Asperger syndrome (AS) is a neurobiological disorder that is part of a group of diagnoses called "autistic spectrum disorders." The term "autistic spectrum" refers to a range of developmental disabilities that includes as well as other disorders with similar characteristics.
They are known as spectrum disorders because the symptoms of each can appear in different combinations and in varying degrees of severity: two children with the same diagnosis, though they may share certain patterns of behavior, can exhibit a wide range of skills and abilities. As a result, general terms such as "low-functioning," "high-functioning," "autistic tendencies," " and others are often used to describe children whose behaviors fall within the spectrum.
It's estimated that over 400,000 families are affected by AS. Because milder cases are being identified more frequently, the incidence appears to be increasing. However, like other autistic spectrum disorders, AS is often difficult to diagnose and treat (American Psychiatric Association, 2000).
The disorder is named after Hans Asperger, a Viennese pediatrician who, in 1940, first described a set of behavior patterns apparent in some of his patients, mostly males. Asperger noticed that although these boys had normal intelligence and language development, they had severely impaired social skills, were unable to communicate effectively with others, and had poor coordination.
Children and youth with Asperger Syndrome (AS) manifest social skills problems that can negatively impact their functioning across school, home, and community. One social skills area, the "hidden curriculum," is particularly problematic for these individuals (Attwood, 1998). The hidden curriculum includes the skills that we are not taught directly yet are assumed to know. This article discusses the hidden curriculum and its impact on social functioning. In addition, practical suggestions for helping children and youth with AS learn the hidden curriculum are provided......
