Introduction: Autism Spectrum Disorder (ASD) is a behaviourally defined disorder characterised by impairments in three domains of social interaction, communication, and repetitive/restricted interests and behaviours (DSM-IV-TR; APA, 2000; ICD-10; WHO, 1992). Recent research suggests that this diagnostic triad may no longer fit as the best way to conceptualise ASD. Although not due for publication until 2013, a proposed revision of autistic disorder for DSM-V has merged three domains into two; i) Social/communication deficits and ii) Fixated interests and repetitive behaviours (APA, 2010). The aim of this study was to examine the structure of ASD symptom domains within the Adult Asperger Assessment (AAA; Baron-Cohen et al., 2005). Method: Confirmatory factor analysis was used to examine data from a clinical population of adults diagnosed with Asperger Syndrome (AS) and High Functioning Autism (HFA). Results: Analysis suggested that none of the theoretically-driven models were supported by the AAA data. However, it did highlight high correlations between social and communication factors (r > 0.9) within unmodified models. Discussion: The results of the analysis did not provide support for the move towards considering ASD as a dyad of ‘social-communication’ impairments and repetitive/restricted interests and behaviours, as none of the models were supported by the AAA data. The validity of the AAA as a diagnostic tool is discussed, as well as limitations and suggestions for future research. Conclusion: This study did not provide the evidence required to endorse a move towards the proposed DSM-V dyad. Further research to understanding the structure of autism symptoms could improve diagnostic and classification systems, and further studies of the genetic and neurobiological bases of ASD.

The main purpose of this thesis is to define the essential in how four persons with Asperger syndrome remember their childhood. As part of this purpose, the essay also refers to evince how these persons mobilise a collective memory and a historic consciousness. The purpose realises through a phenomenological approach and a qualitative content analysis of four autobiographies, written by persons diagnosed with Asperger syndrome. Four comprehensive terms are compiled to summarize the essentials of the authors’ childhood memories. The first term is Alternative perception and shows the authors had an unusual strong perception. The second term, Own time, shows the authors had an essential need to be alone. The third term Alienation, evince that the authors experienced different kinds of alienations during their childhood. Term four is called Incomprehension and shows how the authors´ childhood have been incused of a great incomprehension, for instance in relation to themselves and in social interactions. Considering the author’s memories as use of history, it is also made clear these memories create a general pattern of experiences that turns into a collective memory. This collective memory creates a foundation for persons diagnosed likewise, offering meaningful contexts to recognize and formulate their identities. The essay’s overall analysis also establishes how difficult the boundary can be to discern, of when something generalized merges into something specific, and how invisible and intangible Asperger syndrome seems to be for the environment.

Orientador: Julianne Fischer. / Com: Produto Educacional : Apostila de jogos. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Exatas e Naturais, Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática.

<p>Abstract</p><p>Teenagegirls with Asperger syndrome – copingstrategies</p><p>The aim of the study has been to describe how teenagegirls with Asperger syndrome (an inside-out perspective) experience their possibilities to social interaction in the society.</p><p>The specific questions for this study are:</p><p>• How do the participants apply copingstrategies?</p><p>• Experiencies of getting the diagnose Asperger.</p><p>• Experiencies from living with the dissorder Asperger.</p><p>• The Participants life situation</p><p>In this study I use a qualitative attempt where I interview five teenagegirls. Then the interviews were analysed with a phenomenological attempt with the intention to create at picture of the girls’ world. The result of the interviews presents from the interviwguides area and interpret towards the background of earlier research that present in this study. The result shows that the girls use copingstrategies, some got conscious of the fact that they do during the interview. The study shows that the girls exposed to a large mentally pressure and suffered before they got the dianoses. When they got adapted studies and a place in a small class/special educationgroup the life become easier thanks to the pedagogical personal who could help the girls to understand them selfs, accept their personality and start training to see the world and imitate it. The situation for the girls today is full of light if they get the help taht is right for them.</p><p>Key words: Asperger syndrome, autism, impaired function, remedial pedagogics</p>

<p>I detta examensarbete beskrivs de drag som kännetecknar de barn som har diagnosen Asperger syndrom. Vidare ges förslag på hur man som lärare eller kanske annan vuxen på skolan kan göra för att underlätta för dessa barn i skolsammanhang. Arbetet har till stor del varit en litteraturstudie, men även referat från föreläsningar om Asperger syndrom och ett strukturerat samtal med en lärare har använts.</p>

<p>The objective of this project is to study how two asperger units, one at a junior school and one at a senior-level school are carrying at their work. I have interviewed one pedagouge at each unit to find out how they organize the education at the units and how they work to develop the students' social skills based on the students' functional handicap. The interviews showed that the following factors are providing the foundation for the pedagouges' work with the students: knowledge of the Asperger syndrome and the symptoms shown by each individual, the pedagouges being explicit and well structured as a professional and as adult combined with him/her being humble and showing respect towards the students and self reflection.</p><p>Keywords: Asperger syndrome, functional handicap, social interaction, attitude.</p>

I detta examensarbete beskrivs de drag som kännetecknar de barn som har diagnosen Asperger syndrom. Vidare ges förslag på hur man som lärare eller kanske annan vuxen på skolan kan göra för att underlätta för dessa barn i skolsammanhang. Arbetet har till stor del varit en litteraturstudie, men även referat från föreläsningar om Asperger syndrom och ett strukturerat samtal med en lärare har använts.

The objective of this project is to study how two asperger units, one at a junior school and one at a senior-level school are carrying at their work. I have interviewed one pedagouge at each unit to find out how they organize the education at the units and how they work to develop the students' social skills based on the students' functional handicap. The interviews showed that the following factors are providing the foundation for the pedagouges' work with the students: knowledge of the Asperger syndrome and the symptoms shown by each individual, the pedagouges being explicit and well structured as a professional and as adult combined with him/her being humble and showing respect towards the students and self reflection. Keywords: Asperger syndrome, functional handicap, social interaction, attitude.

Abstract Teenagegirls with Asperger syndrome – copingstrategies The aim of the study has been to describe how teenagegirls with Asperger syndrome (an inside-out perspective) experience their possibilities to social interaction in the society. The specific questions for this study are: • How do the participants apply copingstrategies? • Experiencies of getting the diagnose Asperger. • Experiencies from living with the dissorder Asperger. • The Participants life situation In this study I use a qualitative attempt where I interview five teenagegirls. Then the interviews were analysed with a phenomenological attempt with the intention to create at picture of the girls’ world. The result of the interviews presents from the interviwguides area and interpret towards the background of earlier research that present in this study. The result shows that the girls use copingstrategies, some got conscious of the fact that they do during the interview. The study shows that the girls exposed to a large mentally pressure and suffered before they got the dianoses. When they got adapted studies and a place in a small class/special educationgroup the life become easier thanks to the pedagogical personal who could help the girls to understand them selfs, accept their personality and start training to see the world and imitate it. The situation for the girls today is full of light if they get the help taht is right for them. Key words: Asperger syndrome, autism, impaired function, remedial pedagogics