Asperger Traits Checklist

An overview of Asperger's syndrome

Asperger's syndrome, sometimes called Asperger's disorder, is a type of developmental disorder characterized by trouble with social interactions and communication (such as intellectual or language impairment or social cues), specific behavioral patterns and strict adherence to routine, and intense obsessive interests (repetitive behavior patterns).

The syndrome was named after Hans Asperger, an Austrian pediatrician who, in 1944, worked with children in his practice who lacked nonverbal communication skills and failed to demonstrate empathy with their peers (Woodbury-Smith & Volkmar, 2008).

Before the publication of the DSM-5 in 2013, Asperger's syndrome and autism were considered separate diagnoses. Presently, Asperger's syndrome, autistic disorder, childhood disintegrative disorder, and pervasive developmental disorder - not otherwise specified (PDD-NOS), have been consolidated under the umbrella of autism spectrum disorders. Individuals who were diagnosed with Asperger's before the publication of the DSM-5 were diagnosed with autism spectrum disorder.

Individuals diagnosed with Asperger's syndrome, either before the DSM-5 or with ASD after the DSM-5, will likely have several symptoms such as language impairment, distinct behavioral patterns, and physical issues. Other unique signs of Asperger's syndrome typically include a strong ability to memorize information and facts, particularly about topics of personal interest. They may also experience heightened sensitivity to light, specific sounds (other sensory stimuli), and certain textures. Additionally, they may struggle with planning, organizing, and initiating tasks in everyday life.

How is Asperger's syndrome diagnosed?

Since the publication of the DSM-5, the symptoms of Asperger's have been lumped with symptoms of other disorders that are now part of the autism spectrum disorder criteria. At this point, a diagnosis of Asperger's is a diagnosis of autism, and as mentioned earlier, people diagnosed with Asperger's syndrome using the criteria of the DSM-IV are no longer diagnosed with it. Instead, they're diagnosed with ASD.

What steps must one take to make a correct diagnosis?

There are no specific tests for assessing patients for signs of Asperger's, but here are the steps to make a diagnosis.

1. Conduct a comprehensive examination: Start with a thorough clinical interview with the patient. Interview the people closest to the patient and observe the patient during the interview.
2. Utilize observation tools: Have close associates of the patient observe them over a specific period using tools like the Autism Diagnostic Observation Schedule (ADOS).
3. Assess various skills and behaviors: Evaluate the patient's intellectual or language impairments, movement skills, social interaction, and communication skills. Observe repetitive behaviors, body language, powerful interests, and mood disorders.
4. Conduct additional examinations: Perform brain scans to check for potential brain abnormalities or other neurodevelopmental disorders, such as cerebral palsy.
5. Cross-check findings: Compare the gathered information with the criteria set by the DSM-5 to ensure accuracy.
6. Make an official diagnosis: Confirm if the findings fit the DSM-5 criteria, ensuring a correct and comprehensive assessment.

How this template works

Integrating this checklist into your practice has never been easier. We've gone ahead and created an easy-to-follow step-by-step set of instructions to support the seamless entry of this document into your workflow.

Step 1: Access the checklist

Go ahead and use the "Use template" button to open the checklist in the Carepatron app. From here, you can decide whether to customize it, fill it out, or print a physical copy. You can also click "Download" to save a non-customizable PDF version (that you can still fill out digitally or print).

Step 2: Familiarize yourself with the checklist

Begin by thoroughly reviewing the checklist to understand the key behaviors and characteristics it evaluates. This will ensure you're comfortable with the checklist and can effectively use it during assessments.

Step 3: Integrate it into assessments

You can choose how to utilize this document within your practice. You may want to use the checklist as part of your initial intake or evaluation.

Step 4: Observe behaviors

During your interactions with your client, observe their behavior and record any specific traits that align with this checklist. Be sure to use your clinical judgment when completing this document.

Step 5: Review and analyze the results

Once you have completed the checklist, you can then analyze the results. Be sure to use this document as an additional resource to accompany diagnostic information.

This is not a diagnostic tool, but it can support other clinical resources. It is simply intended to assist practitioners in identifying symptoms and supporting their clinical evaluations.

Benefits of using an Asperger's Traits Checklist

Using this checklist with clients has several benefits. It provides a systematic way to assess behaviors, ensuring a more accurate and consistent evaluation for better support and intervention.

Improved early detection

By familiarizing themselves with this checklist, practitioners will be quick to identify early signs and traits associated with Asperger's syndrome. This will support a quicker motion towards diagnosis and intervention if required.

Consistent assessment

Having this checklist available can support practitioners when evaluating clients. It provides a structured and consistent approach to identifying symptoms of Asperger's syndrome. This can ensure that no key traits are overlooked during sessions.

Comprehensive understanding

Finally, others within the individual's circle can better understand the unique strengths and challenges that may arise. This checklist works as a guide to help caregivers, educators, and healthcare professionals provide a tailored support network.

References

Woodbury-Smith, M. R., & Volkmar, F. R. (2008). Asperger syndrome. European Child & Adolescent Psychiatry, 18(1), 2–11. https://doi.org/10.1007/s00787-008-0701-0