Cognitive and Language Characteristics of Adolescents with Asperger' s Syndrome: Two Case Studies Asperger's Syndrome: Two Case Studies

Asperger"s syndrome in adolescence -- Case studies;Asperger"s syndrome -- Patients -- Language -- Case studies;Asperger"s syndrome -- Patients -- Intelligence levels -- Case studies;Cognition -- Testing -- Case studies

Andrle, Erika Ann

University of Wisconsin

关键词: Asperger";    s syndrome in adolescence -- Case studies;    Asperger";    s syndrome -- Patients -- Language -- Case studies;    Asperger";    s syndrome -- Patients -- Intelligence levels -- Case studies;    Cognition -- Testing -- Case studies;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/72523/Andrle_Erika%20Ann.pdf?sequence=2&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

Asperger Syndrome (AS) is a well-known developmental disability within society, but the research describing the cognitive and linguistic characteristics is conflicting. The existing literature suggests heterogeneity of academic skills, social skills, behaviors, and concomitant diagnoses; however, the available research has focused primarily on group studies of individuals with AS. Consideration of the individual differences seen within this population is essential and may benefit individuals with AS academically, socially, and during the transition from high school. Two case studies are presented to gain knowledge about the participants;;unique characteristics and how these characteristics may or may not relate to the scores and observations obtained from a battery of language, cognitive, and academic assessments. The aims of this research study were to describe the cognitive and linguistic profiles of two adolescents with AS and consider how their profiles may influence academic and social interactions in high schooland in the transition to post-secondary education or employment after graduation. The results of this study indicated that each participant exhibited strengths and challenges in the battery of assessments. While both participants scored similarly in formal cognition and pragmatic assessments, considerable differences were observed in writing and math skills, awareness of diagnoses, and informal pragmatic skills. These results illustrate the individual differences seen across individuals with AS.