A Review of Co-Morbid Disorders of Asperger's Disorder and the Transition to Adulthood

Autor/inn/en	Robinson, Stephanie; Curwen, Tracey; Ryan, Thomas G.
Titel	A Review of Co-Morbid Disorders of Asperger's Disorder and the Transition to Adulthood
Quelle	In: International Journal of Special Education, 27 (2012) 1, S.4-16 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Learning Disabilities; Independent Living; Anxiety Disorders; Pervasive Developmental Disorders; Autism; Asperger Syndrome; Gender Differences; Educational Attainment; Transitional Programs; Employment Level; Interpersonal Relationship; Skill Development; Interpersonal Competence; Age Differences; Behavior Disorders; Adolescent Development + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Selbstverantwortung; Autismus; Asperger-Syndrom; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Age; Difference; Age difference; Altersunterschied
Abstract	This review includes empirical peer-reviewed articles which support the examination of Asperger's Disorder and co-morbid disorders, as well as an analysis of how adolescents with Asperger's Disorder transition to adulthood. Although the focus was on Asperger's Disorder, some studies include Autism Spectrum Disorder samples. It was found that people with Asperger's Disorder generally experience more anxiety than control groups. Rates of non-verbal learning disabilities did not differ significantly from control groups, however it remained unknown if rates of specific learning disabilities differ. The transition to adulthood focused on education, employment, living arrangements, and relationships. The findings revealed that people with Asperger's may have more difficulty in the transition to adulthood, however they were capable of achieving high educational levels, employment, independent living, and successful relationships. It was suggested that anxiety treatments and social skills training be further incorporated into counselling programs, and that future research examine gender differences in the diagnosis, treatment, and prognosis of Asperger's Disorder. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10