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Asperger’s Syndrome and Autistic Spectrum Disorders: Diagnosis, Aetiology and Intervention Strategies

Published online by Cambridge University Press:  26 February 2016

David Goble
David Goble*
Affiliation:
Box Hill College of Technical and Further Education
*
Correspondence concerning this paper should be addressed to David Goble, Counselling and Support Services, Box Hill College ofTAFE, Melbourne, Victoria, 3128.
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Abstract

Autistic disorders are characterised by an absence of two way social interaction, an impairment in communication and a markedly restricted range of interests. Children with an autistic disorder often appear unmotivated and are prone to under utilise important environmental cues. Consequently they are often considered to be ponderous, callous and pedantic. Although debate still exists regarding the aetiology of the condition, a number of researchers (Leslie, 1987; Frith, 1991; Baron-Cohen, 1993) have proposed that what children with autistic disorders are displaying is a lack of “Theory of Mind” which prevents them from recognising that others have their own thoughts, beliefs and emotions. A discussion on the diagnosis of the disorder, with particular reference placed on Asperger’s Syndrome, is presented. Implications for educators and classroom intervention strategies are considered.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 19 , Issue 1 , 1995 , pp. 17 - 28
Copyright
Copyright © The Australian Association of Special Education 1995

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