Another important defining characteristic of AS is that people who seem to have it are often gifted intellectually,
While only a small percentage of individuals with autism are considered to be high functioning (without mental retardation), all children with AS have average to above average intelligence. In fact, many with AS may be intellectually gifted, which may mask the many difficulties they experience from adults and peers alike (Wing, 1998). The ever-present problems that individuals with AS face in socialization and peer rejection throughout the life span are what truly constitutes it as a PDD, influencing all aspects of their daily lives (Frith & Happe). (Safran, 2001, p. 151)
Because one of the most difficult issues facing those with AS is associated with emotion and socialization, as they often lack skills to recognize normal social cues such as facial and body expressions, the nonverbals that most of us take for granted (Henault, 2005, p. 248) Early intervention therapies for younger individuals with AS is often effective and can prove revolutionary for the development of later social skills.
Strategies and Curricular Areas. These included discrete trial training, classroom aide, consultation from specialists (indirect service), counseling, Floortime, augmentative communication, inclusion supports, behavior supports, medical treatment, music therapy, occupational therapy, parent training (indirect service), physical therapy, recreation therapy, sensory integration, social supports, speech therapy, and summer services. (Hume, Bellini & Pratt, 2005)
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"Children receiving recreation therapy were also perceived to have greater social outcomes, though the empirical evidence in this area is scant." (Hume, Bellini & Pratt, 2005) Recreation therapy will no doubt become one of the most effective treatments for AS and in the anecdotal evidence it is transforming later functioning through allowing individuals with AS the opportunity to build early skills that will revolutionize their ability to function as adults, have positive social relationships and learn in a holistic manner.
References
Hume, K., Bellini, S., & Pratt, C. (2005). The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children with Autism Spectrum Disorder. Topics in Early Childhood Special Education, 25(4), 195-220.
Henault, I. (2005). Chapter 12 Sexual Relationships. In Asperger's Syndrome: Intervening in Schools, Clinics, and Communities, Baker, L.J. & Welkowitz, L.A. (Eds.) (pp. 243-253). Mahwah, NJ: Lawrence Erlbaum Associates.
Mccarton, C. (2003). 6 Assessment and Diagnosis of Pervasive Developmental Disorder. In Autism Spectrum Disorders, Hollander, E. (Ed.) (pp. 101-132). New York: Marcel Dekker.
Safran, S.P. (2001). Asperger Syndrome: The Emerging Challenge to Special Education.…
