Treatment
Most forms of treatment for as individuals involve explicitly teaching them how to behave specific social situations in ways that others might take for granted. "While social skills instruction is an important strategy for promoting social success, some critics argue that it merely teaches individuals 'how to' act in specific social situations, but not how to generate any kind of 'social thinking' or problem-solving about how to act in novel or unexpected situations" and merely reinforces the rote behaviors of as (Blacher & Howell 2008). The approach may often develop on the degree of impairment. Role-plays, story-telling and 'what if' situations are common methods of instruction, as well as breaking down social skills into subskills, "such as greeting others, initiating topics, staying on topic, maintaining reciprocity, using nonverbal communication (eye contact, facial expressions, gestures) appropriately, checking in to see if the listener is still interested, and appropriately ending conversations (i.e., saying goodbye). Higher-level skills can include accepting suggestions, handling criticism, resolving conflicts, and showing empathy" (Toth & King 2008).
Regardless, of the approach, the consensus is that early intervention is necessary for all as individuals. Left untreated, a lack of social skills can have a profound impact on social and academic performance. Children with as may be teased more than their peers, and this can cause profound emotional distress, and the challenges increase with age as communication grows more subtle. "For individuals with autism, developing peer relationships and grappling with the emotional, physical, sociosexual facets of adolescence and adulthood can be especially difficult (Sullivan & Caterino 2008). The most common comorbid diagnosis in individuals with as and high-functioning autism...
Depression and alienation can affect enjoyment of school and school performance, even of the highly gifted as student.
AS individuals may find that their lack of social skills inhibits their ability to find a job, retain employment and receive promotions. Routine steps that often involve social communication, such as completing a job application, participating in a job interview, adapting to new work routines, and interacting with co-workers are among their perceived obstacles to job success" but can be dealt with through therapeutic interventions (Blacher & Howell 2008).
Works Cited
Asperger Syndrome; New Asperger syndrome study findings have been published by scientists at University of Colorado. (2009, March). Mental Health Weekly Digest, 96. Retrieved March 23, 2009, from ProQuest Health and Medical Complete database. (Document ID: 1662904251).
Blacher, Jan & Erica Howell. (2008, October). Becoming social: Interventions with youth who have high-functioning autism and Asperger Syndrome. The Exceptional
Parent, 38(10), 56-57. Retrieved March 23, 2009, from Research Library database. (Document ID: 1586932641).
Sullivan, Amanda & Linda C. Caterino. (2008). Addressing the sexuality and sex education of individuals with autism spectrum disorders. Education & Treatment of Children, 31(3), 381-394. Retrieved March 23, 2009, from ProQuest Psychology
Journals database. (Document ID: 1543488781).
Tantam, D. (2009, March). Asperger Syndrome Therapy; New findings. (2009, March).
Genomics & Genetics Weekly, 87. Retrieved March 23, 2009, from Research
Library database. (Document ID: 1658864291).
Toth, Karen Bryan H. King. (2008). Asperger's Syndrome:…
