Early Signs and Symptoms

In some children, Asperger’s syndrome is marked by distinctive patterns of behaviour and social interaction, often observable as early as the first few years of life. However, it is most commonly identified during their school-age years. Many autistic children, adolescents, and young adults with Asperger syndrome have advanced vocabulary and grammar skills. However, they experience communication challenges and difficulty with language in social interaction.

Their hypersensitivity to sensory stimuli (such as lights, sounds, smells, and textures) can make them even more vulnerable in social situations. Another unique trait of children on the autism spectrum is their tendency to develop high interests and create strict routines which bring excellence in everything they choose to participate in.

⇒ Read more about Asperger’s vs Autism: What is The Difference?

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Signs of Asperger's Syndrome in Young Children

Signs are the objective indicators of a condition that can be observed and measured by others, such as healthcare professionals, parents, or teachers. Signs are external manifestations that can be seen or detected through examination or observation.

Children with Asperger’s syndrome often experience significant challenges in social interactions, which can be observed through various signs:

  • Difficulty making eye contact and limited facial expressions, making it difficult for them to connect emotionally with others
  • Difficulty in understanding social cues and norms, often leading to social isolation
  • Limited nonverbal communication skills (may not use or understand gestures, body language, or facial expressions effectively, which hampers their ability to communicate nonverbally)
  • Difficulty in sharing their emotions, interests, or achievements with others
  • Repetitive behaviors (repeat words or phrases, sometimes without understanding their context)
  • Troublesome understanding of humour, irony, and sarcasm, often interpreting language very literally
  • Intense, narrow interests in specific topics, often to the exclusion of other activities
  • Strong need for a fixed routine and structure
  • Challenges with planning and organisation
  • Uncoordinated movements
  • Sensitivity to sensory input (lights, sounds, tastes, smells, and textures)
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Repetitive Behaviours and Restricted Interests in Children with Asperger's Syndrome

A narrow focus on specific interests, inflexibility, and repetitive actions marks Repetitive Behaviours and Interests (RRBIs). These behaviours are classified into two main categories:

  1. Lower-order RRBIs: This category includes repetitive motor movements such as hand-flapping and body rocking, as well as vocalisations like echolalia, where individuals repeat words or phrases.

  2. Higher-order RRBIs: These involve a strong insistence on sameness, a rigid adherence to routines, and intense, fixated interests that are unusual in their intensity or focus.

A child with Asperger syndrome may echo certain words, phrases, or sounds they have heard from their parents or teachers. In addition to that, most children with Asperger’s syndrome engage in repetitive movements, such as:

  • Hand-flapping
  • Spinning
  • Self-regulatory movement
  • Body rocking
  • Flipping objects
  • Lining up toys
Repetitive Behaviours and Restricted Interests in Children with Aspergers Syndrome

Children and adolescents with Asperger syndrome usually feel comfortable in a strict routine framework. Even slight changes to their schedule can cause them distress.

Furthermore, children with this difference may grow enthusiastic about specific areas of interest and quickly memorise much information about them. Children with Asperger syndrome often fixate on their favourite topics in conversations with their peers or adults.

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Sensory Issues in Children with Asperger's Syndrome

Children with Asperger’s syndrome can experience a range of sensory issues, which can be broadly categorised into hypersensitivity (over-responsiveness) and hyposensitivity (under-responsiveness).

Hypersensitivity refers to an over-responsiveness to sensory stimuli, where children may find specific sensory inputs overwhelming or distressing:

  • Visual Sensitivity (Overwhelming visual experiences can result from bright lights, specific wavelengths of light, and visual clutter, often leading to sensory avoidance.)

  • Auditory Sensitivity (Distressing loud noises, particular frequencies, and background sounds can hinder concentration and calmness.)

  • Tactile Sensitivity (Discomfort or pain may arise from certain textures, clothing tags, and unexpected physical contact, leading to the avoidance of particular materials or touch.)

  • Olfactory Sensitivity (Strong smells can be overpowering, causing discomfort or nausea.)

  • Gustatory Sensitivity (Intolerable tastes and food textures can result in selective eating habits.)

Hyposensitivity describes a reduced response to sensory stimuli, leading children to seek additional sensory input for balance actively. This can manifest in various ways:

  • Visual Hyposensitivity (Children might be drawn to intense lights and vivid colours.)

  • Auditory Hyposensitivity (They could be inclined towards loud noises or struggle to recognise sounds, particularly in one ear.)

  • Tactile Hyposensitivity (A high pain threshold and a preference for heavy objects or deep pressure might be evident.)

  • Olfactory Hyposensitivity (An impaired sense of smell may result in a desire for strong odours.)

  • Gustatory Hyposensitivity (Children may seek out strong flavours or unusual food textures.)

Sensory issues can significantly affect various aspects of a child’s life, like challenges in everyday situations, creating difficulties in environments such as schools, community settings or work, which can lead to emotional and physical exhaustion. They can also affect children’s behaviour and cause emotional and physical reactions, like heightened anxiety, an urge to escape a particular situation or difficulty in communication skills.

Therefore, sensory issues in children with Asperger’s syndrome may make it difficult for parents and teachers to create coping mechanisms and strategies that require specialist support.

Leaf Complex Care has a multidisciplinary in-house therapy team with occupational therapists, speech therapy specialists and PBS practitioners with extensive experience in the National Autistic Society and NHS.

Our specialist can support children with sensory issues by providing:

  • Occupational therapy alongside therapists that support children to improve motor skills, balance and coordination and develop strategies to manage their sensory needs.

  • Speech therapy, alongside speech and language therapists, supporting children every step of the way to reduce challenges related to speech, mouth muscle movements and swallowing,

  • Behavioural interventions through Applied Behavior Analysis (ABA) will help children easily manage their sensory world and coping strategies.

  • Multimedia support, using tools and techniques to support children through creating visual stories, charts, multimedia avatars, etc.)

Hear what Benjamin Andrews, our Positive Behavioural Support (PBS) and multimedia specialist says about serving people through the power of multimedia support.

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Signs of Asperger's Syndrome in Teens

In most cases, autism spectrum disorder is detected in the person’s early childhood or school-age years. However, Asperger’s syndrome causes milder symptoms that can be overlooked. Many people start showing signs in their adolescence.

Every person experiences Asperger’s syndrome uniquely, but common indications include the following:

  • Communication Challenges (literal interpretation of language, one-sided conversations and unusual speech patterns)
  • Behavioural Challenges (repetitive behaviours, obsessive interests, rigid need for routine and structure and behavioural challenges)
  • Sensory Sensitivities (sensitivity to sensory stimuli and sensory overload)
  • Emotional and Cognitive Challenges (difficulty managing emotions, low self-esteem and anxiety and superior rote memory)
  • Motor Skills and Coordination Difficulties (poor coordination and difficulty with handwriting)
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How Important Is an Early Assessment?

Autism spectrum, including Asperger’s syndrome, is a lifelong developmental differences that affect various areas of a person’s life. Early assessment plays a crucial role, as social-communication differences in infants with ASD, including Asperger’s syndrome, can be identified as early as nine months. This early detection is essential because it enables the implementation of targeted interventions during a critical developmental window when the foundations for social communication are already established. By intervening at this stage, we can maximise the potential for positive outcomes and support optimal development.

Given the significant brain plasticity during this stage, the initial three years of life are crucial for brain development. Due to the brain’s adaptability in young children, early interventions are more likely effective, supporting the development of social interaction and communication skills. This is particularly important for those with a higher risk of developing autism. Early interventions can result in long-term positive impacts on symptoms and skills acquisition later in life.

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Difficulties if Left Untreated

Identification is just the first step on the developmental journey of people with autism (also known as autism spectrum disorders). It opens the door for people with Asperger’s syndrome to access various forms of therapy that benefit their physical and mental health. While doctors are responsible for medical interventions, support workers and teachers are here to create an accommodating environment for children with Asperger’s syndrome and guide them through everyday challenges.

People without treatment can face difficulties in the following areas:

  • Following rules and instructions at home or in the classroom
  • Understanding social cues (such as body language, sarcastic remarks, and sarcasm)
  • Inability to grasp turn-taking and maintaining optimal distance in conversation, which can be perceived as rudeness or disrespect
  • Self-regulation and sticking to a particular task for a longer time
  • Maintaining focus over a full school day
  • Partaking in sports activities and nurturing a healthy lifestyle
  • Confidence and self-esteem
  • Sleep disruptions and subsequent fatigue
  • Tendency to struggle with mental health issues, especially depression and anxiety

Asperger's Syndrome and Learning Disabilities

Asperger’s syndrome is considered a developmental difference within the autism spectrum rather than a learning disability. Difficulties in social interaction mark it, challenges with nonverbal communication, and a tendency towards restricted or repetitive behaviours and interests.

However, people with Asperger’s may experience learning difficulties or other support needs. These difficulties can include dyslexia, ADHD, and various specific learning difficulties. It is crucial to understand that these are separate conditions that can occur alongside Asperger’s syndrome.

People with Asperger’s syndrome frequently demonstrate distinctive cognitive strengths, such as an excellent memory and keen attention to detail. However, they may also encounter academic challenges, including abstract reasoning, problem-solving, and comprehension difficulties. While students with Asperger’s often possess advanced vocabularies and extensive factual knowledge in specific subjects, they might find the rules of conversation and social cognition more challenging.

⇒ Read more about Is Asperger’s Syndrome a Learning Disability?

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Support For Children With Asperger's Syndrome

Depending on the child’s specific needs, there are numerous options for expert treatment for children with Asperger’s syndrome. Children can benefit from the following:

Support For Children With Aspergers Syndrome

Read more about Leaf’s therapy team, their expertise and how they can support people to develop cognitive and social skills, control their behaviour, and reach their full potential.

We aim to emphasise children’s unique strengths in a positive framework and help them reach their full potential. Our person-centred care plans prioritise the child’s independence, self-esteem, and boundaries.

Learn more about our humanised support through our case studies.

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We deliver CQC-regulated care in Bristol, South East, Birmingham and Somerset.

Contact us today, and we will outline a tailored care plan that meets the specific needs of the person requiring support.