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ASD symptoms include abnormal or delayed functioning beginning at 3 years of age portraying one of the following essential features: imaginative or symbolic play, social interaction, and the way words are used in social communication (American Psychiatric Association, 2013). For an individual to be diagnosed with ASD, the individual must fulfill six behavioral diagnostic criteria from three domains: at least one symptom of impairment in social communication, two symptoms of impairment of social interaction, and at least one symptom of repetitive and limited patterns of behavior.

Asperger syndrome (AS) is another form of Autism Spectrum Disorder (ASD) which outlines the leading problems in nonverbal and social communication, with repetitive and limited patterns of behavior and interests (Faridi & Khosrowabadi, 2017). The cognitive and semantic development in AS is maintained to create various forms of ASD. However, AS has a notable effect on the brain and cognitive abilities which requires examination. Recent studies have utilized brain imaging techniques to scrutinize AS since a pathology for Asperger has not been determined (Faridi & Khosrowabadi, 2017).

The exact cause of Asperger’s syndrome is unknown. Although the cause is not fully understood, there has been strong evidence relating to genetic and environmental factors. Studies suggest that autism spectrum disorder runs in families. Higher-than-expected incidences of prenatal and perinatal complications have been linked to causes of autism spectrum disorder. Biomarkers, neurological conditions, and maternal antibodies are possible contributing factors to development (Sadock, Sadock, & Ruiz, 2014).

Asperger’s syndrome was historically used as a diagnosis for individuals with impairments in social interaction and communication without significant language and cognitive deficits. However, as redefined, children with significant language, developmental, social, and communication deficits fall under Autism Spectrum Disorder (ASD). ASD is diagnosed based on levels of severity by persistent deficits in communication and social interaction (American Psychiatric Association, 2013). Those diagnosed with Asperger’s Syndrome typically fall on the lower end of the spectrum. Clinicians rely heavily on integrated comprehensive assessments and observations from home, school, and community to diagnose. Diagnosis is usually made in early childhood although symptoms can present at any stage of development (Volkmar et al., 2014). No specific genetic or laboratory tests are used for diagnosis, and assessment tools help solidify the diagnosis.

Early diagnosis and treatment of ASD are crucial as early interventions can help children make significant gains in language and social skills. Research has shown that early intervention improves outcomes (Dawson et al., 2012). There is currently no cure for ASD; treatments focus on improving cognitive function and daily living skills as well as enhancing community functioning.

Many types of treatments are available, including applied behavior analysis, social skills training, occupational therapy, physical therapy, sensory integration therapy, and the use of assistive technology. The American Academy of Pediatrics and the National Research Council indicate that behavior communication approaches can provide necessary structure for ASD. Applied Behavior Analysis (ABA) is widely used in schools and treatment clinics, encouraging positive behaviors while discouraging negative ones. ABA encompasses methods such as Discrete Trial Training, which breaks down desired behaviors into simple steps, rewarding correct behaviors with positive reinforcement (CDC, 2019).

Early Intensive Behavioral Intervention (EIBI) is a structured approach aimed at children under five years old to teach positive behaviors, reduce aggression, and address self-injury. EIBI involves one-on-one interactions with a trained professional (CDC, 2019). The Early Start Denver Model (ESDM), catering to very young children aged 1 to 4 years old, employs play and activities to enhance social, language, and cognitive functioning (Vivanti, Dissanayake & Victorian, 2016). Pivotal Response Training (PRT) enhances a child’s motivation to learn and self-regulation (CDC, 2019). Verbal Behavior Intervention (VBI) focuses on developing verbal skills (CDC, 2019).

Assistive Technology utilizes communication boards and tablets to aid individuals with ASD in communication, enabling them to express needs effectively via pictures or symbols (CDC, 2019). Floortime therapy targets emotional and relational development, assisting children in navigating sensory interactions (CDC, 2019).

Occupational therapy teaches independence skills, such as dressing and bathing (CDC, 2019). Social skills training focuses on equipping individuals with the abilities necessary for effective interactions, including conversation and problem-solving skills. Speech therapy employs gestures and visual aids to improve communication capabilities (CDC, 2019). While some dietary supplements show potential benefits for those with ASD, there is minimal evidence supporting dietary restrictions (Sathe et al., 2017). Any dietary changes should be discussed with a physician.

Medications exist to improve functioning in children with ASD, addressing issues such as focus, concentration, anxiety, and irritability. It is critical for physicians to monitor children closely when prescribing medications. Complementary and Alternative Medicine (CAM) treatments, though not widely recommended, can include special diets and detoxification therapies, but many have not undergone rigorous studies. Preliminary evidence suggests that some CAM treatments may be harmful (Whitehouse, 2013). Prior to initiating alternative therapies, consultation with a physician is advisable.

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Autism Spectrum Disorder (ASD) represents a range of complex neurodevelopmental disorders characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as unique strengths and differences. Symptoms often manifest before the age of three, leading to significant variances in functioning that affect social interactions and imaginative play (American Psychiatric Association, 2013). Diagnostically, ASD has certain parameters which must be met, requiring a clinical perspective in assessing the behaviors that align with dysfunction in the established domains of communication and behavior.

One variant within the spectrum is Asperger Syndrome (AS), which exhibits distinct characteristics, particularly in the realm of social communication and behavior (Faridi & Khosrowabadi, 2017). Individuals diagnosed with AS often experience challenges but maintain average or above-average intelligence and language skills. This discrepancy can lead to challenges in navigating social environments, pointing to the necessity of timely and effective interventions that cater to unique individual needs.

The cause of Asperger’s syndrome remains an ongoing inquiry, emphasizing the role of potential genetic and environmental factors. Studies affirm that ASD often runs in families and associate certain prenatal complications with increased risk (Sadock, Sadock, & Ruiz, 2014). Moreover, emerging research into biomarkers and neurological conditions continues to unveil potential etiological aspects of this spectrum of disorders.

The diagnostic landscape for ASD, including AS, has evolved, emphasizing early intervention as pivotal for long-term developmental outcomes. Early recognition allows for tailored interventions that drive improvements in communication, behavior, and overall functioning (Dawson et al., 2012). The absence of distinct laboratory tests highlights the importance of comprehensive behavioral assessments and observational data from diverse environments (Volkmar et al., 2014).

Treatment modalities for ASD are vast and dynamic, reflective of the spectrum's heterogeneity. Evidence-based practices, such as Applied Behavior Analysis (ABA), illustrate successful frameworks in promoting beneficial behavior and communication strategies. The versatility of ABA—incorporating varying methodologies like Discrete Trial Training and Early Intensive Behavioral Intervention—highlights its foundational role in fostering gains in essential skills related to social interaction (CDC, 2019).

Assistive technologies, along with speech and occupational therapies, constitute critical components in intervention strategies, facilitating better communication and life skills for those with ASD. Additionally, early intervention models like the Early Start Denver Model and Floortime target emotional and developmental aspects, establishing a multidimensional approach that enhances cognitive and relational capabilities (Vivanti, Dissanayake & Victorian, 2016).

While numerous treatment modalities exist, apprehensions regarding dietary changes and alternative therapies necessitate careful consideration and consultation with healthcare professionals (Sathe et al., 2017; Whitehouse, 2013). It is essential for parents and caregivers to remain informed about evidence supporting specific interventions while adhering to established safety guidelines.

Medication options serve as supplementary resources for some individuals, alleviating co-occurring symptoms that may hinder progress in behavioral therapies. Continuous monitoring by healthcare professionals is vital in this regard to preclude potential adverse effects.

Ultimately, the landscape of treatment and support for individuals on the autism spectrum continues to advance, striving for inclusivity and accessibility. Ongoing research, community awareness, and policy initiatives must be consistently leveraged to ensure individuals receive necessary interventions tailored to their unique profiles.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
• Dawson, G., Jones, E. J. H., Merkle, K., Venema, K., Lowy, R., Faja, S., Kamara, D., Murias, M., Greenson, J., Winter, J., Smith, M., Rogers, S. J., & Webb, S. J. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1150-1159.
• Faridi, F., & Khosrowabadi, R. (2017). Behavioral, Cognitive and Neural Markers of Asperger Syndrome. Basic and Clinical Neuroscience, 8(5), 333-340.
• Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
• Sathe, N., Andrews, A.C., McPheeters, M.L., & Warren, Z.E. (2017). Nutritional and Dietary Interventions for Autism Spectrum Disorder: A Systematic Review. Pediatrics, 139(6), e20163750.
• Vivanti, G., Dissanayake, C. (2016). Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months. Journal of Autism and Developmental Disorders, 46, 828-837.
• Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 237-257.
• CDC. (2019). Treatment | Autism spectrum disorder (ASD) | NCBDDD | CDC. Retrieved from CDC.
• Whitehouse, A. J. (2013). Complementary and alternative medicine for autism spectrum disorders: Rationale, safety and efficacy. Journal of Paediatrics and Child Health, 49(9), E438-E442.