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Aripiprazole treatment of Asperger’s syndrome in the acute psychiatric setting: case report

Dratcu, Luiz; McKay, Gavin; Singaravelu, Vinod; Krishnamurthy, Venkat
Fonte: Dove Medical Press Publicador: Dove Medical Press
Tipo: Artigo de Revista Científica
Publicado em /02/2007 EN
Relevância na Pesquisa
46.52%
Asperger’s syndrome (AS) is under-recognized and may be misdiagnosed as schizophrenia in adults because of symptom overlap. Pharmacological treatment usually targets associated behavioral and mental symptoms rather than the actual core features of AS. We report a middle-aged male patient who, after many years of previous contact with mental health services, and on account of his psychotic symptoms and diagnosis of schizophrenia, was admitted to an inner-city acute psychiatric unit, where a primary diagnosis of AS was established for the first time in his life. His impairing clinical features of AS improved markedly following treatment using aripiprazole, a novel atypical antipsychotic that acts as a partial agonist at dopamine D2 receptors. As well as sharing clinical features, there is an overlap in underlying neurobiology of AS and schizophrenia, including dopamine dysfunction, that provides a rationale for using antipsychotics of this class in the clinical management not only of associated psychotic symptoms but also of the core features of AS itself.

Brief Report: Insight into Illness and Social Attributional Style in Asperger’s Syndrome

Didehbani, Nyaz; Shad, Mujeeb U.; Kandalaft, Michelle R.; Allen, Tandra T.; Tamminga, Carol A.; Krawczyk, Daniel C.; Chapman, Sandra B.
Fonte: Springer US Publicador: Springer US
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.52%
A number of psychiatric illnesses have been recognized to have some level of insight deficits, including developmental disorders, such as Asperger’s Syndrome (ASP). However insight into illness has not been empirically investigated in ASP and little research has examined how individuals with ASP view their deficits. This is the first study to assess insight and the relationship between insight and externalizing bias (EB) in ASP. Participants with ASP (n = 21) and healthy controls (n = 24) were recruited. Attributional style was assessed with the internal, personal, and situational attribution questionnaire. Insight was assessed with both a clinician-administered and a self-administered measure. Results revealed that EB was negatively correlated with insight as assessed with the clinician-administered but not the self-administered measure of insight.

Abnormal Modulation of Corticospinal Excitability in Adults with Asperger’s Syndrome

Oberman, Lindsay; Eldaief, Mark; Fecteau, Shirley; Ifert-Miller, Fritz; Tormos, Jose Maria; Pascual-Leone, Alvaro
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.52%
Most candidate genes and genetic abnormalities linked to autism spectrum disorders (ASD) are thought to play a role in developmental and experience-dependent plasticity. As a possible index of plasticity, we assessed the modulation of motor corticospinal excitability in individuals with Asperger’s Syndrome (AS) using transcranial magnetic stimulation (TMS). We measured the modulatory effects of Theta Burst Stimulation (TBS) on motor evoked potentials (MEPs) induced by single-pulse TMS in individuals with AS as compared with age-, gender-, and IQ-matched neurotypical controls. The effect of TBS lasted significantly longer in the AS group. The duration of the TBS-induced modulation alone enabled the reliable classification of a second study cohort of subjects as AS or neurotypical. The alteration in the modulation of corticospinal excitability in AS is thought to reflect aberrant mechanisms of plasticity, and might provide a valuable future diagnostic biomarker for the disease and ultimately offer a target for novel therapeutic interventions.

Brain stimulation over Broca’s area differentially modulates naming skills in neurotypical adults and individuals with Asperger’s syndrome

Fecteau, Shirley; Agosta, Sara; Oberman, Lindsay; Pascual-Leone, Alvaro
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.52%
In the present study we tested the hypothesis that, in subjects with Asperger’s syndrome (ASP), the dynamics of language-related regions might be abnormal, so that repetitive transcranial magnetic stimulation (rTMS) over Broca’s area leads to differential behavioral effects as seen in neurotypical controls. We conducted a five-stimulation-site, double-blind, multiple crossover, pseudo-randomized, sham-controlled study in 10 individuals with ASP and 10 age- and gender-matched healthy subjects. Object naming was assessed before and after low-frequency rTMS of the left pars opercularis, left pars triangularis, right pars opercularis and right pars triangularis, and sham stimulation, as guided stereotaxically by each individual’s brain magnetic resonance imaging. In ASP participants, naming improved after rTMS of the left pars triangularis as compared with sham stimulation, whereas rTMS of the adjacent left opercularis lengthened naming latency. In healthy subjects, stimulation of parts of Broca’s area did not lead to significant changes in naming skills, consistent with published data. Overall, these findings support our hypothesis of abnormal language neural network dynamics in individuals with ASP. From a methodological point of view...

Growing Up with Asperger’s Syndrome: Developmental Trajectory of Autobiographical Memory

Bon, Laetitia; Baleyte, Jean-Marc; Piolino, Pascale; Desgranges, Béatrice; Eustache, Francis; Guillery-Girard, Bérengère
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 11/01/2013 EN
Relevância na Pesquisa
46.52%
Autobiographical memory (AM) and social cognition share common properties and both are affected in autism spectrum disorders (ASD). So far, most of the scant research in ASD has concerned adults, systematically reporting impairment of the episodic component. The only study to be conducted with children concluded that they have poorer personal semantic knowledge than typical developing children. The present study explores the development of both components of AM in an 8-year-old boy diagnosed with Asperger’s syndrome, based on three examinations in 2007, 2008, and 2010. On each occasion, he underwent a general neuropsychological assessment including theory of mind (ToM) tasks, and a specially designed AM task allowing us to test both the semantic and the episodic components for three lifetime periods (current year, previous year, and earlier years). We observed difficulties in strategic retrieval and ToM, with a significant improvement between the second and third examinations. Regarding AM, different patterns of performance were noted in all three examinations: (1) relative preservation of current year personal knowledge, but impairment for the previous and earlier years, and (2) impairment of episodic memory for the current and previous year...

Cognitive Differences in Pictorial Reasoning between High-Functioning Autism and Asperger’s Syndrome

Sahyoun, Cherif P.; Soulières, Isabelle; Belliveau, John W.; Mottron, Laurent; Mody, Maria
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.52%
We investigated linguistic and visuospatial processing during pictorial reasoning in high-functioning autism (HFA), Asperger’s syndrome (ASP), and age and IQ-matched typically developing participants (CTRL), using three conditions designed to differentially engage linguistic mediation or visuospatial processing (Visuospatial, V; Semantic, S; Visuospatial+Semantic, V+S). The three groups did not differ in accuracy, but showed different response time profiles. ASP and CTRL participants were fastest on V+S, amenable to both linguistic and nonlinguistic mediation, whereas HFA participants were equally fast on V and V+S, where visuospatial strategies were available, and slowest on S. HFA participants appeared to favor visuospatial over linguistic mediation. The results support the use of linguistic vs. visuospatial tasks for characterizing subtypes on the autism spectrum.

Treating clients with Asperger’s syndrome and autism

Woods, Alisa G; Mahdavi, Esmaeil; Ryan, Jeanne P
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Publicado em 11/09/2013 EN
Relevância na Pesquisa
46.52%
Asperger’s syndrome (AS) is a form of autism spectrum disorder (ASD) affecting many individuals today. Although neurobiological correlates for AS have been identified, like many ASDs, AS is not completely understood. AS as a distinct disorder is also not universally accepted and in the DSM-5 AS is not considered a separate nosological entity. In contrast to some other ASDs, individuals with AS are commonly characterized by having standard or higher than average intelligence, yet difficulties in social skills and communication can present challenges for these individuals in everyday functioning. Counseling a person with AS or autism presents a unique challenge for the mental health care provider. We have compiled this review consisting of some recent ideas regarding counseling the client with AS with the goal of providing some clinical insights and practical clues. Although the focus of the present paper is largely on AS, many of these strategies could also apply to individuals with high-functioning autism (HFA).

The relationship of Asperger’s syndrome to autism: a preliminary EEG coherence study

Duffy, Frank H; Shankardass, Aditi; McAnulty, Gloria B; Als, Heidelise
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
66.74%
Background: It has long been debated whether Asperger’s Syndrome (ASP) should be considered part of the Autism Spectrum Disorders (ASD) or whether it constitutes a unique entity. The Diagnostic and Statistical Manual, fourth edition (DSM-IV) differentiated ASP from high functioning autism. However, the new DSM-5 umbrellas ASP within ASD, thus eliminating the ASP diagnosis. To date, no clear biomarkers have reliably distinguished ASP and ASD populations. This study uses EEG coherence, a measure of brain connectivity, to explore possible neurophysiological differences between ASP and ASD. Methods: Voluminous coherence data derived from all possible electrode pairs and frequencies were previously reduced by principal components analysis (PCA) to produce a smaller number of unbiased, data-driven coherence factors. In a previous study, these factors significantly and reliably differentiated neurotypical controls from ASD subjects by discriminant function analysis (DFA). These previous DFA rules are now applied to an ASP population to determine if ASP subjects classify as control or ASD subjects. Additionally, a new set of coherence based DFA rules are used to determine whether ASP and ASD subjects can be differentiated from each other. Results: Using prior EEG coherence based DFA rules that successfully classified subjects as either controls or ASD...

Can gaze avoidance explain why individuals with Asperger’s Syndrome can’t recognise emotions from facial expressions?

Sawyer, A.P.; Williamson, P.; Young, R.
Fonte: Springer US Publicador: Springer US
Tipo: Artigo de Revista Científica
Publicado em //2012 EN
Relevância na Pesquisa
66.96%
Research has shown that individuals with Autism Spectrum Disorders (ASD) have difficulties recognising emotions from facial expressions. Since eye contact is important for accurate emotion recognition, and individuals with ASD tend to avoid eye contact, this tendency for gaze aversion has been proposed as an explanation for the emotion recognition deficit. This explanation was investigated using a newly developed emotion and mental state recognition task. Individuals with Asperger’s Syndrome were less accurate at recognising emotions and mental states, but did not show evidence of gaze avoidance compared to individuals without Asperger’s Syndrome. This suggests that the way individuals with Asperger’s Syndrome look at faces cannot account for the difficulty they have recognising expressions.; Alyssa C. P. Sawyer, Paul Williamson, Robyn L. Young

Cynthia Kim fonds, 2012-2015

Cameron, Chantal
Fonte: Brock University Publicador: Brock University
Tipo: Outros
EN
Relevância na Pesquisa
46.74%
Cynthia Kim was diagnosed with Asperger’s syndrome when she was 42 years old. She has contributed articles to Autism Parenting magazine, Thinking Person’s Guide to Autism, and Autism West Midlands’ magazine. She has also written two books on autism, I Think I Might Be Autistic: A Guide to Autism Spectrum Disorder Diagnosis and Self-Discovery for Adults, and Nerdy, Shy, and Socially Inappropriate: A User Guide to an Asperger Life.; Fonds consists of blog entries and video clips from Cynthia Kim’s blog, Musings of an Aspie. The entries are dated from August 2012 to January 2015. Kim documents her experiences as a person with Asperger’s syndrome. She writes about her childhood, as well as her experiences as a wife and mother. The blog can be found at http://musingsofanaspie.com/.

Episodic Memory Function in Autism and Asperger's Syndrome: A Scoping Review

Clausen, APRIL
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.74%
“Despite the fact that memory in people with autism spectrum disorders (ASD) has been researched for over fifty years, there has been very little in the way of attempts to synthesize or codify the findings” (Boucher & Bowler, 2008, p. xv). It is the intent of this thesis to address this need specifically for episodic memory function in individuals with autism or Asperger’s syndrome. A scoping review was conducted on episodic memory function in this population and the findings are used to: (1) produce an episodic memory profile for individuals with autism or Asperger’s syndrome; and (2) identify gaps in the existing literature for future areas of study. The framework for the search criteria was based on Lind and Bowler’s (2008) claim of development of episodic memory being dependent on three cognitive abilities: (1) concept of self; (2) meta-representation; and (3) temporal cognition. Implications for teaching practice were discussed in light of the findings.; Thesis (Master, Education) -- Queen's University, 2012-09-24 16:42:01.194

As crianças com perturbações do Espectro do Autismo (Síndrome de Asperger), em contexto pré-escolar; perceção dos educadores do Ensino Regular e da Educação Especial na Ilha da Madeira

Gouveia, Célia Cristina Fernandes Costa
Fonte: [s.n.] Publicador: [s.n.]
Tipo: Dissertação de Mestrado
Publicado em //2015 POR
Relevância na Pesquisa
46.87%
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor; A presente investigação envolve a problemática de crianças portadoras da Perturbação do Espectro do Autismo (Síndrome de Asperger -S.A), que frequentam o pré-escolar. Definiu-se como objetivo geral perceber qual a perceção dos educadores do ensino regular e da educação especial sobre as crianças com Síndrome de Asperger, em contexto pré-escolar, na Ilha da Madeira. Como instrumento de recolha de dados foi utilizado um questionário com questões abertas e fechadas, às quais responderam 60 educadores de infância, sendo que 48 exercem funções no ensino regular e 12 lecionam na educação especial, com formação especializada. Procurou-se aferir os conhecimentos destes profissionais e as estratégias que conhecem e utilizam no diagnóstico da SA, a relevância da família na interação com a escola, bem como a importância, na sua ótica, de formação especializada para melhorar o trabalho com estas crianças. Tentou-se ainda percecionar quais os receios dos profissionais de educação, no trabalho com crianças com a Perturbação de Asperger. Concluiu-se que a experiência prévia com estas crianças e a formação específica influencia a opinião dos educadores acerca dos conhecimentos sobre a Síndrome de Asperger...

Interculturalidade com o universo autista (Síndrome de Asperger) e o estranhamento docente

Rodriguez, Rita de Cassia Morem Cossio
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
46.87%
O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal...

DID FIELD MARSHAL BERNARD MONTGOMERY (MONTGOMERY OF ALAMEIN) HAVE ASPERGER'S SYNDROME?

Fitzgerald, Michael
Fonte: Medknow Publications Publicador: Medknow Publications
Tipo: Artigo de Revista Científica
Publicado em //2000 EN
Relevância na Pesquisa
46.9%
In the present paper the evidence for Field Marshal Montgomery having Asperger's syndrome is examined. Biographies of Montgomery were examined to search for evidence that he met criteria for Asperger's syndrome - Gillberg (1991) and Asperger's disorder (APA.1994) and Anankastic personality disorder (WHO,1992). He demonstrates a qualitative impairment in social interaction and restricted repetitive and stereotyped patterns of behaviour, interests and activities. It can be concluded that he met criteria for Asperger's disorder DSM-IV (APA.1994).

NEUROBILOGY OF ASPERGER'S SYNDROME : A CASE STUDY AND OVERVIEW

Duggal, Harpreet S.; Dutta, Siddhartha; Sinha, Vinod K.; Basu, Soumya; Pandey, Smita; Nizamie, Haque S.; Nizamie, Alka
Fonte: Medknow Publications Publicador: Medknow Publications
Tipo: Artigo de Revista Científica
Publicado em //2001 EN
Relevância na Pesquisa
46.8%
Asperger's syndrome is an autistic spectrum disorder, which has engendered lesser attention in comparison to autism. Recent literature has focused on the involvement of cortical areas of the brain in this syndrome. We report a case of Asperger′s syndrome in which an extensive work-up, including neuropsychological, neurophysiological and neuroimaging procedures, were undertaken. The findings of the various investigative procedures are discussed and literature supporting the neurobiological basis of Asperger's syndrome is highlighted. Finally, we briefly touch upon the ‘Theory of Mind’ construct in autistic spectrum disorders.

Asperger's syndrome with unusual cerebral pathology: Case report and literature review

Liu, Liqiong; Vo, Van; Ware, Marcus; Xiong, Zhenggang
Fonte: International Research and Cooperation Association for Bio & Socio-Sciences Advancement Publicador: International Research and Cooperation Association for Bio & Socio-Sciences Advancement
Tipo: Artigo de Revista Científica
Publicado em /05/2012 EN
Relevância na Pesquisa
46.87%
A case of Asperger's syndrome with unusual cerebral pathological changes is reported. A 22-year-old male had been having diagnostic Asperger's syndrome since the age of eight and had epilepsy during the past two years. Radiological studies revealed a focal intra-axial cortical and subcortical cerebral lesion with hyper-intensity and non-enhancing contrast in the left frontal lobe. Histological and immunohistochemical studies demonstrated that the lesion consisted of cortical laminar disorganization, neuronal dysmorphism and increased heterotopic neurons in sub-cortical white matter. To our knowledge, this is the first case of Asperger's syndrome with focal cerebral pathological abnormalities rather than mini-columnar changes and the gyrial malformation reported in the literature.

Aspergers – Different, Not Less: Occupational Strengths and Job Interests of Individuals with Asperger's Syndrome

Lorenz, Timo; Heinitz, Kathrin
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 20/06/2014 EN
Relevância na Pesquisa
46.94%
Rooted in the neurodiversity approach, this study provides an overview of the strengths and interests of individuals with Asperger's Syndrome. We interviewed136 individuals with Asperger's Syndrome and 155 neurotypical individuals via an online survey with regards to (a) demography, (b) occupational strengths, (c) general self-efficacy, (d) occupational self-efficacy, and (e) the job interest profile according to Holland. The vocational and educational fields of the individuals with Asperger's in the sample are more diverse than and surpass those classical fields stated in research and biographical literature. The comparison of both groups in cross-tables showed that the indicated strengths differ in several areas (ΦCramer = .02–.47), which means that a specific strength profile can be derived, and this profile goes beyond the clinical view of the diagnostic criteria. Individuals with Asperger's indicate lower self-efficacy, both general and occupational. Furthermore, a high concentration of individuals with Asperger's can be found in the areas I (Investigative) and C (Conventional) of Holland's RIASEC model.

Students with Asperger's Syndrome in General Education Classrooms

Reinking, Jaclyn
Fonte: Theresa Ochoa, School of Education, Indiana University Publicador: Theresa Ochoa, School of Education, Indiana University
Tipo: Artigo de Revista Científica Formato: 400502 bytes; application/pdf
Relevância na Pesquisa
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Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University.; Since the 1980's the number of students with Asperger's Syndrome (AS) have been seen in larger numbers in the general education classroom. Children with AS may resemble their counterparts without disabilities both physically and in IQ scores. However, students with AS have significant differences in social skills and their ability to function in the general classroom. Often unable to decipher social cues, verbal cues, and body language, these children are considered social outcasts. Regardless of the characteristics of children with AS, educators are required by law, specifically the Individuals with Disabilities Education Act (IDEA), to provide a free and appropriate public education. This article provides characteristics of AS and evidence-based interventiosn teachers can implement in their general classrooms to help educate students with AS.; Dean of Faculties Office and the School of Education, Indiana University

Students with Asperger’s Syndrome transitioning to postsecondary education: What are the common issues?

Littlefield, Claire
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
66.87%
This study explored the common issues that emerged during a peer coaching intervention program for students with Asperger's Syndrome (AS). Nineteen undergraduate college students with AS (4 females, 15 males, age range: 18 - 23 years) participated in the Spectrum Support Pilot (i.e., peer coaching intervention program), and seven second year graduate students (7 females, age range: 23 – 26 years) within the School Psychology program at the same university served as peer coaches. Peer coaches wrote DAP (Description, Assessment, Plan) notes, which provided qualitative information about each meeting with their students. DAP notes were coded for common themes; the following seven themes emerged from the notes, indicating that these were areas of difficulties for students with AS: (a) organization and time management; (b) emotional control and anxiety; (c) social interaction and communication; (d) behavior; (e) adaptive and independent living; (f) self-advocacy; and (g) flexibility and adaptability. Exploring common issues that students with AS face in postsecondary education can provide postsecondary institutions with a better understanding of these students' unique difficulties so that they can better support them.

The Experience of a peer coaching program on student’s with Asperger’s transition to postsecondary education

Eastman, Kelly
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
56.83%
This study used quantitative and qualitative methods to examine and explore the experience of a Spectrum Support Pilot (SSP) program (i.e., peer coaching intervention program) on students' with Asperger's Syndrome (AS) adaptation to college. Eight undergraduate students with AS (7 males and 1 female, 18-20 years old) completed the same norm-referenced questionnaire at the conclusion of 3 academic quarters. Quantitative analyses examined whether the students' self-reported adaptation to college improved over the course of their academic year as they participated in the SSP program. Results yielded 3 findings: (a) All students' ratings of adaptation to college were within normal limits across all quarters and areas of the questionnaire; (b) no significant improvements were found in the students' adaptation to college over the course of the academic year as they participated in the SSP program; and (c) all but 1 student's mean ratings of adaptation to college were within normal limits at the conclusion of the SSP program. Qualitative methods explored the students' with AS adaptation to college in the context of the SSP program via the thoughts, feelings, perceptions, and experiences of the intervention's implementers (i.e., the peer coaches). Five second-year graduate students (5 females...