Asperger’s syndrome, also known as Asperger disorder or, is one of a group of pervasive developmental disorders that have effects on an individual’s behavior, use of language, communication, and pattern of social interactions. The disturbance must cause clinically significant impairment in social, occupational or other important area of functioning.
There is still some controversy as to whether Asperger’s syndrome should be regarded as a separate clinical entity or simply represents a high-functioning form of autism.
People with Asperger’s syndrome have normal to above-average intelligence but typically have difficulties with social interactions and often have pervasive, absorbing interests in special topics.
Asperger’s syndrome is five times more common in boys than in girls. In recent years, the number of autism spectrum disorders has increased dramatically. The most recent studies show that one out of every 88 children has an autism spectrum disorder.
Most cases of Asperger’s syndrome are identified when the child is preschool-aged or older; studies have shown an average age at diagnosis of 10 years.
Asperger’s syndrome may coexist with other psychiatric conditions such as attention deficit hyperactivity disorder or anxiety disorder. People with Asperger’s syndrome may suffer from anxiety or hypersensitivity to certain stimuli such as loud noises. In some cases, disruptive behaviors (tantrums, self-injury, and aggression) and/or depression may occur in response to the anxiety and frustration experienced by sufferers of Asperger’s syndrome. Other behaviors that have been reported in people with Asperger’s syndrome include obsessive-compulsive behaviors and difficulties with anger management.
Treatment of Asperger’s syndrome involves a multidisciplinary approach.
Tomatis method is a drug free intervention that can help people with Asperger’s syndrome. Every client receives an individualized program, based upon the individual’s age and needs.
Types of qualitative improvements that have been shown to be of benefits regarding:
- social interaction: in the use of multiple non-verbal behavior such as: eye-to-eye gaze, facial expression, body posture, and gesture to regulate social interaction, including use of gesture and facial expression; making and sustaining appropriate relationships;
- repetitive and stereotyped patterns of behavior, interests and activities such as: motor patterns (e.g. hand flapping, finger twisting, arm waving)
- inflexibility and over-adherence to nonfunctional routines or rituals;
- high sensitivity to noises, touch, odors, tastes, or visual stimuli and over stimulation of sensory input;
- self and social awareness;
- educational areas, such as: writing, reading and speaking, the use of language in academic settings;
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