of these areas directly or indirectly, it might be a good fit for the Aspie.

4. Be very precise in the job description. A prospective applicant with Aspergers is likely to take words and phrases literally.

5. Many Aspies have a desire to help people – but they also lack social skills. Thus, a task where the Aspie can assist others “indirectly” (i.e., not face-to-face) may be a good fit (e.g., delivering supplies).

6. Because of their interest in fairness and justice, job tasks that require honesty and trustworthiness are good (e.g., depositing money, writing company checks).

7. Don't force Aspergers employees into social gatherings or events without full consent.

8. Don't force employees with Aspergers to take part in unnecessary team-working processes that add nothing to how well something gets done.

9. Draw on shared experience. Take advice from support groups and listen to all parties during recruitment and beyond, including care-givers and the employee him/herself.

10. Ensure that the Aspergers employee has an advocate. A line-manager is probably not the best person because his/her management role may conflict with a supporting and caring role.

11. For multi-step plans, give your Aspergers employee a clear written list of steps to follow …or, if he has trouble seeing how all the steps relate to each other, then treat each one as a separate task.

12. Individuals with Aspergers don't always do well with open-ended questions. So instead of saying, “What job task would you like to do today?” …say "We have these three tasks that need to be done (then specify what they are), which would you like to do?"

13. It can take time for an Aspergers employee to settle into the workplace, so whether it's a job in a high-powered professional environment or at a more administrative or vocational level, initial reactions from co-workers and managers will greatly influence whether or not it works out. Thus, one role of the mentor can be to explain the Aspie’s shyness and/or hesitancy in social contact to others.

14. It is beneficial for the person with Aspergers to have someone to go to for advice and answers if he/she thinks something at work does not seem right.

15. Know that hypothetical scenarios, much used by interviewers as a way to test a candidate's problem-solving skills, are unlikely to draw the best from an Aspie, because most are not very good at projecting themselves into imaginary situations.

16. Know that most Aspergers employees tend to work better alone. Thus, if there is a job assignment that does not require a group effort per say, it might be best suited for the Aspie. Consider tasks where the Aspie can work individually, rather than on a team.

17. Make reasonable adjustments. If the Aspie is over-sensitive to bright office lights, background chatter, or prefers to work at home – do what you can.

18. Make regular performance checks. Even if things are going well, review the Aspie’s progress regularly. This is crucial if the Aspergers employee's behavior changes. If so, find out why the behavior change is occurring, and consider what can be done to help.

19. Most Aspergers employees are less likely to get bored with repetition since they tend to find comfort in routines, so they can be better able to handle repetitive jobs that require attention to detail.

20. People with Aspergers are more likely to be bullied or taken advantage of in the workplace. For example, some assume that whatever the supervisor tells them is true, so they do not question it, which makes it very easy for a supervisor to abuse them. Thus, it may be beneficial for the Aspie to know the basics of employment law, so that if a supervisor tells him something different, he knows better.

21. Telephone order taking or survey taking can work for some Aspies because they have scripts and do not require face-to-face interaction. If something like this is available – consider it.

22. The Aspergers employee should be assigned a mentor, and there should be training for staff who will be working with the Aspie. If managed well, the highly developed analytical skills exhibited by people with Aspergers can give companies a valuable competitive edge.

23. Think about the recruitment policy. Standard job ads and selection processes are unlikely to encourage someone with Aspergers to apply for posts they may be qualified for. For example, look at the emphasis placed on communication skills. Does the role really need those skills?

24. Understand that some Aspies are very set in their own ways of doing things, and as a result, they may question everything the supervisor says.

25. Perhaps most importantly, remember that each individual with Aspergers is different, so there aren't any “one-size-fits-all” tips. Every person with Aspergers is an individual, and some will manage well in the workplace with small interventions. Companies need a better awareness of the condition, because there's a lot they can do quite easily that will help.

The Aspergers Comprehensive Handbook

Aspies Get a Bad Rap!

In working with Aspergers (high functioning autism) children and teens – as well as their parents – I can say categorically that it’s not uncommon for individuals with Aspergers to get a “bad rap.” It’s not fair – it’s not right – but it’s reality. Aspies are generally seen as a little strange (or extremely strange). As a result, they often get ostracized, ridiculed, and bullied.

Many Aspies are disrespected in elementary and middle school, ostracized in high school, rejected in the workplace, and rendered as the “odd Aspie out.” Why? Because different equals bad …different equals dorky …different equals derision …and different equals social rejection.

Aspergers is often called the “Geek Syndrome” because Aspies act so different from the social norm and have excessive knowledge and obsession with different things. For example, they may obsess about things like Robin Hood, the Peanuts gang, maps, trains, baseball cards, and Civil War history. This is not seen as normal to many people, and these obsessions help contribute to the ostracism and rejection.

Here are a few more reasons why Aspies do not get the acceptance they deserve:

1. Most Aspergers children and teens are smart, they study hard, and they respect authority – but this isn’t cool. What’s cool is using school-time as an opportunity to socialize, disrespecting authority, and getting into trouble.

2. Most Aspies are gentle and somewhat passive. NOT COOL! However, it is cool to be tough or "hard" and to fight.

3. Most Aspies are talented – but being a clarinet player in the school band is viewed as dorky. To be in sports is cool though (even though you don’t use your brain much).

4. Most Aspies have a child-like innocence (a bad trait to have if you don’t want to get your head knocked off). This is not cool. To be cool, you act older than your age and go around playing tricks on, and making jokes about, other people.

5. Most Aspies can make amazingly loyal friends – but how goofy is that?! The cool thing to do is to have a bunch of peers to hang-out with and to take advantage of as many of them as possible.

You want some more examples of ‘GEEK’ behavior? O.K. Here they are...

Most Aspies:

• adhere unvaryingly to routines
• are able forgive others
• are accepting of others
• are honest
• are not bullies, con artists, or social manipulators
• are not inclined to steal
• are perfectly capable of entertaining themselves
• don’t discriminate against anyone based on race, gender, age, etc.
• don’t launch unprovoked attacks, verbal or otherwise
• don’t play head games
• don’t take advantage of other’s weaknesses
• enjoy their own company and can spend time alone
• have exceptional memories
• have no interest in harming others
• notice fine details that others miss
• prefer talking about significant things that will enhance their knowledge-base rather than “shooting the bullshit”
• will not go along with the crowd if they know that something is wrong

Too often, the Aspie is told, “Something is wrong with you.” And sooner than later, he/she unconsciously absorbs this negative statement and begins to believe it. It has been well documented that those with Aspergers are vulnerable people who will face certain difficulties. These are often highlighted by individuals who see only the negatives rather than the positives such differences could represent. This lack of positive awareness, combined with an inconsistency of knowledge, can lead to inaccurate stereotyping and resultant interventions that are far more harmful than helpful.

We hear so many negative things about children and teens with Aspergers – and so much about what can NOT be helped. Maybe we need to take another look and see what kind of positive traits are found. I believe there are a lot of traits in the Aspergers personality that the non-Aspergers person can afford to implement into his/her own life.

Like everyone on the face of the earth, we are people, with a mix of strengths and weaknesses. Aspies are different – but they are not defective. The world needs all different kinds of minds – including the Aspergers minds. The way Aspies think should be regarded as a positive attribute, which the rest of society can learn from. When their differences are embraced, the positives definitely outweigh the negatives.

What's your opinion?  If you have one, feel free to express it.  Click on the comment button below.

The Aspergers Comprehensive Handbook

How Parents Can Educate Teachers About Aspergers

Please copy and paste the following letter and hand-deliver it or email it to your Aspergers child’s teachers (edit according to your specific situation):

Dear Mrs __________,

As you may know, my son has Aspergers (also called high functioning autism). I took the liberty of providing this tip sheet so that you may consider factoring-in some of his special educational needs. Thank you for taking time to look it over.

Sincerely,

Mr __________

Kids with Aspergers have a variety of classroom challenges. Because these kids tend to be high-functioning, many are placed in general education classrooms in order to receive the best education possible. Educators working with Aspergers children may or may not be aware of how to provide the best learning environment.

In a classroom setting, 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 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 and missing the non-verbal cues that others are bored with that subject

The following are techniques that can be incorporated to help Aspergers students adjust and become successful in the classroom:

1. A buddy system can be helpful to Aspergers students. In social situations, the buddy can help the Aspergers child handle these situations.

2. A daily routine is critical. The Aspergers students should know what to expect of the routine as this would help them to function properly and concentrate on the tasks at hand.

3. Allow the Aspergers youngster to earn "free time" in his chosen area of interest (e.g., art or computers) for completing work. Kids with Aspergers tend to have an area of intense interest that can consume their conversations and activities. Using this interest to motivate the youngster can help him learn to be productive in his work while still having time to concentrate on his area of interest.

4. Ask questions to check the Aspergers youngster's understanding of the instructions you have just given, or ask him to verbalize the instructions back to you to clarify understanding. Kids with Aspergers appear as though they fully comprehend what is being asked of them or what they have read because of their "professor-like" responses to questions; however, these may mask the fact that their comprehension is truly lacking. By probing further, you can ask more pointed questions or have the youngster verbalize in his own words, not repeating your exact phrases, what is expected.

5. Be very patient and ready to teach both academic and social skills over and over again. Kids with Aspergers need an educator who will remain calm when the situation escalates. When the educator begins to get frustrated and tense, the same feelings will tend to heighten in the youngster. However, dealing calmly with the situation will allow the youngster to calm down more quickly. In addition, being aware that the youngster with Aspergers will need a great deal of practice and repetition of newly taught skills in order to be successful will help you better prepare for what you will need to do to help that youngster be successful.

6. Begin discussing with the Aspergers youngster how others view his acting-out. Kids with Aspergers have difficulty understanding how to initiate or maintain social interactions. They do not realize what effect their acting out has on those around them. You should therefore begin discussing these issues with the kids early in order to facilitate a better understanding of the social consequences of their behaviors.

7. Establish a schedule early on, and be consistent with it. Kids with Aspergers find comfort in knowing exactly what will happen next. By providing these children with a very consistent schedule that has little variance, you increase their sense of security, making them better able to function appropriately in the classroom and feel successful about their work.

8. For physical coordination problems, ensure an Aspergers child with physical limitations is in an adaptive educational program rather than a general PE class.

9. Have the Aspergers youngster complete this same activity with his own behavior. After the youngster has been exposed to the method previously described, he can then begin doing it himself with or without prompting. Writing the message to himself and posting it in his notebook or on his desk may help him internalize and remember the expected behavior.

10. It would be helpful to always enforce bullying rules and minimize teasing.

11. Model and role-play social situations incorporating appropriate behaviors. Continually working on general socially accepted behavior helps Aspergers kids begin to internalize the behaviors that are expected of them in society. By watching both good and bad examples of behaviors that occur in various social situations, these kids can learn to make better choices in their behavior.

12. Please ensure the environment is safe and as predictable as possible.

13. Please keep transitions the same for as many activities as possible.

14. Please teach the Aspergers student about social cues and help him to make friends. Most children with Aspergers do want to have friends …they just do not know how to make them. Teachers can help by teaching the student what social cues mean.

15. Provide a safe place in which the Aspergers youngster can retreat when he becomes over-stimulated or has difficulty adjusting to a new activity or environment. This base could occupy a corner of class where the youngster can be in a dark, quiet place with little or no stimulation in order to calm down. Once the youngster feels secure and in control of her body, he can join the class again.

16. Provide a social skills notebook with stories of correct and incorrect social behaviors that the Aspergers youngster can use as a guide and reference. This notebook can be used to prompt the youngster as to what behaviors are considered appropriate or not appropriate in various social situations. Providing weekly opportunities to read through the stories in a notebook, continuing to stress socially appropriate behaviors, and practicing how to use them in real-life situations will enhance the child's social success.

17. Provide a visual representation of the daily schedule. Posting a chart in class that displays the schedule and routines for the day only adds to this security by allowing the Aspergers youngster to determine what will occur next so that he has a better transition to the next activity.

18. Provide social skills practice and role-playing for any upcoming social events. Children with Aspergers need to have opportunities to act out certain situations so they can prepare for them socially. Because kids with Aspergers have poor social judgment, repetitive practice prior to the event will provide them with the knowledge they need to respond appropriately. However, because transfer to different situations may be difficult to achieve, these kids must have several opportunities to practice these socially appropriate behaviors in a variety of contexts.

19. Provide verbal and written instructions for the Aspergers youngster. When giving the class instructions or directions for an assignment or activity, provide written instructions that coincide with your verbal instructions for the youngster with Aspergers. The instructions can be in picture form as well as in words to further aid in comprehension and success.

20. Provide visual cue cards of expected social behaviors, and place them in areas where those behaviors are expected. Visual cue cards can be used as prompts of expected behaviors of the youngster in various settings. Through role-playing and modeling, children are first introduced to the behaviors. By including visual cue cards in this role-playing, you help the youngster with Aspergers learn to use those visual cues to help him remember what behavior he should exhibit in the classroom and school environments. However, kids must be taught how to use these cards. They cannot simply be posted in the room in hopes that the youngster will understand what their purpose is. They must be shown how to use them and be allowed time to practice using them.

21. Provide visual cue cards to use during instruction and teaching. Due to the difficulty kids with Aspergers have in processing auditory input, visual cues of what is being taught could help them be more successful in taking in the new information and remembering it. They may still require more time to process all the information; however, by providing instruction both verbally and visually, you offer children with Aspergers a better opportunity to learn the material.

22. Set clear expectations and boundaries, and post them on the wall. Providing a visual representation of what is expected so that the Aspergers youngster can refer to it as needed provides security and increased opportunities for comprehension of the material, both of which will increase productivity in class.

23. Simplified lessons may be required. Please ensure the Aspergers student understands what is being said to him. It is common for the child to simply repeat what is being taught without understanding the concept.

24. Some peers can be educated about Aspergers and talk to understand what to expect from their fellow student.

25. Teach specific socially appropriate phrases to use in certain situations. By providing a written script that the Aspergers youngster can use in various situations and allowing him to practice his reactions in role-playing activities, you make it more likely for the youngster to be successful socially. During such social events where the youngster is expected to act as taught, prompting may be necessary to remind him how to act until he has had ample opportunities to practice the skill in a real-life situation.

26. Teach the other kids how to interact appropriately with the Asperger student in both academic and social settings. Kids can be very supportive and accepting of people with disabilities and differences when they are taught to have such compassion and are shown how to work and play with those individuals. In order for the youngster with Aspergers to be fully accepted in the class, the other kids in the class have to be taught how to interact and accept her. Through role-playing, modeling, and discussions, successful friendships and interactions can take place and even add to successful inclusion.

27. Try to seat the Aspergers student at the front of the class so the teacher can instruct him directly and regularly. Since concentration is often a problem, please develop a system of non-verbally reminding him to pay attention, such as a pat on the shoulder.

28. Use a timer to limit perseveration/ echolalia/singing. Establish the routine that as soon as the timer goes off, the Aspergers youngster returns to the previous activity. Some Aspergers kids will begin to perseverate on objects or ideas or participate in other behaviors that can hinder academic development during the school day. Providing a time limit will help curb such behaviors so that academic progress can be made. You must establish the routine that as soon as the youngster begins to exhibit a certain inappropriate behavior, the timer is set for a certain amount of time. The youngster must then be taught that as soon as the timer rings, he must rejoin the rest of the class in the current activity. As time progresses, the time limit should be reduced so that less and less time is actually being spent on such behaviors.

29. Write down what behavior the Aspergers youngster is exhibiting and what behavior he should be exhibiting. For example, "You are drawing on your paper. A better choice would be to work on writing your story." Providing written responses instead of verbal ones may help the youngster with Aspergers better understand what is being asked of her. Connecting these messages to visual pictures may also be beneficial.

30. Write notes in advance for the Aspergers youngster if the schedule is going to change for a special event. Let the youngster know what the change will be and when it will occur because variation in the routine can lead to stress and anxiety, which can cause outbursts and tantrums. Providing advanced notice of alterations in the schedule allows the youngster time to transition and prepare himself for the change in schedule. In addition, because many Aspergers kids tend to process auditory information less efficiently, written notes allow the youngster another avenue to obtain and understand the message.

Teaching Students with Aspergers and HFA

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