Asperger's Syndrome

As with all autism spectrum disorders, those with Asperger's have difficulties in social functioning and various communication problems. They often lack the ability to understand nonverbal signals and are poor at deciphering body language. They might fail to develop peer relationships and may be singled out by other kids as "weird" or strange. Because they lack the ability to understand the perspective of others, they often do not return social feelings or share in the happiness or distress of others.

People with Asperger's often function best with rigid routines and rituals. They are often intensely preoccupied with a narrow area of interest, sometimes to the point of obsessiveness. And like those with full-blown autism, they engage in repetitive behaviors like finger twisting and even self-injurious practices.

Genetics and epigenetic prenatal influences are implicated in disorders on the autism spectrum, including Asperger's Syndrome. See Autism Causes for more information.

Treatments for Asperger's are primarily aimed at teaching social and communication skills.

Social skills training focuses on the tools necessary to interact successfully with other children. Speech therapy may help children improve conversational ability and understand the normal pattern of give and take. Cognitive behavior therapy is often used to help children manage their emotions and to curb obsessive interests and repetitive routines.

Sensory integration therapies may help some children, while occupation and physical therapy may help those with poor motor coordination. Parents often need training and support in behavioral techniques to use at home.

There is no medication that can correct the impairments underlying Asperger's syndrome, but selective serotonin reuptake inhibitor (SSRI) antidepressants such as Prozac may help ameliorate the restriction of interests and repetition of behaviors that mark the disorder.

The concept of neurodiversity embraces, celebrates, and respects differences between and among people with Asperger's Syndrome and other functional but atypical  variations in thinking and behavior. While many people with Asperger's wish to improve their social skills in order to cope in a more effective way with the neurotypical majority, others who are not severely impaired see value in their unusual way of looking at the world. Those who are part of, or support, the neurodiversity movement promote the idea that there is no one "normal" type of mind but rather variations in the way individual minds work. They appreciate the valuable skills and contributions of different types of minds, just as they appreciate the value of other types of diversity. 

A theory proposed by British psychologist Simon Baron-Cohen holds that the minds of those with autism and Asperger's Syndrome represent an "extreme male brain," or an exaggerated version of a typically "male" brain.

Whereas men are generally more efficient at systemizing and less capable of empathizing than women, both men and women on the autism spectrum display an extreme inclination towards systemizing. They are excellent at visual-spatial manipulation and rule-bound thinking but display deficits in empathy and mind reading. For this reason, Baron-Cohen has labeled autism "mind-blindness."

Baron-Cohen's work helps explain why there are an estimated six to eleven times as many males than females with Asperger's, though girls with Asperger's are often misdiagnosed.

Adults have a tremendous range of experiences living on the spectrum. Still, a few common challenges are likely to emerge among those who are higher functioning regarding relationships, education, work, and housing. People with autism can struggle to make eye contact, maintain conversation, and expend social energy, which can hinder the formation of friendships and romantic relationships. It can also be challenging to navigate the physical environment, since some people with autism are highly sensitive to bright lights, loud noises, and certain textures. These experiences can influence the academic and professional trajectory of adults with autism—although there are many ways of addressing these issues. For example, a student with autism may select a university with a neurodivergent program or seek out communities that match his or her specific interests. Certain organizations support people with autism in securing a job, and some companies are now hiring people with autism for their unique skill set and perspective.