Please note that the term "Asperger's syndrome" is no longer used since the publication of the DSM-5 in 2013, as it is included in autism spectrum disorder (ASD) and its particularities are specified by means of specifiers.
Asperger's syndrome, a complex neurodevelopmental condition within the autism spectrum disorder (ASD), lies at the extreme end of the autistic spectrum and manifests in childhood. As with any other condition on the autism spectrum, its characteristics can range from mild to severe and can change throughout a person's development, both in nature and intensity, even into adulthood.
As with any condition on the autism spectrum, its characteristics will present themselves according to the autistic triad.
The person will therefore exhibit impaired communication, meaning difficulty with both verbal and non-verbal communication. A person with this symptom struggles to decode facial expressions, tone of voice, humor, double entendres, and gestures. They must learn these cues and do not automatically integrate them as others do. Consequently, they may appear distant and cold, or conversely, overly familiar.
She will also present a qualitative alteration in reciprocal social interactions, that is to say, a difficulty in creating links with others, in having friends, and difficulties in friendly and romantic emotional exchanges.
To these two points will be added restricted interests and repetitive and stereotypical behaviors which are a priori a way of containing inner anxiety.
A bit of history
In 1944, an Austrian pediatrician named Hans Asperger described four young patients with similar social difficulties. Although their intelligence appeared normal, the children exhibited deficiencies in nonverbal communication skills and empathy toward their peers. Their speech was either disjointed or overly formal, and their topics of conversation were often dominated by their interests. Furthermore, these four children shared a tendency toward clumsiness.
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 popularized. 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, several autistic individuals, 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 life stories as people with Asperger's syndrome. In doing so, they have helped raise awareness and provide information about the strengths and challenges of living with this condition.
Diagnosis of Asperger's syndrome
Today, Asperger's syndrome is recognized as a distinct entity by only a few professionals. Furthermore, the term Asperger's syndrome has not been used since the publication of the DSM-5 in 2013, as it is now included within autism spectrum disorder (ASD) , and its specific characteristics are defined using specific criteria.
Although signs of this condition are generally present, Asperger's syndrome is rarely diagnosed before the age of three, as its characteristics become most noticeable around this age. However, it often remains undiagnosed until the child or adult begins to experience serious difficulties at school, work, or in their personal life.
Indeed, many adults with Asperger's syndrome receive their diagnosis when they seek help for anxiety or depression, and the cause of their problems is primarily focused on difficulties with social interactions.
Furthermore, the characteristics of Asperger's syndrome can be confused with those of other developmental conditions such as attention deficit hyperactivity disorder (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 socialize than from an inability to concentrate.
Unfortunately, these errors in care and diagnosis can have serious consequences. The risk of depression and loss of self-esteem is real for individuals who regularly experience the failure, anxiety, and insecurity that can accompany Asperger's syndrome.
With the right diagnosis, much conflict, misunderstanding, and distress can be avoided. A better family balance can be achieved once parents, siblings, and those around them recognize and accept this way of functioning.
The diagnosis is often experienced as a relief by the person themselves as well as by those around them.
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Characteristics of Asperger's syndrome
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Children and adults with Asperger's syndrome often have significant difficulties with social skills and communication, and frequently exhibit repetitive and stereotyped behaviors, activities, and interests . Furthermore, it is not uncommon for some to have sensory sensitivities and to struggle with noise, bright lights, or highly stimulating environments.
Because of their behavior, people with Asperger's are often described as rigid and perfectionistic, as they pay particular attention to details that might escape others. Many of them have specific, sometimes unusual, areas of interest in which they accumulate knowledge .
With their intelligence quotient (IQ) ranging from normal to above average, they can usually expect to attend regular school. However, it will be important for them to receive specialized support and make certain adjustments to facilitate their integration, as they often experience difficulties with time and space coordination, among other things.
Socially, people with Asperger's want to fit in and have friends, but they have great difficulty forming effective, long-term social connections . Because of their difficulties and their perceived naiveté, they are often considered "weird" by their peers and are unfortunately frequently the target of bullying and ridicule . 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 perceive as unjust, even if they are not directly involved. It should be noted, however, that some people with Asperger's will have no interest in social relationships and will prefer to remain alone.
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A person with Asperger's might engage in conversations with others by recounting at length facts related to a particular topic of interest . They may also tend to monopolize a conversation and leave little room for discussion . Often, they will not notice when their interlocutor is no longer listening or is uncomfortable with the subject.
It can also be difficult for her to see things from another person's perspective . She may often be inclined, even unconsciously, to draw parallels between the experiences shared by the person she is speaking with and her own, which could be perceived as a lack of interest in the other person. However, the person with Asperger's is simply positioning themselves to better understand the other person's emotional experience.
Another common characteristic is an inability to understand the intention behind another person's actions, words, and behaviors . Similarly, a person with Asperger's may have difficulty decoding certain nonverbal cues such as a smile, a frown, the "come here" gesture, or understanding certain social codes . The difficulty in seeing things from another person's perspective, predicting or understanding others' actions, or defining what is appropriate or inappropriate in a given situation are all reasons why social interactions can sometimes be challenging.
Some people with Asperger's syndrome have a distinctive way of speaking, which may involve speaking too loudly, in a monotone voice, or with a particular intonation . It is also common for some of them to have difficulty controlling their emotions. They may laugh or cry easily or at inappropriate times.
Again, it's important to mention that not all individuals exhibit all of these behaviors. Furthermore, each of them varies considerably from person to person.
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Care, education and intervention
As with all conditions on the autism spectrum, there is no cure or miracle therapy for Asperger's syndrome. The ideal support plan should coordinate various therapies and interventions that address the specific needs of each child, adolescent, or adult living with this condition.
An effective support program will be based on the individual's interests, offer a predictable schedule, teach various tasks as a series of simple steps, maintain the individual's attention through highly structured activities, and provide regular reinforcement of behavior. Ideally, this type of program should include:
- Social skills training, where in a group setting, the individual will learn to interact more effectively with others.
- Cognitive behavioral therapy (CBT) helps some more anxious or explosive autistic people to better manage their emotions and reduce some more intrusive interests or repetitive routines.
- If necessary, medication to treat certain conditions that may coexist, such as sleep disorders, depression, and anxiety.
- Occupational therapy for people who have, for example, sensory integration problems or poor motor coordination.
- Speech therapy, to help people who have, 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, especially their family, fully understand the thought processes associated with this condition in order to adapt their behavior.
Some good aspects of Asperger's syndrome
- The absence of prejudice.
- Original thinking and, in some cases, specific interests
- In a favorable environment, an extraordinary willingness to adapt to the norm, at the cost of considerable effort, allows for positive development.
- The ability to perceive and remember details that some people possess can allow them to excel in certain professions.
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