I am grateful to Susan Stokes, an autism consultant, who wrote this article under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction.
These are some introductory autism facts to keep in mind when teaching individuals with autism and Aspergers.
Asperger’s Syndrome was named for a Viennese psychiatrist, Hans Asperger. In 1944 Asperger published a paper in German describing a consistent pattern of abilities and behaviors that occurred primarily in boys. In the early 1980s Asperger’s paper was translated into English, which resulted in international recognition for his work in this area.
In the 1990s, specific diagnostic criteria for Asperger’s Syndrome were included in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV, 1994) as well as the International Classification of Diseases, 10th edition (ICD10). In general, DSM-IV and ICD10 base their diagnostic criteria for Asperger’s Syndrome on the following:
Recent research establishes the prevalence of Asperger’s Syndrome as approximately 1 in 300, affecting boys to girls with a ratio of 10:1. Children with clinical (medical) diagnosis of Asperger’s Syndrome and who have been identified by schools as “children with disability” are typically found by the IEP Team conducting the evaluation to have an impairment in such areas as Autism, Speech/Language, or Other Health Impaired. Depending on the unique characteristics of the child, other impairment area listed under state law for special education may also be considered and used.