Aspergers Disorder

This psychiatric label that is now defunct (as of May 2013).

Individuals who would have been assigned the "Aspergers Syndrome" label in the past

now receive the "Autistic Spectrum Disorder" label for their condition.

This page was written in April 2013. It is archived at BehaviorAdvisor.com for historical reference.

Right now, outside my window, there is an April shower that will bring the May flowers (at least here near the north 45th parallel).  Something else will arrive in May: The 5th edition of the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-5).  With it will come changes in how mental illnesses in children and youth were categorized in the previous edition of the text (DSM-IVtr).

This week (April 20th, 2013), we visit Asperger’s Syndrome… while we still have the time to do so.  It is one of the disorders that will be thrown on the psychological scrap heap when DSM-5 takes the stage.  (To the best of my knowledge, Aspergers will remain as-is for the time being in the ICD-10 manual…The World Health Organization’s International Classification of Diseases that is revised on a different time schedule than the DSM.)

It’s not that kids with Aspergers don’t have a disability, rather the label given to their disability has changed somewhat.  During April 2013, the condition is a subcategory of Autistic Spectrum Disorder.  Sometime in May, it’s no longer a variation on Autism.  Instead, it becomes a level or echelon of Autism.  In the popular verbiage, it will be known as “high functioning autism”.  Will people still use the terms “Aspergers” and “Aspies”?  Certainly; it’s in our everyday vernacular… a phraseology that will probably extinguish in time and someday be an obscure historical reference like other psychological and special education terms such as: “hysteria”, “minimal brain dysfunction” and “patterning”.

Here’s what’s in store for us B-Listers today:

1. My recent experience with a youth with Aspergers Syndrome
2. A questioning commentary on the upcoming change in DSM labeling
3. A link to a web page that provides an essential overview of the Aspergers Syndrome condition
4. Links to a 2-part video on Aspergers Syndrome in which we follow “John”, a boy diagnosed with the condition.  We compare his symptoms with the DSM-IVtr (4th edition, text revision) diagnostic criteria, and look at interventions. (Thanks anonymous person!)

My recent experience with a youngster with Asperger’s Syndrome

I met “Frank” on a bicycle tour.  Introduced to me by a friend, this cheerful, outgoing fellow came to know that I was a professor of special education with expertise in mental health and behavioral disorders.  A couple of weekends later, I found myself sipping wine and sampling the cheese & veggie platter at this gentleman’s stately home, having been invited to a small gathering there.  I would soon come to know the primary reason for my invitation as he asked me to spend some time with his son.  He wanted me to assess whether “… everything is OK with Evan” (name changed).

Inquiring further, I found out that Frank had concerns about odd behaviors displayed by his son.  While the pediatrician was also concerned, Frank’s wife, a nurse, was unwilling to consider any possibilities of deviation from the childhood norm. Evan was in a side room off of the living room where guests were engaged in conversation… the women looking for common interests in each other; the men sizing each other up by asking about each other's professions and trying to tell the best humorous story while building up their images in those episodes.

Being surrounded by self-important folks who talked the intricacies of finance and business consulting, I was more than happy to seek out the isolated youngster who walking slowly back and forth in front of the large bay window, alternately opening and wringing his hands while staring out through the glass… far from the music room where the other pre-teens had gathered to play piano and engage in video games on their electronic devices.  I too looked out the window and asked Evan if any of the expensive vehicles in the expansive driveway appealed to him.  Our exchange was initially polite, though awkward and strained.  I noticed a lack of the “3 Es” in his commentary: Energy, enthusiasm and engagement in the boy’s responses, UNTIL he struck upon the topic of trains.  His monologue showed his in-depth knowledge of railroad operations, schedules, track and engine maintenance, and so forth.

Noticing a communicative style consistent with Asperger’s syndrome, I attempted to get him to change topic to sports, neighborhood music, and other areas of interest to most kids his age.  Those conversations were short-lived and returned to tressle bridges, track gauge size, and the need for high-speed rail systems. While remaining within a general area of study, his knowledge base within that area was quite expansive.

The other kids of similar ages appeared to have no desire to invite Evan to joy them in their preparation for a “show” with which to later entertain the adults.  During the meal, I noticed that Evan was not with us during meal time, and seized the opportunity to escape "adult conversation" to look for him.  I found him in the large foyer at the front door, pacing back and forth between the staircase and entry-way table… a distance of about 20-25 feet.  My greeting did not stop his alternating path walk, although he dipped his head as he paced by me and said hello. Just then, his father joined us.  He said to his son: “Tell Mr. McIntyre why you do this.”  The boy, feeling awkward, ashamed, and “caught in the act” said “I don’t know.” Evan was then ordered to stop his pacing, and he quickly complied.

Conversations have continued between the father and I who wishes to have his son assessed for Asperger’s/ASD. The blockage to this assessment is his wife, a nurse, who refuses to consider the possibility of ASD, insisting that her child is “a bit different” and blames the school for his social and varied academic performance there.  The husband and school are not willing to engage in a contrary-view push for evaluation.  The boy, 4 years after my initial contact with him, receives no special services or supports.  At school, he is an isolate.  He is bullied by others for being a "nerd", "weirdo", and some new terms with which I'm unfamiliar.

As a special educator, it is difficult to witness a child in need of extra supports failing to receive them.  Perhaps someday when I’m King of the World.

A questioning commentary on the upcoming change in DSM labeling

Marked by normal-to-above intelligence and language abilities, but the possession of limited interests and impaired social skills, in 1994, Aspergers was included as a separate diagnosis in the Diagnostic and Statistical Manual of the APA (DSM-IVtr). Less than 20 years later, it no longer exists in the DSM manual. This decision was based primarily on research that failed to find a distinquishing difference between Aspergers Syndrome and "high functioning autism". In a comparision of conditions, 40% of youngsters with Aspergers (and other ASD labels) had their symptoms overlap with those of "high functioning autism". Perhaps the question that dwells in my mind has also entered yours: "What about the other 60% of those kids?", but bigger brains than mine have determined that Aspergers and high functioning autism are one-and-the-same. We will have to adjust our conceptions of what we know to be "true".

Transitions are difficult times for humans. Change, while inevitable in our lives, requires adjustments to our comfort levels. Whether positive, neutral, or negative in our perceptions, discombobulation still occurs to some degree. For many parents of these youngsters, this change will require a re-orientation in many ways. For some parents, the Aspergers label signaled that their child had "quirky" behaviors, but was not "Autistic". They could point to many famous and highly successful individuals with the same proclivities as their children. With the advent of DSM-5, many face a new frontier: Hearing their child described as autistic, albeit in the "high functioning range". What perhaps is most important in the transition for these folks is remembering that while the label may change, it's still the same kid that they love so dearly.

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Looking for a nice overview of the Asperger’s Syndrome condition? Here's the link:www.BehaviorAdvisor.com/AspergersSyndrome.html

Here's are the links to a 2-part video on Aspergers Syndrome:

Part 1: http://silo.hunter.cuny.edu/LhSumGDG

Part 2: http://silo.hunter.cuny.edu/tuYEf44b

OH... and....

I invite you to take a listen to excerpts from a CD composed, played and sung by a mother and teacher of kids with ASD (whatever the range or variation). Designed to teach younsters with ASD to manage their emotions and make good behavior choices in stressful situations, this CD is gaining recognition as an effective approach for teaching social skills and emotional management.

You can listen to excerpts from each and every one of Niki's 27 songs at: www.nikischomasmusic.com

If you agree with me that these tunes would be of great benefit to your kids, you can return to this page and click on the CD cover image (below) to purchase it. Otherwise, enjoy the music.

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From the U.S.? Click on this Left Side CD cover .................................................... From outside the States? Click on this right-side CD cover

?Wondering how you might use the music in your social skills and emotion management sessions?

!Take a look at the instructional objectives!

Niki's Biography:

 Niki Schomas began writing music that adults and children would enjoy listening to while she was in college.  The benefits for children became evident immediately in her own classroom shortly after her graduation.  Now, drawing on her years of experience as a musician, her 15 years as a special educator, and her skills learned from being a parent of two energieic young boys, she set out to find a new way of incorporating music into her curriculum. 

 With her son’s diagnosis of autism driving her passion, she also realized the urgency of properly teaching not only mainstream children, but those in her classroom, using her guitar and her voice.  After researching preexisting programs, and drawing on children’s natural love for music, Niki realized the huge lack of quality in the area of social skills instruction.

The result is a 27-song album entitled “Beautiful You” released in December 2012.  Drawing on concepts such as learning new coping strategies, teaching children to navigate social situations, and having them understand the natural ambiguities of life, Niki’s music is being used by parents and educators alike.  Niki wrote and produced the album to be utilized in the classroom by general and special education teachers and for families at home.  Her purpose allows teaching of social concepts through music to be is inspirational, effective, and most of all fun.

A Thank You Note from Niki

“I wanted to say a sincere thank you to everyone who purchased my album.  I am both humbled and motivated to write more music.  You enthusiastically verified that this material helps our children at home and at school to handle life's situations with more emotional comfort and physical skill.  Please write to me if you have ideas for future songs.  In fact, it was requests for social skills songs from a school social worker and our students that had a huge influence in the creation of “Beautiful You”.

As a parent, when the initial shock of my son's ASD diagnosis became a reality, I committed myself to getting whatever therapeutic supports for him that I could afford.  Fulfilling that pledge involved an insane amount of driving to different therapies.

While spending so much time in the car, I wanted to find a way to make the drive therapeutic and enjoyable as well.  Also, given the enormous amount of work that was required of me in helping him, I wanted a break.  Putting a disk into the cd player of my car was, and continues to be, one of the most efficient ways I have ever helped my son.

There have been various times when he was escalating, and without any prompting on my part, he began to quote lyrics of my songs to help talk himself down.  Students in my school have demonstrated the same response to the music.

Essentially the intention behind the music was and is to pre-teach coping skills, and has proven to be effective when my son and students utilize the lyrics learned from the songs to regulate their behavior.  Furthermore, my favorite comments made in regard to the visualization songs on the album have been from parents referencing the ways in which they personally have benefitted from the music.  As a parent, educator, and musician, I feel that the greatest compliments regarding “Beautiful You” acknowledge the ability this music has to bridge the gap between school and home, therapist and clients, and parents and their children.

In conclusion, I thought I would share a favorite quote from a former student who said “I have autism, and autism is a part of me and my life.  When I get in a bad mood or I don’t feel happy, what makes me calm down is singing ‘Breathe.’ I just sing it, and it’s like my whole body relaxes.”  http://beaconnews.suntimes.com/lifestyles/11939499-423/12-year-old-with-autism-will-sing-during-concert-at-dupage-childrens-museum.html”

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From the U.S.? Click on this Left Side CD cover .................................................... From outside the States? Click on this right-side CD cover

Author: Tom McIntyre, Ph.D. DoctorMac@BehaviorAdvisor.com