Asperger’s Syndrome: Symptoms and Diagnosis

Asperger’s syndrome is one of the five classes of autistic spectrum disorders, also known as pervasive developmental disorders (PDDs). Because the causes of autistic disorders are still being researched, symptoms cannot be followed back to any single factor. Moreover, a child with Asperger’s often displays remarkable abilities in several skills, making diagnosis even more difficult. Frequently children with Asperger’s syndrome are misdiagnosed with other neurological, developmental, conduct, or other types of autistic spectrum disorders. 

To aid in correct diagnosis, the medical community has developed and uses either or both of two forms of criteria, DSM-IV (Diagnostic and Statistical Manual of Mental Disorders) and Gillberg’s Criteria (published by Swedish psychiatrist Christopher Gillberg). Medical professionals use these criteria to detect the symptoms of Asperger’s disorder as well as to rule out the presence of other PDDs (pervasive developmental disorders).

In the overview below, we list symptoms of Asperger’s Syndrome. However, this overview is a much-simplified description of complex medical criteria. While the symptoms below are indicative of Asperger’s syndrome, singly they also indicate other PDDs. In diagnosing Asperger’s syndrome, a medical professional uses the complete criteria to find connections between symptoms and other factors that together indicate the presence of the disorder. The complete criteria can be found at http://www.aspergers.com/aspcrit.htm .

Although Asperger’s Syndrome is not exclusive to children, since it most often is diagnosed during childhood, in most cases we have used the word child in place of individual.

Symptoms of Asperger’s Syndrome

A. Where the quality of the child’s social interaction is impaired because of:

1. Noticeable impairment in using behaviors such as eye contact, facial expression, body postures, and gestures in communicating. 
2. Failure to develop relationships with others that are appropriate to the child’s developmental level.
3. The child does not spontaneously share enjoyment, interests, or achievements by showing, bringing, or indicating them to others.
4. The child shows a lack of social or emotional reciprocity (e.g. doesn’t return a smile with a smile, is unable or unwilling to interact with peers)

B. The child exhibits fixed behavioral patterns, interests, and activities as displayed by one or more of the following:

1. Overly intense focus or preoccupation with patterns, areas of interest, and specific activities.
2. The child will not participate in age-appropriate activities outside his or her sphere of interest.
3. The child rigidly adheres to specific, but seemingly purposeless rituals and routines and may impose his routines on others.
4. The child engages in repetitive mannerisms like hand or finger flapping or complex whole body movements. 
5. The child is preoccupied with parts of objects. (e.g. a doorknob, a radio button, clothing buttons, etc.)

C. Symptoms cause problems in social, occupational, or other areas of life.

D. The child shows average or above average language skills but may also:

1. Use formal, academic language
2. Have peculiarities in inflection and verbal rhythms
3. Have difficulty in interpreting the difference between literal and implied meanings.

E. The child has gross motor problems (clumsiness or awkwardness)

F. The child shows average or above average ability to think and reason, age-appropriate self-help skills, other practical skills, and curiosity about his or her environment.

G. The criterion for other specific PDDs or Schizophrenia has not been met.

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