Perturbação de Asperger na Sala de Aula

No presente trabalho, vamos abordar o tema “Perturbação de Asperger na Sala de Aula” – situação, quanto a nós, ainda não suficientemente estudada, ao ponto de os profissionais da educação, e não apenas estes, por vezes não diagnosticarem correctamente esta desordem, não a identificado e distinguindo claramente de outras perturbações. Tal leva a que as estratégias de intervenção a aplicar junto dos alunos em causa não sejam, muitas vezes, as mais adequadas. Isto, porque, por um lado, há muito ainda que aprender sobre como diagnosticar correctamente esta perturbação e, por outro, porque há ainda um longo caminho a percorrer no que se refere à identificação das melhores formas de intervenção junto dos alunos que a apresentam. Tudo somado, leva a que os planos de intervenção delineados não sejam, frequentemente, os mais adequados e que os mesmos não atinjam, assim, os resultados pretendidos. Da nossa parte, vamos tentar contribuir para uma maior clarificação da Perturbação de Asperger e, simultaneamente, aferir o nível de preparação e de sucesso na intervenção que diferentes professores da Educação Especial e do Ensino Regular, dos 1º, 2º e 3º Ciclos do Ensino Básico e do Ensino Secundário, de diferentes escolas do Distrito de Lisboa, e do Concelho do Funchal, declararam ter para correctamente concluírem estarem na presença, ou não, de alunos que a apresentem e, em caso afirmativo, se se sentem preparados para com aqueles lidar, ao ponto de encontrarem as estratégias de intervenção mais adequadas.

Perceção dos professores e dos pais face às competências dos alunos com Síndrome de Asperger

Uma escola inclusiva é aquela onde todos os alunos são aceites e educados em salas regulares e recebem oportunidades adequadas às suas habilidades e necessidades. Pretende este estudo investigar e analisar a forma como os professores e os pais percecionam as competências dos alunos com síndrome de Asperger (SA) comparativamente à perceção que têm dos outros alunos sem problemas. Vários são os estudos que apontam para as principais competências deficitárias nestes indivíduos. Uma perceção mais clara e precisa por parte dos professores e dos pais permitirá adotar estratégias de intervenção com maior eficácia. No capítulo I, foi feita uma análise aos referenciais teóricos sobre SA, relativamente à etiologia e evolução histórica do conceito; ao diagnóstico e caraterísticas principais. Aborda-se ainda as competências da criança / jovem com síndrome de Asperger, nomeadamente sociais, emocionais, comunicacionais, cognitivas e motoras. O capítulo II é constituído pela caraterização e organização metodológica da investigação. Tecem-se algumas considerações gerais acerca da pertinência do tema e definem-se os objetivos. É caraterizada a amostra e são formuladas as hipóteses do estudo. É estruturado o método da investigação, partindo do problema apresentado e da orientação dada pelas hipóteses; o que permitiu formular as questões do estudo. Além disso, foram descritos os instrumentos metodológicos de recolha de dados. No capítulo III, é feita a exposição e consequente análise descritiva dos resultados obtidos. No capítulo IV, procede-se à discussão e interpretação dos resultados, propondo-se fazer inferências e relacioná-las com a abordagem teórica efetuada sobre a temática em estudo. Por fim, foram elaboradas conclusões, as quais decorreram diretamente das interpretações dos resultados, permitindo formular um conjunto de contribuições.

Benefícios das Expressões Artísticas numa Criança do 1º Ciclo com Síndrome de Asperger

A existência de crianças com Síndrome de Asperger – SA é um facto que não pode ser ignorado nem esquecido. Após várias análises, diversos autores compilaram e fizeram referência às principais caraterísticas desta síndrome, dando-nos preciosas indicações e informações. Ao longo deste estudo foi nossa preocupação procedermos à revisão da literatura para compreendermos em que consiste a Síndrome de Asperger, focando também a importância da linguagem artística da criança, da família e do professor / escola no desenvolvimento e crescimento pessoal, escolar e social da criança com SA, permitindo-lhe uma educação inclusiva e de qualidade. O desafio proposto consistiu na descoberta dos benefícios das expressões artísticas, especificamente das áreas de Expressão Plástica, Expressão Dramática e Expressão Físico-Motora, na promoção de aprendizagens numa criança do 1º Ciclo com SA e as conclusões obtidas permitiram verificar que existem variadas estratégias / atividades artísticas que permitem não só a verdadeira inclusão da criança com SA na sala de aula, como também a realização de aprendizagens significativas e a aquisição de competências necessárias à vida futura, proporcionando-lhe oportunidades de expressão.

A inclusão de crianças com Asperger no ensino regular

Propusemo-nos com este trabalho efetuar um estudo de investigação sobre a questão da inclusão de crianças com Síndrome de Asperger (SA) nas salas de aulas do Ensino Regular, aprofundando os conhecimentos, quer a nível individual quer a nível da sociedade em geral, acerca da temática. É objetivo deste estudo obter mais informação acerca desta síndrome, visto que muitas vezes é confundida como uma Perturbação Obsessiva – Compulsiva, Depressão, Esquizofrenia, entre outras patologias. Este panorama aponta para a necessidade de mais investigações que demonstrem as potencialidades interativas de crianças com SA e a possibilidade de sua inclusão no ensino regular. A amostra foi constituída por cinquenta e nove docentes de três escolas do distrito de Braga. Como instrumento de recolha de dados foi aplicado um inquérito com recurso à escala de Likert, com cinco opções de resposta, em que duas respostas eram abertas e vinte e três eram fechadas. Em síntese, após uma investigação quantitativa através da análise e interpretação dos dados verificou-se que no que diz respeito à concordância ou discordância dos inquiridos quanto à inclusão dos alunos com SA, grande parte concorda, sendo recorrente a referência da necessidade de implicar um acompanhamento constante por parte da educação especial.

Genes related to sex steroids, neural growth, and social-emotional behavior are associated with autistic traits, empathy, and Asperger syndrome

Genetic studies of autism spectrum conditions (ASC) have mostly focused on the "low functioning" severe clinical subgroup, treating it as a rare disorder. However, ASC is now thought to be relatively common ( approximately 1%), and representing one end of a quasi-normal distribution of autistic traits in the general population. Here we report a study of common genetic variation in candidate genes associated with autistic traits and Asperger syndrome (AS). We tested single nucleotide polymorphisms in 68 candidate genes in three functional groups (sex steroid synthesis/transport, neural connectivity, and social-emotional responsivity) in two experiments. These were (a) an association study of relevant behavioral traits (the Empathy Quotient (EQ), the Autism Spectrum Quotient (AQ)) in a population sample (n=349); and (b) a case-control association study on a sample of people with AS, a "high-functioning" subgroup of ASC (n=174). 27 genes showed a nominally significant association with autistic traits and/or ASC diagnosis. Of these, 19 genes showed nominally significant association with AQ/EQ. In the sex steroid group, this included ESR2 and CYP11B1. In the neural connectivity group, this included HOXA1, NTRK1, and NLGN4X. In the socio-responsivity behavior group, this included MAOB, AVPR1B, and WFS1. Fourteen genes showed nominally significant association with AS. In the sex steroid group, this included CYP17A1 and CYP19A1. In the socio-emotional behavior group, this included OXT. Six genes were nominally associated in both experiments, providing a partial replication. Eleven genes survived family wise error rate (FWER) correction using permutations across both experiments, which is greater than would be expected by chance. CYP11B1 and NTRK1 emerged as significantly associated genes in both experiments, after FWER correction (P<0.05). This is the first candidate-gene association study of AS and of autistic traits. The most promising candidate genes require independent replication and fine mapping.

Mind-reading difficulties in the siblings of people with Asperger's syndrome: evidence for a genetic influence in the abnormal development of a specific cognitive domain

Background: Previous research suggests that the phenotype associated with Asperger's syndrome (AS) includes difficulties in understanding the mental states of others, leading to difficulties in social communication and social relationships. It has also been suggested that the first-degree relatives of those with AS can demonstrate similar difficulties, albeit to a lesser extent. This study examined 'theory of mind' (ToM) abilities in the siblings of children with AS relative to a matched control group. Method: 2 7 children who had a sibling with AS were administered the children's version of the 'Eyes Test'(Baron-Cohen, Wheelwright, Stone, & Rutherford, 1999). The control group consisted of 27 children matched for age, sex, and a measure of verbal comprehension, and who did not have a family history of AS/autism. Results: A significant difference was found between the groups on the Eyes Test, the 'siblings' group showing a poorer performance on this measure of social cognition. The difference was more pronounced among female siblings. Discussion: These results are discussed in terms of the familial distribution of a neuro-cognitive profile associated with AS, which confers varying degrees of social handicap amongst first-degree relatives. The implication of this finding with regard to the autism/AS phenotype is explored, with some discussion of why this neuro-cognitive profile (in combination with corresponding strengths) may have an evolutionary imperative.

Autobiographical memory, autonoetic consciousness, and identity in Asperger syndrome

Previous results from research on individuals with Asperger syndrome (AS) suggest a diminished ability for recalling episodic autobiographical memory (AM). The primary aim of this study was to explore autobiographical memory in individuals with Asperger syndrome and specifically to investigate whether memories in those with AS are characterized by fewer episodic 'remembered' events (due to a deficit in autonoetic consciousness). A further aim was to examine whether such changes in AM might also be related to changes in identity, due to the close relationship between memory and the self and to the established differences in self-referential processes in AS. Eleven adults with AS and fifteen matched comparison participants were asked to recall autobiographical memories from three lifetime periods and for each memory to give either a remember response (autonoetic consciousness) or a know response (noetic consciousness). The pattern of results shows that AS participants recalled fewer memories and that these memories were more often rated as known, compared to the comparison group. AS participants also showed differences in reported identity, generating fewer social identity statements and more abstract, trait-linked identities. The data support the view that differences in both memory and reported personal identities in AS are characterized by a lack of specificity.

Anxiety problems in young people with Asperger syndrome: a case series

It is now well established that the prevalence of mental health difficulties in individuals with autism spectrum disorders (ASD) is considerably higher than in the general population. With recent estimates of the prevalence of autism spectrum disorders being as high as one percent, increasing numbers of children and young people are presenting to local and specialist services with mental health problems in addition to a diagnosis of ASD. Many families report that the impact of the mental health problems can be as or more impairing than the autism spectrum difficulties themselves. Clinical services are frequently called upon to treat these difficulties; however, there is limited evidence for the effectiveness of treatments in this population. This paper reports a case series of children and adolescents with ASD and an anxiety disorder who were treated with a standard cognitive behaviour therapy (CBT) rationale adapted to take account of the neuropsychological features of ASD. Common features of the presentation of the disorders and also treatment processes are discussed.

Life at university with Asperger syndrome: a comparison of student and staff perspectives

Although increasing numbers of students with disabilities are accessing higher education, there is relatively little information about the needs of students with Asperger syndrome. Crucially, students themselves have rarely been included in research examining their needs or the supports they might find helpful. Three focus groups, one with students with Asperger syndrome and two with staff were conducted to explore the challenges, barriers and supports to students’ successful progress though one university in the UK. Thematic analysis revealed some key differences between staff and student perspectives, particularly with regard to impact of sensory sensitivities and daily life difficulties on academic progress. Students and staff also held differing views about what is helpful, relating to disclosure of diagnosis and the value of formal social supports. The study highlights the importance of developing services beyond traditional academic supports that students with Asperger syndrome themselves feel are valuable.

Genetic variation in GABRB3 is associated with Asperger syndrome and multiple endophenotypes relevant to autism.

BACKGROUND: Autism spectrum conditions (ASC) are associated with deficits in social interaction and communication, alongside repetitive, restricted, and stereotyped behavior. ASC is highly heritable. The gamma-aminobutyric acid (GABA)-ergic system has been associated consistently with atypicalities in autism, in both genetic association and expression studies. A key component of the GABA-ergic system is encoded by the GABRB3 gene, which has been previously implicated both in ASC and in individual differences in empathy. METHODS: In this study, 45 genotyped single nucleotide polymorphisms (SNPs) within GABRB3 were tested for association with Asperger syndrome (AS), and related quantitative traits measured through the following tests: the Empathy Quotient (EQ), the Autism Spectrum Quotient (AQ), the Systemizing Quotient-Revised (SQ-R), the Embedded Figures Test (EFT), the Reading the Mind in the Eyes Test (RMET), and the Mental Rotation Test (MRT). Two-loci, three-loci, four-loci haplotype analyses, and one seven-loci haplotype analysis were also performed in the AS case--control sample. RESULTS: Three SNPs (rs7180158, rs7165604, rs12593579) were significantly associated with AS, and two SNPs (rs9806546, rs11636966) were significantly associated with EQ. Two SNP-SNP pairs, rs12438141-rs1035751 and rs12438141-rs7179514, showed significant association with variation in the EFT scores. One SNP-SNP pair, rs7174437-rs1863455, was significantly associated with variation in the MRT scores. Additionally, a few haplotypes, including a 19 kb genomic region that formed a linkage disequilibrium (LD) block in our sample and contained several nominally significant SNPs, were found to be significantly associated with AS. CONCLUSION: The current study confirms the role of GABRB3 as an important candidate gene in both ASC and normative variation in related endophenotypes.

STX1A and Asperger syndrome: a replication study

Background Autism spectrum conditions (ASC) are a group of conditions characterized by difficulties in communication and social interaction, alongside unusually narrow interests and repetitive, stereotyped behaviour. Genetic association and expression studies have suggested an important role for the GABAergic circuits in ASC. Syntaxin 1A (STX1A) encodes a protein involved in regulation of serotonergic and GABAergic systems and its expression is altered in autism. Methods In this study, the association between three single nucleotide polymorphisms (SNPs) (rs4717806, rs941298 and rs6951030) in STX1A gene and Asperger syndrome (AS) were tested in 650 controls and 479 individuals with AS, all of Caucasian ancestry. Results rs4717806 (P=0.00334) and rs941298 (P=0.01741) showed a significant association with AS, replicating previous results. Both SNPs putatively alter transcription factor binding sites both directly and through other variants in high linkage disequilibrium. Conclusions The current study confirms the role of STX1A as an important candidate gene in ASC. The exact molecular mechanisms through which STX1A contributes to the etiology remain to be elucidated.

The neuropsychology of male adults with High-Functioning Autism or Asperger Syndrome

Autism Spectrum Disorder (ASD) is diagnosed on the basis of behavioral symptoms, but cognitive abilities may also be useful in characterizing individuals with ASD. One hundred seventy-eight high-functioning male adults, half with ASD and half without, completed tasks assessing IQ, a broad range of cognitive skills, and autistic and comorbid symptomatology. The aims of the study were, first, to determine whether significant differences existed between cases and controls on cognitive tasks, and whether cognitive profiles, derived using a multivariate classification method with data from multiple cognitive tasks, could distinguish between the two groups. Second, to establish whether cognitive skill level was correlated with degree of autistic symptom severity, and third, whether cognitive skill level was correlated with degree of comorbid psychopathology. Fourth, cognitive characteristics of individuals with Asperger Syndrome (AS) and high-functioning autism (HFA) were compared. After controlling for IQ, ASD and control groups scored significantly differently on tasks of social cognition, motor performance, and executive function (P's < 0.05). To investigate cognitive profiles, 12 variables were entered into a support vector machine (SVM), which achieved good classification accuracy (81%) at a level significantly better than chance (P < 0.0001). After correcting for multiple correlations, there were no significant associations between cognitive performance and severity of either autistic or comorbid symptomatology. There were no significant differences between AS and HFA groups on the cognitive tasks. Cognitive classification models could be a useful aid to the diagnostic process when used in conjunction with other data sources-including clinical history.

Single nucleotide polymorphism rs6716901 in SLC25A12 gene is associated with Asperger syndrome

BACKGROUND: Autism Spectrum Conditions (ASC) are a group of developmental conditions which affect communication, social interactions and behaviour. Mitochondrial oxidative dysfunction has been suggested as a mechanism of autism based on the results of multiple genetic association and expression studies. SLC25A12 is a gene encoding a calcium-binding carrier protein that localizes to the mitochondria and is involved in the exchange of aspartate for glutamate in the inner membrane of the mitochondria regulating the cytosolic redox state. rs2056202 SNP in this gene has previously been associated with ASC. SNPs rs6716901 and rs3765166 analysed in this study have not been previously explored in association with AS. METHODS: We genotyped three SNPs (rs2056202, rs3765166, and rs6716901) in SLC25A12 in n?=?117 individuals with Asperger syndrome (AS) and n?=?426 controls, all of Caucasian ancestry. RESULTS: rs6716901 showed significant association with AS (P?=?0.008) after correcting for multiple testing. We did not replicate the previously identified association between rs2056202 and AS in our sample. Similarly, rs3765166 (P?=?0.11) showed no significant association with AS. CONCLUSION: The present study, in combination with previous studies, provides evidence for SLC25A12 as involved in the etiology of AS. Further cellular and molecular studies are required to elucidate the role of this gene in ASC.

Genetic variation in the oxytocin receptor (OXTR) gene is associated with Asperger Syndrome

Background Autism Spectrum Conditions (ASC) are a group of neurodevelopmental conditions characterized by impairments in communication and social interaction, alongside unusually repetitive behaviors and narrow interests. ASC are highly heritable and have complex patterns of inheritance where multiple genes are involved, alongside environmental and epigenetic factors. Asperger Syndrome (AS) is a subgroup of these conditions, where there is no history of language or cognitive delay. Animal models suggest a role for oxytocin (OXT) and oxytocin receptor (OXTR) genes in social-emotional behaviors, and several studies indicate that the oxytocin/oxytocin receptor system is altered in individuals with ASC. Previous studies have reported associations between genetic variations in the OXTR gene and ASC. Methods The present study tested for an association between nine single nucleotide polymorphisms (SNPs) in the OXTR gene and AS in 530 individuals of Caucasian origin, using SNP association test and haplotype analysis. Results There was a significant association between rs2268493 in OXTR and AS. Multiple haplotypes that include this SNP (rs2268493-rs2254298, rs2268490-rs2268493-rs2254298, rs2268493-rs2254298-rs53576, rs237885-rs2268490-rs2268493-rs2254298, rs2268490-rs2268493-rs2254298-rs53576) were also associated with AS. rs2268493 has been previously associated with ASC and putatively alters several transcription factor-binding sites and regulates chromatin states, either directly or through other variants in linkage disequilibrium (LD). Conclusions This study reports a significant association of the sequence variant rs2268493 in the OXTR gene and associated haplotypes with AS.