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The neuropsychological profiles of learners with Asperger Syndrome

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dc.contributor.advisor Roets, H. E. (Hester Elizabeth) en Thijsse, Lynette Joan en 2009-08-25T10:52:04Z 2009-08-25T10:52:04Z 2008-11 2009-08 en
dc.identifier.citation Thijsse, Lynette Joan (2008) The neuropsychological profiles of learners with Asperger Syndrome, University of South Africa, Pretoria, <> en
dc.description.abstract A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment. en
dc.format.extent 1 online resource (xii, 307 leaves.)
dc.language.iso en en
dc.subject Non verbal learning disability en
dc.subject Personality disorder en
dc.subject Pervasive developmental disorders en
dc.subject Autism en
dc.subject High functioning autism en
dc.subject Attention deficit disorder en
dc.subject Neuropsychological profile en
dc.subject Neuropsychological assessment en
dc.subject Asperger syndrome en
dc.subject.ddc 616.8588
dc.subject.lcsh Asperger's syndrome in children.
dc.subject.lcsh Learning disabled children -- Education
dc.subject.lcsh Neuropsychological tests
dc.subject.lcsh Attention-deficit-disordered children -- Education
dc.subject.lcsh Autism spectrum disorders
dc.subject.lcsh Personality disorders in children
dc.title The neuropsychological profiles of learners with Asperger Syndrome en
dc.type Thesis en
dc.description.department Educational Studies en D.Ed. (Psychology of Education) en

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