Asperger syndrome

By Marc Woodbury-Smith, Fred Volkmar. European Child and Adolescent Psychiatry, 2019

710 citations recorded by the source corpus.

Asperger syndrome (AS) is a chronic neurodevelopmental disorder of social interaction, communication, and a restricted range of behaviors or interests. Although not generally associated with intellectual disability, the severe social disability and, in many cases, associated mental health and other medical problems, result in disability throughout life. The diagnosis is often delayed, sometimes into adulthood, which is unfortunate because there are now a range of interventions available, and the current evidence supports intervention starting as early in childhood as possible. The aim of this review is to present a description of AS, an up to date synopsis of the literature pertaining to its etiology, co-morbidity and intervention options, and a discussion of current nosological controversies.

Subfields: Cognitive Neuroscience, Education, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/615ce8bf72295719abb4f45797466260b6f086e5

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In Cognitive Neuroscience

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Citations in the corpus

The Social World of Gifted Children and Youth (2008, background): “In the public mind, there is considerable confusion between giftedness and the characteristics of Asperger disorder (Klin, Volkman, & Sparrow, 2000), among whom of course there are some gifted children but also many nongifted, the average IQ of groups so identified being about 100 (Klin et al., 2000”
Videogames and Young People with Developmental Disorders (2010, background): “Peer relations tend to be poor in childhood and adolescence (Howlin, 2004; Klin et al., 2005; Whitehouse, Durkin, Jaquet, & Ziatas, 2009).”
Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. (2014, background): “15 Asperger originally described children who were precocious in learning to talk but who then talked in a formal, pedantic, 1-sided way, often about a topic of circumscribed interest.”
SIDES: a cooperative tabletop computer game for social skills development (2006, background): “The challenge these individuals face is not a lack of interaction so much as a lack of effectiveness in interactions [2], thus the effectiveness of verbal and non-verbal exchanges is an important indicator of cooperation by these adolescents.”
Anxiety in Adolescents With Asperger Syndrome: Negative Thoughts, Behavioral Problems, and Life Interference (2006, background): “It could also be due to the fact that these interventions have not been thoroughly evaluated for beneficial outcomes in the AS population (Attwood, 1998; Klin et al., 2000); 80% of the psychopharmacological interventions used to treat children have only been empirically tested on adults (Riddle, Kas”
Emerging Adulthood as a Critical Stage in the Life Course (2018, background): “Chronic kidney disease (CKD) is a condition characterized by disease progression, significant cardiovascular morbidity, growth failure, neurocognitive impairment, and impaired quality of life changes (Sarnak 2003; Copelovitch et al. 2011; Gerson et al. 2006; McKenna et al. 2006).”
Descriptions of Pain, Metaphor, and Embodied Simulation (2010, background): “At least three of the words (ghan-ghan, kiri-kiri and chiku-chiku) are similar to the English expressions discussed in the previous section: They evoke situations involving physical damage, and, from the glosses provided by Osaka et al., appear to be used metaphorically to describe pain experiences ”
Introducing MASC: A Movie for the Assessment of Social Cognition (2006, background): “Despite persisting debates as to whether Asperger syndrome is qualitatively different from a more highfunctioning form of autism (HFA; Howlin, 2003; Klin & Volkmar, 1997), most authors regard Asperger syndrome as belonging to the autism spectrum, based on the large amount of shared diagnostic…”
Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations (2008, background): “Youth with AS/HFA also have difficulty sharing affective experience or understanding the perspective of others, two skills that are vital to social reciprocity and the development of friendships (Gutstein & Whitney, 2002).”