What is Asperger's syndrome?

Please note that the term "Asperger's Syndrome" is no longer used since the publication of the DSM-5 in 2013, since it is included in Autism Spectrum Disorder (ASD) and its specific features are specified by means of specifiers. A complex neurodevelopmental condition of autism spectrum disorder (ASD), Asperger's syndrome is located at the extreme end of the autistic continuum and manifests itself in childhood. As with any other condition on the autism spectrum, its characteristics can vary from "mild to severe" and can change over the course of a person's development, both in nature and in intensity, even into adulthood. As with any condition on the autism spectrum, its characteristics are presented according to the autistic triad. The person will have impaired communication, i.e. difficulty with verbal and non-verbal communication. A person with this symptom has difficulty decoding the meaning of a facial expression, the tone of voice, humour, double meanings and the meaning of gestures. They have to learn it and don't integrate it automatically like other people do. She may therefore seem distant and cold, or conversely, too familiar. There will also be a qualitative alteration in reciprocal social interactions, i.e. difficulty in creating links with others, in making friends, and difficulties in emotional exchanges between friends and lovers. To these two points we can add restricted interests and repetitive, stereotyped behaviour, which are a priori a way of containing inner anxiety. A little history In 1944, an Austrian paediatrician named Hans Asperger described four young patients with similar social difficulties. Although their intelligence seemed normal, the children had certain shortcomings in terms of non-verbal communication skills and empathy towards their peers. Their speech was either disjointed or too formal, and their topics of conversation were often dominated by their interests. In addition, these four children shared a tendency to be awkward. Published in Germany, Dr Asperger's observations remained little known until 1981. That year, Lorna Wing, an English doctor, published a series of studies on children with similar characteristics. Wing's writings on Asperger's syndrome were widely published and popularised. In 1994, Asperger's syndrome was added to the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-4), the diagnostic reference work of the American Psychiatric Association. In recent years, a number of people with autism, including John Elder Robison and Temple Grandin in the United States, Josef Schovanec in France and Marie Josée Cordeau and Jessica Laporte in Quebec, have shared their stories of life as Asperger's sufferers. In doing so, they have helped to raise public awareness and inform people about the strengths and challenges of living with this condition of autism. Diagnosis of Asperger's syndrome Today, Asperger's syndrome is recognised as an entity in its own right by only a few professionals. What's more, the term Asperger's syndrome is no longer used since the publication of the DSM-5 in 2013, since it is included in autism spectrum disorder (ASD ) and its particularities are specified by means of specifiers. Although the signs of this condition are generally present, Asperger's syndrome is rarely diagnosed before the age of three, as it is from this age that its features become most apparent. However, it often remains undiagnosed until the child or adult begins to experience serious difficulties at school, at work or in their personal life. In fact, many adults with Asperger's syndrome are diagnosed when they seek help for anxiety or depression, and the cause of their problems centres mainly on difficulties with social interaction. In addition, the characteristics of Asperger's syndrome can be confused with those of other developmental conditions such as attention deficit with or without hyperactivity (ADHD). Indeed, many people with Asperger's syndrome are initially diagnosed with ADHD until it becomes clear that their difficulties stem more from an inability to socialise than an inability to concentrate. Unfortunately, these errors in treatment and diagnosis can have serious consequences. The risk of depression and loss of self-esteem are real for the person who regularly experiences the failure, anxiety and insecurity that can go hand in hand with Asperger's syndrome. With the right diagnosis, many conflicts, misunderstandings and distress can be avoided. A better family balance can be achieved when parents, siblings and other family members recognise and accept this way of functioning. The diagnosis is often experienced as a relief by the person themselves and those around them. Characteristics of Asperger's syndrome Children and adults with Asperger's syndrome have serious deficiencies in social and communication skills, and often have particular, repetitive and stereotyped behaviours, activities and interests. It is also not uncommon for some of them to have sensory peculiarities and find it difficult to cope with noise, bright lights or a highly stimulating environment. Because of the way they behave, Asperger's sufferers are often described as rigid and perfectionist, attaching particular importance to details that others may miss. Many of them have specific areas of interest, which are sometimes out of the ordinary, and in which they accumulate knowledge. Their intelligence quotient (IQ) varies from normal to superior, so they can usually hope to access regular schooling. However, it is important that specialised support and certain adaptations are put in place to facilitate their integration, as they present difficulties in coordinating time and space, among other things . Socially, people with Asperger's want to fit in and have friends, but they find it very difficult to create effective, long-term social links. Because of their difficulties and naivety, they are often considered by their peers to be 'strange' and are unfortunately often the target of bullying and mockery. For many of them, facts, truth and justice will prevail in everything. It is not uncommon for them to end friendships if they feel betrayed or because of a situation they consider unfair, even if they are not directly involved in the facts. It should be noted, however, that some people with Asperger's have no interest in social relationships and prefer to remain alone. The person with Asperger's may engage in conversations with others by recounting at length facts related to a particular subject of interest. They may also tend to monopolise a conversation and leave little room for exchange. She will often not notice that the other person is no longer listening or is uncomfortable with the subject. They may also find it difficult to see things from the other person's point of view. They may often be inclined, even unconsciously, to draw parallels between the experiences shared by the other person and their own experiences, which could be seen as a lack of interest in the other person. However, the person with Asperger's is only trying to situate him/herself in order to better understand the other person's emotional feelings. Another common characteristic is an inability to understand the intention behind another person's actions, words and behaviour. Similarly, the person with Asperger's may have difficulty decoding certain non-verbal cues such as a smile, a frown, the "come here" gesture or understanding certain social codes. Difficulty in seeing things from the other person's point of view, difficulty in predicting or understanding the actions of others or difficulty in defining what is appropriate or inappropriate in a specific situation are all reasons why social interactions can sometimes be difficult. Some people with Asperger's syndrome have a particular way of speaking, which may involve speaking too loudly, in a monotone voice or with a particular intonation. It is also common for some to have difficulty controlling their emotions. They may laugh or cry easily or at inappropriate times. Once again, it's important to note that not all individuals display all these behaviours. Moreover, each of them varies considerably from one person to another. Care, education and intervention As with any condition on the autism spectrum, there is no miracle cure or therapy for Asperger's syndrome. The ideal support plan should coordinate various therapies and interventions that meet the specific needs of each child, adolescent or adult living with this condition. An effective support programme will be based on the person's interests, offer a predictable timetable, teach the various tasks as a series of simple steps, hold the person's attention by offering highly structured activities, and provide regular reinforcement of the behaviour. This type of programme should ideally include: Social skills training, where in a group setting the person will learn to interact more effectively with other people. Behavioural and cognitive therapy (CBT), to help some autistic people who are more anxious or explosive to better manage their emotions and reduce certain more intrusive interests or repetitive routines. If necessary, medication to treat certain conditions that may co-exist, such as sleep disorders, depression and anxiety. Occupational therapy for people with, for example, sensory integration problems or poor motor coordination. Speech therapy, to help people with, among other things, difficulties with the pragmatic and discursive aspects of language. Training and support for parents. It is important that those around a child or adult with Asperger's, particularly their family, understand the thought processes associated with this condition so that they can adapt their behaviour. Some positive aspects of Asperger's syndrome Absence of prejudice. Original thinking and, in some cases, specific interests. In a favourable environment, an extraordinary willingness to adapt to the norm, at the cost of considerable effort, which enables good progress to be made. The ability to perceive and memorise details that some people have can enable them to excel in certain professions.