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| Division of Occupational Therapy - OT Connect Asperger's Syndrome
Asperger Syndrome or Asperger’s Syndrome (AS) is a pervasive developmental disorder. It is a group of disorders that involve delays in basic skills, and differences in functional communication and social interactions. Asperger’s Syndrome is a mild variation of autism; however, individuals with Asperger's Syndrome have normal intelligence and language development . In some cases, language may be atypical (Cara, 1998). Asperger’s Syndrome is a pervasive disorder characterized by persistent impairments in social interaction, restricted development and repetitive patterns of behavior, interests, and activities. These characteristics result in clinically significant impairment in daily living skills (Case-Smith, 2001). Because impairments in intelligence are not common in Asperger's syndrome, individuals with this impairment may be under-identified in school and community settings. Common Symptoms/Course of disease
(Porr, 1999) Course of Disease: The cause of Asperger’s Syndrome is unknown. However, research indicated that there may be a hereditary component. Children diagnosed with Asperger’s Syndrome display motor delays, clumsiness, and problems with social interaction. Depression and bipolar disorders are common with individuals diagnosed with Asperger’s Syndrome. Although Asperger’s syndrome is life long, adults often lead productive lives, live independently, hold professional careers, and start families. However, some adults may experience trouble with empathy and social interactions (Eldenson, 1995). Asperger’s Syndrome is very hard to diagnosis. Many individuals are often misdiagnosed with Tourette’s Syndrome, Autism, Attention Deficit Disorders, Oppositional Defiant Disorder, or Obsessive-Compulsive Disorder (Amy’s, 2003). Age of Onset: Children with Asperger's are bright and verbal; the typical age for receiving the diagnosis of Asperger’s Syndrome is later than that for Autism. The majority of individuals are diagnosed between the ages of 7 and 16. The prevalence of Asperger’s Syndrome has been predicted at 36/10,000 (Ozbayrak, 1996). Sexual Biases: Asperger’s syndrome is more common in males with the ratio of male/female is 4:1 (Amy’s, 2003). Cultural Biases: Individuals with Asperger’s Syndrome are found in all racial, ethnical, intellectual, and socioeconomic backgrounds (Case-Smith, 2001). Current Medical Treatment: Asperger's Syndrome is not a medical problem. Medical support is often helpful in providing medications to improve function and to reduce symptoms. Antipsychotics (haloperidol, thoridazine), Anticonvulsants (valporic acid), and Lithium are used to for uncontrollable motor activity and impulsivity. Hyperactivity and inattention are controlled with stimulants (methylphenidate) and Clonidine. Obsessions and preoccupations are treated with selective serotonin uptake inhibitors (Porr, 1999). Treatment for children with Asperger’s Syndrome requires an interdisciplinary approach. Physicians monitor health status, speech therapy focuses on communication, and occupational therapists focus on strengths, motor skills, and sensory issues. Behavioral interventions may also be an option. Occupational Therapy Involvement The goal of occupational therapy is primarily focused on improving the individuals functioning at home, school, and in the community. Occupational therapists use developmental tests, parent interviews, and structured observations of activities of daily living to evaluate children with Asperger’s Syndrome. A common standardized assessment is the School Function Assessment (SFA), which is used by occupational therapists to evaluate children's performance in the school setting. The SFA addresses participation in school and activity settings, task supports, and both physical and cognitive/behavioral features of task performance. Sensory processing support, social skills training, and behavior management are occupational therapy interventions. Occupational therapists may also perform an activity analysis to adapt specific tasks to the child (Porr, 1999). Occupational therapy addresses the following:
(Porr, 1999) References
How OT Makes a Difference: Evidence-Based Practice Dunn, W., Myles, B. S., & Orr, S. (2002). Sensory processing issues associated with asperger syndrome: a preliminary investigation. American Occupational Journal of Occupational Therapy, 56, 97-102. The study was conducted by occupational therapists to identify differences in sensory processing between children with and without Asperger syndrome. The occupational therapists compared 42 children with Asperger syndrome and 42 children without disabilities using the Sensory Profile. The study resulted in children with Asperger syndrome having different sensory processing than children without Asperger syndrome such as auditory processing, visual input, and responsiveness to stimuli. The study concluded that sensory processing is different for children with Asperger syndrome when compared to normal children. The evidence suggests that sensory processing is linked to the ability to conduct daily life. Occupational therapists can use this information and incorporate sensory processing into treatment interventions to children with Asperger’s syndrome. "Amy” is almost five and was diagnosed with Asperger’s Syndrome. She is currently received occupational therapy through her public school program. Her therapists have provided services for her needs both in the classroom and on an individual basis. “Amy’s” school occupational therapists have had a great impact on her skills and functional performance in school. She is able to exhibit in her skills in the classroom and with her peers. They have encouraged her development in many areas to allow her to succeed as a preschooler. “Amy” has difficulty in sensory processing that impacts many areas of her daily functioning. “Amy” has been able to receive some treatment with a sensory integration focus through her school. It was my desire to have her receive private OT providing intense sensory integration treatment. There are areas in addition to her school functioning where I wanted to try and affect a change. Recently I made the decision to have her receive sensory integration treatment from an OT and to assume part of the responsibility for payment of this services. Through this service, it was my desire to gain a greater understanding of “Amy’s” sensory profile and needs to assist me in understanding how to support her to function at her best. In addition, I feel the OT offers an environment which provides “Amy” with intense sensory input and presents her with a variety of experiences to encourage her motor development and development of praxis.
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