09-14-01 @ 3:06 am EDT

Someone brought "Asperger Syndrome" to my attention. Rather than bore them to death with one of my infamous Incredibly Brain-glazingly Long Letters Of Doom, I thought I'd just post what I thought based on one website here instead. :)

This is taken from the site http://www.asperger.org/asperger/asperger_as.htm. So, all rights reserved by them, I suppose. Plain text is my own thoughts, bold is the article.

Anyway...

Asperger Syndrome
By Rosalyn Lord

Asperger Syndrome is a developmental disorder falling within the autistic spectrum affecting two-way social interaction, verbal and nonverbal communication and a reluctance to accept change (YES), inflexibility of thought (hm, I think so, to an extent) and to have all absorbing narrow areas of interest (would my obsession with Egyptian mythology and with my own characters count?). Individuals are usually extremely good on rote memory skills (facts, figures, dates, times etc.) (aahhmm, errrr, actually my memory sucks unless it's something I'm interested in ;) ) many excel in math and science (GOD, NO!!). There is a range of severity of symptoms within the syndrome, the very mildly affected child often goes undiagnosed and may just appear odd or eccentric. (Well, I can't argue with that...)

Whilst Asperger Syndrome is much more common than Autism it is still a rare condition and few people, including professionals, will know about it much less have experience of it. It seems to affect more boys than girls. (Lest anyone be unaware, I am of the female persuasion. ^_^ ) In general terms they find making friends difficult (you can say THAT again...), not understanding the subtle clues needed to do so. (Not sure if that's my problem or not...) They often use language in a slightly odd way (not that I know of) and take literal meanings from what is read or heard (well, to an extent--I often can't recognize sarcasm or "kidding"). They are happiest with routines and a structured environment, finding it difficult to decide what to do they fall back on to their preferred activities. (Yep!) They love praise, winning and being first, but find loosing, imperfection and criticism very difficult to take. (Somebody's been reading my journal, heh heh...) Bad behavior often stems from an inability to communicate their frustrations and anxieties. (Bad behavior? What's that??) They need love, tenderness, care, patience and understanding. Within this framework they seem to flourish. (Well--I have yet to find out! :( )

Children with Asperger Syndrome are for the most part bright, happy and loving children. (Well...MAYBE I was smart. I remember reading a seventh-grade-level book in fifth grade once, though I didn't underst--ahm, that comes later. But I don't know about happy and loving...) If we can help break through to their 'own little world' (KEEP OUT! KEEP OUT!!) we can help them to cope a little better in society. They have a need to finish tasks they have started. (Eesh...is anyone wondering about that empty Osiris folder of mine?) Strategies can be developed to reduce the stress they experience at such times. Warnings that an activity is to finish in x minutes can help with older children. (Well, as long as it's not delivered in a threatening manner, like my dad always likes to do!!) With younger children attempts to 'save' the task help - videoing a programme, mark in a book etc.

As the children mature some problems will get easier, but like all other children new problems will emerge. Some teenagers can feel the lack of friendships difficult to cope with as they try hard to make friends in their own way but find it hard to keep them. (Yep...) This is not always the case, many have friends who act as 'buddies' for long periods of time. Social skills will have to be taught in an effort for them to find a place in the world ... so take all opportunities to explain situations time and time again ..... and one day.......it may work!

Please bear in mind that booklets such as this do tend to detail all the problems which can be found within a syndrome but that does not mean every child will have all of them. Each child will also have different levels of achievements and difficulties. They are after all just as the others ... individuals !

Is Asperger Syndrome The Same As Autism?
The debate on this question still continues, some experts say that Asperger Syndrome should be classified separately, others argue that the core difficulties are the same, only the degree to which they are seen in the children actually makes the difference. One expert - Uta Frith - has referred to Asperger children as 'Having a dash of Autism'.

Autism is often interpreted as a withdrawal from normal life - to live in the persons own fantasy world. (Oh, the so many times I've longed to REALLY be able to do that!...) This is no longer the real meaning of Autism. The severity of the impairments is much greater than in Asperger Syndrome, and often the child will have little or no language. Learning problems are more common in classic Autism. In Asperger Syndrome speech is usual and intelligence (cognitive ability) is usually average or even above average.

For the moment it is taken that the similarities are enough for both Autism and Asperger Syndrome to be considered within the same 'spectrum' of developmental disorders. Whilst a clear diagnosis is essential, it can change through life. The autistic traits seen in young children can often seem less severe as the child matures and learns strategies to cope with his/her difficulties.

Key Features
The main areas affected by Asperger Syndrome are:

• Social interaction
• Communication
• Narrow Interests / Preoccupation's
• Repetitive routines / rituals, inflexibility

Social Interaction
Children with Asperger Syndrome have poor social skills. (I don't think I need to elaborate here!) They can not read the social cues and, therefore, they don't give the right social and emotional responses. (Like I said, it's PARTICULAR social cues, such as sarcasm and joking, I have trouble with...so I just assume everyone's out to get me...) They can lack the desire to share information and experiences with others. (Oh, the DESIRE is there, but not the ability!!) These problems are less noticeable with parents and adults, but it leads to an inability to make age appropriate friends. (Hm...I tend to like people who are older than myself better, and to dislike people my own age and younger as "shallow"--unless they too act above their age. Any connection?) This in turn can lead to frustration and subsequent behavior problems. They find the world a confusing place. They are often alone, some are happy like this, others are not. (I guess I would fall under "not.") They are more noticeably different among peer groups in unstructured settings i.e. playgrounds. (Back then I at least usually had one good friend. We'd run around pretending to be horses. :) ) Their naivete can cause them to be bullied and teased unless care is taken by assistants or buddies to integrate and help protect them. (Not bullied, but teased, yes. Even into high school.) They can often focus on small details and fail to see the overall picture of what is happening in any situation. (Well, I was just saying to myself the other day, "You spend too much time looking at the damn trees and never even notice the forest!!")

Communication
Both verbal and nonverbal communications pose problems. Spoken language is often not entirely understood, so it should be kept simple, to a level they can understand. Take care to be precise. Metaphor s (non-literal expressions - 'food for thought') and similes (figures of speech - 'as fit as a fiddle') have to be explained as children with Asperger Syndrome tend to make literal and concrete interpretations. (Here's where I disagree in my own situation. I use metaphors ALL THE TIME. It's the people around me who never understand them!! AAGGHHH!! But instructions and detailed boring stuff, I need lots of help with that...nobody has the patience... ;P ) Language acquisition - learning to speak - in some cases can be delayed. (No idea. Can't remember back that far.) They make much use of phrases they have memorized, although they may not be used in the right context. A certain amount of translation may be needed in order to understand what they are trying to say. (I don't THINK people misunderstand me that much, they just sometimes assume I mean one thing when I mean another...so maybe sometimes I'm just not clear in my intentions, but it's by no means anything wrong with the words I'm using--unless I'm using too many!)

Spoken language can sometimes be odd, perhaps they don't have the local accent or they are too loud for a situation or overly formal or speak in a monotonous tone. (I don't think I have this problem. I don't talk that much to others anyway.) If the child with Asperger Syndrome has a good level of spoken language you must not assume their understanding is at the same level . Some talk incessantly (hyperverbal) often on a topic of interest only to themselves without knowing the boredom of the listener. (Sheesh...anybody read about the time I was telling a story to my own grandmother and she cut me off right in the middle of it as if I weren't even there? Nobody in my family even knows the subject of 90% of the junk I write!! I don't talk to people with one reason being that I KNOW I'll bore them!)

Difficulties in using the right words or forming conversations is part of semantic-pragmatic difficulties. They appear often to talk 'at' rather than 'to' you, giving information rather that holding proper conversations. (I wouldn't know...) Body language and facial expressions of a child with Asperger Syndrome can appear odd (stiff eye gaze rather than eye contact) and find 'reading' these things in others gives rise to further difficulties. (Well, I probably sit stiffly, but only because I'm terrified. I never make eye contact if I can help it. Not sure how good I am at picking up on others' body language.) Early age is known as Hyperlexia. Some children have remarkable reading abilities although you should check if they also understand the text. The ability to read fluently without understanding the meaning is known as Hyperlexia. (Like I started to say, I began reading Westwind Woods, a seventh-grade-level book (I checked!), in fifth grade, but I read the first part over and over because I either couldn't understand it or focus on it (I'm a bit ADD), so I gave it up...too boring...oh! I also remember that in one of the Puff The Magic Dragon books, which Dad read to me when I was little, there was the phrase "blind devotion" and I thought it meant that the person was blind!!...but I was REALLY young then...)

Narrow Interests / Pre-occupations
One of the hallmarks of Asperger Syndrome is the child's preoccupation (or obsession) with certain topics, often on themes of transport - trains in particular-or computers, dinosaurs, maps etc. These pre-occupations, usually in intellectual areas change over time but not in intensity, and maybe pursued to the exclusion of other activities. (No, no interest in transport...I think my interests are listed in my Bio Block. That, and I'm abnormally interested in my own fantasies; almost everything I do seems to end up involving them somehow. Hey hey hey! Somebody go look at my sketches buried somewhere in the Background Information folders! These guys live in my head, really! Okay, I thought I'd at least try. ;D )

Repetitive Routines / Inflexibility
Children often impose rigid routine on themselves and those around them, from how they want things done, to what they will eat etc. It can be very frustrating for all concerned. (I have OCD, so of course I'm going to have these dumb little rituals to deal with. <;) I impose them on others if I must, and I absolutely HAVE to know what's going on, when, what everybody plans on doing, when they'll leave and be back, how I'll be involved, etc. And of course, I always get VERY upset if someone says something and does something else...today I threw a fit and cried because Toonami screwed up their TV schedule and I missed an episode of one of my shows...) Routines will change from time to time, as they mature they are perhaps a little easier to reason with. This inflexibility shows itself in other ways too, giving rise to difficulties with imaginative and creative thinking. The child tends to like the same old thing done in the same old way over and over again!. (Well, if the same old thing is my creations, then hell yeah! Bring it on! :D ) They often can't see the point of a story (one reason why I don't rate certain items) or the connection between starting a task and what will be the result (not sure). They usually excel at rote memory - learning information without understanding, but it can still be an asset. (So THAT'S how I passed government class! ;D ) Attempts should always be made to explain everything in a way they can understand. Don't assume because they parrot information back that they know what they are talking about. (I obsessed and threw fits and DREADED the upcoming algebra exam. I just could NOT get it, no matter how hard I tried. I actually considered a TUTOR. I finally asked the teacher to help me. He explained exactly what I needed to know, slowly and carefully. I finally got it enough to pass the exam. I was so relieved...but now I can't remember any of it anyway, so... <;) )

Education
If the child with Asperger Syndrome is to be educated in a mainstream school it is important that the correct amount of support is made available. In order to get the correct support a Statement of Special Educational Needs should be drawn up from the various advice's supplied by you and the specialists. This procedure, when it begins, can take 6 months and be a very stressful and confusing time - don't be afraid to contact people who can help, this need not be a professional it may just be someone who has done it all before. (Feh, not in this dinky town...)

It is beneficial if the school of your choice is willing to learn about the difficulties that they and the child will face, some schools are better than other on this score. Looking at several schools will give a better picture of exactly what is available. The support currently offered in mainstream school is by Special Support Assistants (SSA) for a certain number of hours each week based on the child's needs in order to help the child access the curriculum and develop in a social setting. A support teacher with specialist knowledge of Autism should support the child, SSA, teacher and school in understanding and teaching the child. Other professional input may also be required such as speech and language therapy to help develop skills. (I fail to comment because all of this is a moot point. I got no special attention in school.)

The home/school link is vital, a diary can prove invaluable giving two way communication on achievements and problems on a regular basis. (Aside from this one (obviously), I fail to keep diaries; I can't stand yapping about myself constantly. My fictional writings, however, are a lot more autobiographical than I at first thought. GO READ THEM! Okay, I still thought I should try. ;) )

Helpful Strategies
There are many things you can do to help your child better understand the world and in doing so make everyone's lives a little easier. The ideas below are only suggestions which you may or may not find helpful.

• Keep all your speech simple - to a level they understand. (If it's instructions, yes.)

• Keep instructions simple ... for complicated jobs use lists or pictures. (Ahm, oops. I should've read a bit further first. ^_^; )

• Try to get confirmation that they understand what you are talking about/or asking - don't rely on a stock yes or no - that they like to answer with. (That I like to answer with because I know people get pissed should I not "get" it the first one or two or three times. *sigh*)

• Explain why they should look at you when you speak to them.... encourage them, give lots of praise for any achievement - especially when they use a social skill without prompting. (Ewwww...)

• In some young children who appear not to listen - the act of 'singing' your words can have a beneficial effect. (Hummm...in this family, I don't think so.)

• Limit any choices to two or three items. (OMG! The Libra in me--"There's TOO MANY CHIPS, man, I CAN'T EAT JUST ONE!!")

• Limit their 'special interest' time to set amounts of time each day if you can. (Nooooooo!!)

• Use turn taking activities as much as possible, not only in games but at home too. (??)

• Pre-warn them of any changes, and give warning prompts if you want them to finish a task... 'when you have coloured that in we are going shopping'. (Just as long as you don't say something Dad-like like, "I want this room cleaned tomorrow or I'm bagging it all up and taking it to the dump." Thanks for the encouraging incentive, Dad.)

• Try to build in some flexibility in their routine, if they learn early that things do change and often without warning - it can help. (I HATE CHANGE!)

• Don't always expect them to 'act their age' they are usually immature and you should make some allowances for this. (Yes, I am immature.)

• Try to identify stress triggers - avoid them if possible -be ready to distract with some alternative 'come and see this...' etc. (Hm, not sure what's meant by this...)

• Find a way of coping with behavior problems - perhaps trying to ignore it if it's not too bad or hugging sometimes can help. (Ugh, I hate hugging! I hate touching and others touching me...yecch.)

• Promises and threats you make will have to be kept - so try not to make them too lightly. (Anybody read all those back entries about HE who promised repeatedly to write to me and never did? I practically hate him now. >:( )

• Teach them some strategies for coping - telling people who are teasing perhaps to 'go away' or to breathe deeply and count to 20 if they feel the urge to cry in public. (I remember when I tried out the wonderful "Leave me alone." Girl doing the teasing then just started teasing me with "Leave me aloooone! Leave me aloooone!" Yep, that really worked.)

• Begin early to teach the difference between private and public places and actions, so that they can develop ways of coping with more complex social rules later in life. (??? Wha??)

• Let them know that you love them - wart's an' all' - and that you are proud of them. It can be very easy with a child who rarely speaks not to tell them all the things you feel inside. (Heh, by now, I'd be FRIGHTENED if my parents told me anything like this, I'm so unused to it...)

Remember, they are children just like the rest, they have their own personalities, abilities, likes and dislikes - they just need extra support, patience and understanding from everyone around them.

Hmmmwaahhhh...all right. I think that was it.

Oh yes. Other websites mentioned motor difficulties such as clumsiness and awkward movements. I can't really say that this is true for me. I must be running into SOMETHING for all the bruises I get, but I'm not tripping down the halls or anything. I hate exercising and extending myself (or whatever the word is, mind's not operating properly at the moment), but I don't think it's due to clumsiness. I'm just not good at sports and such, probably because I have no desire to improve. I HATE sports and athletics.

Another thing mentioned was difficulty writing. Ho ho ho! ^_^ I don't think I have that particular problem, just problems in getting other people to READ it. <:)

Should who this was intended for read this (should I summon up the guts to send the link), I want to be clear that while I joked a bit throughout this, I'm not intending to be sarcastic, this is just my way of commenting on it. No offense intended whatsoever.

After my (albeit very limited) looking around, I don't really lean toward this diagnosis as pointing toward me, though bits of it sound familiar. I'm too susceptible to self-diagnosis to be much more open than that. Already I KNOW that I'm obsessive-compulsive, dysthymic, attention-deficit, avoidant, and often I seriously wonder if I'm borderline-borderline, so I think I must learn to be more careful with what labels I'm willing to apply to myself.

I have not a thing against labels. But I seem to be so indiscriminate with them, it makes me look stupid. :( *sigh sigh* I think it's because I want an excuse to be the way I am. Admittedly, I really don't want to take control of my situation, I want somebody else to do it for me.

I have to wonder if self-injury is often associated with this disorder? I fall under that category, at least, in a way...according to a poll I posted more people seem to think that bruising one's self is a form of "self-mutilation," as well as self-injury...though hitting yourself won't get you any attention in any of the cutting forums. No sirree. I tried, they ignored me. -_- I can't even injure myself in a way that attracts proper attention, can I?

I posted a whiny message on another site, same as my last entry, I think. (I'm posting too many entries here tonight. <:( ) So far a few of the people I feel "like" me have been logged in a long time, but none of them have replied. It just figures...nobody replied when I posted the lyrics to a song I liked, nor when I posted a link to my sunset photos and drawings. Posts to at least two forums around here have gone unanswered. What am I doing wrong? I feel no more substantial than a puff of wind. Not even that substantial, since people at least feel a puff of wind and know it's there.

Bla bla, this is turning into more of a typical whiny journal entry than a link, so I'd better leave off...boring enough yet? Hah. <;)

(Hey, how about "opening up far too much, too soon" for a symptom??...)