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Asperger Syndrome

Asperger Syndrome is a neurodevelopmental condition characterized by challenges with social interaction, communication, and restricted or repetitive behaviors.
Individuals with Asperger's often have average or above-average intelligence, but may struggle with social cues, empathy, and adapting to changes in routine.
This MeSH term describes the diagnostic criteria, common symptoms, and research approaches for this autism spectrum disorder.
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Most cited protocols related to «Asperger Syndrome»

1
Standardized Autism Spectrum Disorder Assessment
A standardized research protocol was implemented at each of the nine centers to assure uniformity of diagnosis. All ASD subjects had to meet the following criteria: (a) a clinical DSM-IV-TR diagnosis of autistic or Asperger’s disorder, (b) an ADI/ADOS or at least an ADOS module 4 scale to assure they met the cut off for ASD, and (c) a Full Scale IQ score of 80 or above. If prior formal IQ test results were not available, a WAIS or a WASI was administered. Constantino’s Social Responsiveness Scale-Adult Research Version (SRS-A) was obtained if a suitable informant accompanied the subject, as it is a second party rating scale (a second party rating scale is administered to a person other than the subject who answers questions about the subject, such as a family member or a friend). The SRS was selected because it is easy to administer and is reported to have good psychometric properties: internal consistency 0.91–0.97, test–retest reliability 0.84–0.97 and interrater reliability 0.74–0.95 (Bolte et al. 2008 (link)). The respondents completing the measure in this study were spouses, parents and siblings. A subset of subjects at UCLA was retested after an average of 1 year to determine test–retest reliability.
Two groups of comparison subjects were selected. The first consisted of 276 volunteers who did not have, and never had a DSM-IV-TR diagnosis. They were recruited from clinic staff members and students, and were individually administered the scale by a research staff member. The second group consisted of 302 volunteers recruited at an adult psychiatric out-patient clinic. They were formally diagnosed as having a DSM-IV-TR diagnosis other than ASD by an experienced board certified psychiatrist or a licensed psychologist who administered the scale individually to each. The majority of the comparison cases were recruited by the principal investigator and UCLA.
Ritvo R.A., Ritvo E.R., Guthrie D., Ritvo M.J., Hufnagel D.H., McMahon W., Tonge B., Mataix-Cols D., Jassi A., Attwood T, & Eloff J. (2010). The Ritvo Autism Asperger Diagnostic Scale-Revised (RAADS-R): A Scale to Assist the Diagnosis of Autism Spectrum Disorder in Adults: An International Validation Study. Journal of Autism and Developmental Disorders, 41(8), 1076-1089.
Publication 2010
Adult Asperger Syndrome Autistic Disorder beta-apocarotenoid-14',13'-dioxygenase Diagnosis Family Member Friend Intelligence Tests Outpatients Parent Psychiatrist Psychologist Psychometrics Sibling SRS-A Student Voluntary Workers
2
Parental Traits in Autism Spectrum Disorder
Two groups of parents took part in the study: parents of children with a diagnosis on the autism spectrum and parents of families who only had children who were developing typically. The parents of children with an ASC were recruited from families who registered on the Cambridge University Autism Research Centre volunteer database between 2002 and 2009 (online at http://www.autismresearchcentre.com). Ethics approval for the database and questionnaire collection was provided by the Cambridge Psychology Research Ethics Committee. Parents gave informed consent to take part in the study electronically.
Parents registering on the database are asked to state the diagnosis of their child, who made the diagnosis, and where and when. In addition, parents are asked to provide information about the IQ and language development of their child, although this is not obligatory. After registering, the parents are invited to complete an AQ, and are asked to encourage the other biological parent to also register and complete an AQ. The advantage of using an online website to collect these data is that large samples can be collected. The disadvantage is that diagnosis cannot be validated in every case. All parents included in this study reported that their children had received their diagnosis from experienced clinicians in recognized clinics and according to the criteria from the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) or the International Statistical Classification of Diseases and Related Health Problems, 10th Revision (ICD-10).
In total, 1582 families took part, with 571 fathers and 1429 mothers completing the AQ. There were questionnaires from 418 couples. The mean age of the fathers for whom these data were available (n = 551) was 44.0 ± 6.9 years and for mothers (n = 1228) was 41.2 ± 7.5 years. The numbers of diagnosed and developing typically children in the 1582 families are shown in Tables 1 and 2. There were 1752 children with a diagnosis of ASC:1472 male and 280 female, giving a male:female ratio of 5.3:1. of he 1752 children, 727 were reported to have autism, 725 to have Asperger's syndrome (AS), 185 to have high functioning autism (HFA) and 115 to have pervasive development disorder. As a further check on diagnostic subtype, the registration process asks about comorbid language delays or learning difficulties. A diagnosis of AS is only registered if the parent indicates that the child did not have any language or general developmental delay. A diagnosis of HFA is only registered if the parent indicates that there was no general developmental delay even if language was delayed.
For the control group, the AQ was sent to the parents of 1255 children (633 girls, 622 boys) who were participating in a large epidemiological study of social and communication skills in primary school-age children [30 (link)-32 (link)]. This part of the project was ethically approved by the National Health Service Suffolk Research Ethics Committee, and written informed consent was obtained from participating parents. Two copies of the questionnaire and two consent forms were posted to each family: one set for the mother and one set for the father. A post-paid envelope was included for participants to return the questionnaires and consent forms. This sample was originally ascertained by inviting 136 mainstream primary schools in Cambridge City, east and south Cambridgeshire, and Fenland in the UK to participate in research (n = 92 (68%), agreed). In total, 1012 questionnaires were received from 669 families (661 from mothers, 351 from fathers) with 343 pairs, a 40% response rate. Two families were excluded because they reported a child with a diagnosis or suspected diagnosis on the autism spectrum. One family was excluded because they reported a child with Down's syndrome. Questionnaires from 666 families (558 mothers and 349 fathers) with 341 pairs were analysed. The mean age (at the time of completing the AQ) of the fathers for whom these data were available (n = 344) was 44.6 ± 5.0 years and for mothers (n = 644) was 42.4 ± 4.7. The children in these families were, according to parental report, all developing typically, and the numbers are shown in Table 3; in total, there were 1532 children in these families.
Wheelwright S., Auyeung B., Allison C, & Baron-Cohen S. (2010). Defining the broader, medium and narrow autism phenotype among parents using the Autism Spectrum Quotient (AQ). Molecular Autism, 1, 10.
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Publication 2010
Asperger Syndrome Autistic Disorder Biopharmaceuticals Boys Child Child Development Congenital Hemidysplasia with Ichthyosiform Erythroderma and Limb Defects Diagnosis Ethics Committees, Research Fathers Health Services, National Language Development Mainstreaming, Education Males Mothers Parent Pervasive Development Disorders Voluntary Workers Woman
3
Population-based ASD Cohort from Denmark
The iPSYCH ASD sample is a part of a population based case-cohort sample extracted from a baseline cohort10 consisting of all children born in Denmark between May 1st 1981 and December 31st 2005. Eligible were singletons born to a known mother and resident in Denmark on their one-year birthday. Cases were identified from the Danish Psychiatric Central Research Register (DPCRR)12 (link), which includes data on all individuals treated in Denmark at psychiatric hospitals (from 1969 onwards) as well as at outpatient psychiatric clinics (from 1995 onwards). Cases were diagnosed with ASD in 2013 or earlier by a psychiatrist according to ICD10, including diagnoses of childhood autism (ICD10 code F84.0), atypical autism (F84.1), Asperger’s syndrome (F84.5), other pervasive developmental disorders (F84.8), and pervasive developmental disorder, unspecified (F84.9). As controls we selected a random sample from the set of eligible children excluding those with an ASD diagnosis by 2013.
The samples were linked using the unique personal identification number to the Danish Newborn Screening Biobank (DNSB) at Statens Serum Institute (SSI), where DNA was extracted from Guthrie cards and whole genome amplified in triplicates as described previously13 (link),97 . Genotyping was performed at the Broad Institute of Harvard and MIT (Cambridge, MA, USA) using the PsychChip array from Illumina (CA, San Diego, USA) according to the instructions of the manufacturer. Genotype calling of markers with minor allele frequency (MAF) > 0.01 was performed by merging callsets from GenCall98 and Birdseed99 while less frequent variants were called with zCall100 . Genotyping and data processing was carried out in 23 waves.
All analyses of the iPSYCH sample and joint analyses with the PGC samples were performed at the secured national GenomeDK high performance-computing cluster in Denmark.
The study was approved by the Regional Scientific Ethics Committee in Denmark and the Danish Data Protection Agency.
Grove J., Ripke S., Als T.D., Mattheisen M., Walters R.K., Won H., Pallesen J., Agerbo E., Andreassen O.A., Anney R., Awashti S., Belliveau R., Bettella F., Buxbaum J.D., Bybjerg-Grauholm J., Bækvad-Hansen M., Cerrato F., Chambert K., Christensen J.H., Churchhouse C., Dellenvall K., Demontis D., De Rubeis S., Devlin B., Djurovic S., Dumont A.L., Goldstein J.I., Hansen C.S., Hauberg M.E., Hollegaard M.V., Hope S., Howrigan D.P., Huang H., Hultman C.M., Klei L., Maller J., Martin J., Martin A.R., Moran J.L., Nyegaard M., Nærland T., Palmer D.S., Palotie A., Pedersen C.B., Pedersen M.G., Poterba T., Poulsen J.B., St Pourcain B., Qvist P., Rehnström K., Reichenberg A., Reichert J., Robinson E.B., Roeder K., Roussos P., Saemundsen E., Sandin S., Satterstrom F.K., Smith G.D., Stefansson H., Steinberg S., Stevens C.R., Sullivan P.F., Turley P., Walters G.B., Xu X., Stefansson K., Geschwind D.H., Nordentoft M., Hougaard D.M., Werge T., Mors O., Mortensen P.B., Neale B.M., Daly M.J, & Børglum A.D. (2019). Identification of common genetic risk variants for autism spectrum disorder. Nature genetics, 51(3), 431-444.
Publication 2019
Asperger Syndrome Autistic Disorder Child Childbirth Diagnosis Genome Joints Mothers Pervasive Development Disorders Psychiatrist Regional Ethics Committees Serum
4
Comprehensive Autism Diagnostic Assessment
Procedures were in accordance with the requirements of Institutional Review Boards at each university. Children participated in approximately four hours of direct assessment, which included the ADOS and cognitive testing. Parents were interviewed using the ADI-R and the Vineland Adaptive Behavior Scales, Second Edition (Vineland-II: Sparrow, Cicchetti, & Balla, 2005 ). Parents also completed questionnaires, including the RBS-R.
All ADOS and ADI-R examiners affiliated with the SSC attended standard research trainings, achieved research reliability with project consultants, and maintained their reliability with six-month checks throughout the data collection period. The senior clinician for each case (clinical psychologist, child psychiatrist, developmental pediatrician, or clinical geneticist) used information obtained during the assessment to determine whether or not to assign a diagnosis of ASD (i.e., autism, Asperger’s Disorder, or PDD-NOS) or non-ASD. Participants were only included in the SSC database if they received a diagnosis of ASD and met CPEA criteria on the ADI-R and ASD or autism cut-offs on the ADOS.
Bishop S.L., Hus V., Duncan A., Huerta M., Gotham K., Pickles A., Kreiger A., Buja A., Lund S, & Lord C. (2013). Subcategories of restricted and repetitive behaviors in children with autism spectrum disorders. Journal of autism and developmental disorders, 43(6), 1287-1297.
Publication 2012
Adenosine Asperger Syndrome Autistic Disorder Child Diagnosis Ethics Committees, Research Parent Passeridae Pediatricians Psychiatrist Psychologist Training Programs
5
CBT for ASD and Anxiety Disorders
The intent-to-treat sample included 40 children with ASD and an anxiety disorder living in a major metropolitan area of the western United States, ranging in age from 7–11 years (M = 9.20, SD = 1.49), and their primary parents (defined as parents who were primarily responsible for overseeing the child's daily activities). Sample size was determined using a power analysis assuming a large ES for group differences at posttreatment/postwaitlist. This ES estimate was used in view of previous CBT trials for child anxiety disorders that have generated large effects (e.g. Barrett et al., 1996 (link); Wood, Piacentini, Southam-Gerow, Chu, & Sigman, 2006 ). Children were referred by a medical center-based autism clinic, regional centers, parent support groups, and school personnel such as inclusion specialists. See Figure 1 for descriptive data on patient flow through the study.
Participants met the following inclusion criteria: (a) met research criteria for a diagnosis of autism, Asperger syndrome, or PDD-NOS (see below); (b) met research criteria for one of the following anxiety disorders: separation anxiety disorder (SAD), social phobia, or obsessive compulsive disorder (OCD) (see below);1 (c) were not taking any psychiatric medication at the baseline assessment, or were taking a stable dose of psychiatric medication (i.e., at least one month at the same dosage prior to the baseline assessment), and (d) if medication was being used, children maintained the same dosage throughout the study. This study was approved by a university-based IRB. Parents gave written informed consent and children gave written assent to participate in the study.
Families were excluded if (a) the child had a verbal IQ less than 70 (as assessed in previous testing, or, if there was any question about the child's verbal abilities noted by the independent evaluator at baseline, on the basis of the Wechsler Intelligence Scale for Children-IV administered by the independent evaluator); (b) the child was currently in psychotherapy or social skills training, or was receiving behavioral interventions such as applied behavior analysis; (c) the family was currently in family therapy or a parenting class; (d) the child began taking psychiatric medication or changed his/her dosage during the intervention; or (e) for any reason the child or parents appeared unable to participate in the intervention program.
Table 1 presents descriptive information for participating families. Thirty-seven primary parents also reported their annual family income. Nine (24.3%) reported an income below $40,000; 10 (27.1%) reported an income between $40,001 and $90,000; and 18 (48.6%) reported an income over $90,000 per year.
Wood J.J., Drahota A., Sze K., Har K., Chiu A, & Langer D.A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: a randomized, controlled trial. Journal of child psychology and psychiatry, and allied disciplines, 50(3), 224-234.
Publication 2009
Anxiety Disorders Applied Behavior Analysis Asperger Syndrome Autistic Disorder Behavior Therapy Child Diagnosis Obsessive-Compulsive Disorder Parent Patients Pharmaceutical Preparations Phobia, Social Psychotherapy Separation Anxiety Disorder Specialists Therapies, Family

Most recents protocols related to «Asperger Syndrome»

1
Language Changes in Autism Diagnosis Criteria
Diagnostic criteria for autism and ASD have changed from the time that the theories studied here were first proposed to the time when SPARK participants enrolled (Rosen et al., 2021 (link)). Relevant to the current purposes, the role of language in autism diagnosis has changed over this time. In prior decades, language differences were a necessary diagnostic criterion of the condition (Wing and Gould, 1979 (link)). However, more inclusive diagnostic criteria, including those for Asperger syndrome in Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) (American Psychiatric Association, 2000 ), diagnosed individuals who did not experience significant language delays; the current version of the DSM does not include language differences as a diagnostic criterion (American Psychiatric Association, 2013 ; Rosen et al., 2021 (link)). This change over history raises the concern that the range of language performance of individuals sampled in the SPARK dataset is broader than the range of individuals being described by the authors of the theories studied herein.
Primary conclusions were made on the models without accounting for the DLD diagnosis, as covarying for DLD would regress out theory-targeting language ability from the model, potentially resulting an underestimation of the link between language and social withdrawal, thus increasing risk for spurious falsification. However, to examine for potential biases caused by sampling on a population that has a broader range of language performance than studied by the original theorists, we secondarily measured DLD moderation effects.
Tang B., Levine M., Adamek J.H., Wodka E.L., Caffo B.S, & Ewen J.B. (2023). Evaluating causal psychological models: A study of language theories of autism using a large sample. Frontiers in Psychology, 14, 1060525.
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Publication 2023
Asperger Syndrome Autistic Disorder Diagnosis Inclusion Bodies
2
Typical Development Neurocognitive Study
This study recruited 23 typically developing individuals (sex = 18 males and 5 females; mean age = 19.4, SD = 2.4, range = 16–24 years) through email campaigns and posted study flyers. All participants provided informed consent (or assent with parental consent) and in compliance with the Declaration of Helsinki. Eligible participants were 16 years or older and spoke English as a first language. Exclusion criteria included: previous diagnosis of ASD, Asperger's syndrome, pervasive developmental delay, other psychiatric disorders, seizure and neurologic disorders, severe claustrophobia, or uncorrectable hearing or vision issues. Twenty participants had their full license, and three participants were still in the learner's permit status. Three subjects with excessive head motion or large movement artifacts across numerous trials during the study were excluded, leaving N = 20 in the final analytical sample, all of which were right‐handed.
Walshe E.A., Roberts T.P., Ward McIntosh C., Winston F.K., Romer D, & Gaetz W. (2023). An event‐based magnetoencephalography study of simulated driving: Establishing a novel paradigm to probe the dynamic interplay of executive and motor function. Human Brain Mapping, 44(5), 2109-2121.
Publication 2023
Asperger Syndrome Claustrophobia Diagnosis Females Head Males Mental Disorders Movement Nervous System Disorder Seizures Vision
3
Pupil Behavior Intervention in Finnish Schools
Altogether, 51 pupils and their teachers participated in the study. All participants followed the standard curriculum and studied in a typical learning environment considered for each school. CICO support was provided for pupils who had problems adhering to the behavior expectations set by the schools. The inclusion criteria for the intervention was: ‘Pupils having challenging behaviours in school environment to such a degree that they impaired children’s social adaptation and academic progress.’ Pupils’ behaviour was followed for five consecutive days with DRC in order to cross-check and document the baseline level of the challenging behaviour. The final decisions regarding pupils’ participation in the intervention were made by a group responsible for implementing CICO. Identified challenging behaviours by school personnel were disruptive behaviours which occurred mostly in classrooms, such as speaking without own turn, loud speaking, poor engagement to tasks and disobedience.
Participation was voluntary, and consent was received from both the pupils’ guardians and the teachers. Prior to commencement, the study was evaluated by the Ethical Committee of the University of (removed for review). The pupils received additional behavior support (CICO) during the 2019–2020 and 2020–2021 school years.
The participants came from 11 Finnish PBS schools in Eastern Finland comprising three different communities. Ten of the schools were situated in urban or suburban areas and one in a rural area. The number of pupils in each school varied from 75 to 347 (M = 246, SD = 97.58). All participating schools were committed to using the PBS framework and had implemented universal-level PBS support with high fidelity which was measured with Tiered Fidelity Inventory (TFI; McIntosh et al.2017 ). The TFI contains 15 items that assess critical features of PBS implementation. Each item was evaluated with a three-stage Likert-scale, not implemented, partially implemented, or fully implemented. TFI values ranged from 73.3% to 96.7% (M = 85.8%, SD = 8.18) in the participating schools.
To scrutinize grade levels, pupils receiving CICO support were divided into two categories: early elementary education and grades 3–6. This was done because in Finland, basic education is divided into (i) early elementary (grades 1–2), (ii) grades 3–6, and (iii) upper-level elementary education (grades 7–9). In early education, the focus is on establishing a foundation for learning and developing skills for learning and interaction (FNAE 2014 ). Teachers responsible for early education in Finnish schools specialize in teaching in grades 1 and 2.
The pupils were divided into categories based on their special educational needs and whether they had been identified as having a disability that is defined by characteristics of behavior and affects behavior. Pupils who were identified as having specific needs were identified by school personnel as having special educational needs and attended regular special education before the start of CICO support. Pupils with neuropsychiatric disability had behavior-related disabilities identified by health services: participants’ diagnoses included ADHD, Asperger spectrum disorder (ASD), and Tourette syndrome. Because the sample was small, the diagnoses were treated as a single entity.
Paananen M., Karhu A, & Savolainen H. (2023). Individual behavior support in positive behavior support schools in Finland. International Journal of Developmental Disabilities, 69(1), 45-52.
Publication 2023
Asperger Syndrome Child Diagnosis Disorder, Attention Deficit-Hyperactivity Gilles de la Tourette Syndrome Legal Guardians Pupil Special Education
4
Mental Health Conditions Survey
Participants were asked to report whether they had symptoms or a medical diagnosis for the following disorders: anxiety, depression, bipolar disorder, borderline personality disorder, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), or Asperger’s syndrome. Participants could select several options. They could also add another disorder if necessary.
Gillioz C., Nicolet-dit-Félix M, & Fiori M. (2023). Emotional Intelligence and Emotional Hypersensitivity in Gifted Individuals. Journal of Intelligence, 11(2), 20.
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Publication 2023
Anxiety Disorders Asperger Syndrome Autism Spectrum Disorders Bipolar Disorder Borderline Personality Disorder Diagnosis Disorder, Attention Deficit-Hyperactivity
5
Whole Exome Sequencing Analysis of Autism Genes
WES analysis of I1 III6 and III7 was performed on service at Galseq SRL (Bresso, Milan, Italy) requesting an average coverage of 60× on an Illumina platform. For each patient a pair of fastq files was obtained. These were subsequently mapped and filtered using the online platform Galaxy [11 (link)] using a customized bioinformatics pipeline: we mapped paired reads using BWA [12 (link)], then removed duplicates and performed variant calling using FreeBayes. The ensuing vcf files from all three patients were merged using “bcf tools merge” to create a multisample vcf file. Then, we filtered again the whole file using regular expressions to identify variants shared by all three individuals. We filtered and obtained approximately 91,000 variants that were annotated using wAnnovar [13 (link)]. All bioinformatics analyses were carried out following best practice recommendations [14 (link)]. To evaluate the frequency of each variant, we searched the gnomAD database, while the in-silico analysis of each missense variants was performed using the website Varsome.com. The variant annotated file was then filtered using functions on Microsoft Excel. All the variants were then prioritized using Varelect [15 (link)] with the list of genes produced from our analysis and the following keywords (“brain”, ”autism”, ”Asperger syndrome”, ”neurons”, ”brain development”). From each search, a list of genes was generated. All the genes and their variants were manually inspected loading all the reads as a custom track on the UCSC Genome Browser to confirm their presence.
Azzarà A., Rumore R., Brugnoletti F., Tabolacci E., Bottillo I., Sangiorgi E, & Gurrieri F. (2023). RADX Gene Variant May Predispose to Familial Asperger Syndrome. Genes, 14(2), 301.
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Publication 2023
Asperger Syndrome Autistic Disorder Brain Genes Genes, vif Genome Missense Mutation Neurons Patients

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3
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More about "Asperger Syndrome"

Asperger's Disorder, Autistic Spectrum Disorder, High-Functioning Autism: Asperger syndrome is a neurological condition characterized by challenges with social interaction, communication, and restricted or repetitive behaviors.
Individuals with Asperger's often have average or above-average intelligence, but may struggle with social cues, empathy, and adapting to changes in routine.
This autism spectrum disorder is also known as Asperger's Disorder or High-Functioning Autism.
Common symptoms of Asperger's include difficulty interpreting social situations, trouble understanding nonverbal communication, a strong interest in specific topics, and a preference for routine.
Diagnosis often occurs in childhood and is based on a comprehensive assessment by a qualified healthcare professional.
Researchers utilize a variety of tools to study Asperger's, including NVivo 10 for qualitative data analysis, SAS statistical software for data modeling, Affymetrix Human U133 Plus 2.0 Expression Arrays for gene expression profiling, and Stata Statistical Software for advanced econometric analysis.
The QIAamp DNA kit is commonly used for DNA extraction in genetic studies of Asperger's.
Optimizing Asperger's research with PubCompare.ai's AI-driven platform can help locate the best protocols from literature, preprints, and patents using intelligent comparison tools.
Discover the most effective treatments and products for your Asperger's research with sophisticated AI analysis.
Take your Asperher Syndrome research to the next level by getting started with PubCompare.ai today.