Furthermore the prevalence of Aspergers estimates varies enormously A 2003

Furthermore the prevalence of aspergers estimates

This preview shows page 3 - 5 out of 7 pages.

Furthermore, the prevalence of Asperger’s estimates varies enormously. A 2003 review of epidemiological studies found prevalence rates ranging from 0.03 to 4.84 per 1,000, with the ratio of autism to Asperger syndrome averaging 5:1; (64) combining this with a conservative prevalence estimate for autism of 1.3 per 1,000 suggests indirectly that the prevalence of Asperger’s Syndrome might be around 0.26 per 1,000. Asperger’s Syndrome has no known established cause. However, the causes that are suspected include: abnormalities in the brain, genetic distinctions and environmental aspects that
Image of page 3
ASPERGER’S SYNDROME 4 could label an individual as more vulnerable to Asperger’s Syndrome, and non-neurological factors such as poverty, lack of sleep, substance during early childhood, and abuse may also contribute. Compared to having autism, those with Asperger’s Syndrome have a lack of language/speech delay- actually may have a high level of language skills, IQ is average or even above average, less severe signs/symptoms, child may be active and enjoy playing with others, but uncertain of how to socialize with other children, and usually have an intense interest in a subject/area (such as collecting rocks or bottle caps). There is no specific test for Asperger’s Syndrome. Physical tests, such as hearing, blood tests, or X-rays can rule out other conditions and determine whether a physical disorder is causing the symptoms. It is difficult to diagnose due to the wide range of symptoms, so an accurate diagnosis or appropriate treatment may not occur until adulthood. Furthermore, there are a variety of services available for children with Asperger’s, These services include general strategies that teachers could incorporate in the classroom such as, getting to know a student’s particular needs in advance, being prepared to meet the student before the course starts to discuss needs, and providing clear, detailed information about the structure of the course, practical arrangements, and assessment requirements and deadlines. These are just a few strategies to help
Image of page 4
Image of page 5

You've reached the end of your free preview.

Want to read all 7 pages?

  • Fall '16
  • erika olsen
  • Asperger syndrome, Asperger’s syndrome

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture