Richard Howlin PhD

Asperger Syndrome and Developing Minds 

 
     
 

Welcome!

 
 

                                                   

                                                      PRESENTATIONS IN 2017

  • June 8th 7pm:  Childhood & the Neurobehavioral Effects of Screen Use                                                       Center for Daily Living. Northville, Michigan
  • Sept 15th 11am: Joseph Sardony and the Exceptional Mind                                                                              Whitehall Public Library, Whitehall, Michigan
  • Oct 6th 9am: Autism: Transitions into Adulthood                                                                                                  Michigan Rehabilitation Services Training. Lansing Center, Michigan                                                                              

Presentation Topics              

  • Suffering: Psychological & Spritual Perspectives
  • William Blake & the Creative Mind
  • Autism: Adolescent Readiness & Social Integration       
  • Autism & Culture (February 2018, London)

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A High-Functioning Asperger Child?

 We find ourselves in the new age of neurobiology. Understanding the brain and the enormity of neurodivesity has confronted us with the reality (as with most aspects of the biological world) of a continuum perspective and the existence of a variety of manifestations of “classic disorders”. These variations in severity and type represent real and valid distinctions. Rather than cultural inventions, I would suggest that "milder" forms of conditions such as depression, represent meaningful variations which our ever increasing advances in diagnosis and recognition have allowed us to discern.

 Autism presents as a textbook example of this continuing differentiation and subsequent recognition of neurodiversity. From the initial documentation of profound “classic” autism by Leo Kanner in 1944, the field of autism has grown to recognize several legitimate and clinically relevant subgroups of this disorder. Asperger syndrome is one such development and it would appear that we may indeed find other variations within the autistic spectrum.

 In my work, I have come to recognize several examples of emerging subgroups of Asperger syndrome. One such subset of children represents the socially able or more competent end of this syndrome. They typically can present as charming and pleasing to adults, yet display the typical symptoms of rigidity and preference for sameness. They thrive on adult company and intially seem well emotionally integrated. Yet closer analysis reveals a dependency on adult relationships. Maintaining an almost compensatory “small adult” status forms a central part of their access to the social world. In the peer world however, they are far from integrated and often simply tolerate peer time, waiting for more comfortable situations. These children social deficits typically elude standardized measures of social maturity and represent the high end of the Asperger continuum. Unlike classic AS they possess social strengths that make their social appearance less overtly odd or inappropriate. At the core of this difficulty is a pervasive struggle in understanding social cues and resilient empathic responses. 

 

 

 

                   

Characteristics of the High Functioning Asperger Child

 

  • Mildly socially odd presentation, not extreme
  • Prolific and intense language use
  • Usually competent and pleasing in adult interactions
  • General good school abilities (Poss. LD issues, poor reading comprehension)
  • Intense Interests, especially factual information
  • Empathic with adults
  • Evidence of sensory integration problems 
  • Often well-behaved, amiable children
  • Tendency towards anxious symptoms 
  • Poor peer relational integration, may have one or two similar (interest-based) friends

 

 

 Within the peer relational context the social disability of these children becomes apparent. Peer interactions are conflicted and sparse irrespective of the efforts of adults. The child typically appears at a loss in social participation.  Thus, the diagnosis of this particular subgroup must involve close assessment of the classroom and other social environments where the child’s peer relational competence can be adequately assessed.  As previously mentioned, the high functioning aspergian child may elude recognition until later childhood, with social processing deficits seriously impairing transition into mature peer relations and independence.     

 As with all diagnostic formulations, this scheme is limited to identifying particular aspects of a child’s functioning that may require attention towards facilitating developmental growth.

 

 

 

 

 

 

 

 

 

 

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