Learning and Behavior Problems in Asperger Syndrome.

In recent years, the field of autistic spectrum disorders (ASD) has experienced an embarrassment of riches among a wide variety of books available for families, clinicians, and educators. The best of these accurately reflects the current state of research in this rapidly-expanding area and interprets the relevance of findings in terms that are appropriate to the target audience. Some works are confined to a more academic or abstract level, whereas others are intended to provide more pragmatic assistance. Many works provide little more than an introduction to this complex field. With so many volumes to choose from, it is a challenge to determine whether a given work has the right expertise behind it, as well as the breadth and depth of content and particular focus that is suitable to one’s needs. Learning and Behavior Problems in Asperger Syndrome, is an admirable work that might easily be overlooked under these circumstances. First, the expert - Margot Prior, for those who do not know her work, has been one of the more thoughtful contributors to the research literature on cognition and behaviour in autism for several decades. She is also a very experienced clinical child psychologist and her immersion in the needs of children and adolescents with autistic spectrum disorders is evident in her editorial choices. The thirteen chapters of Learning and Behavior Problems in Asperger Syndrome have been contributed by some of the most noted clinical researchers in the world, a front-line master educator and by the reflections of an adult with Asperger syndrome. The book is organized in two sections, one concerning assessment and management of cognitive, academic and behavioral aspects of ASD and the other specifically addressing ASD in the context of schools and the transition from school into adult life. The writing is of high quality overall (with commendably thorough use of citations), and the editing is smooth. The result is that what might have been a rather dense and choppy volume is actually pleasant going, although this is the sort of book that one is more likely to absorb one chapter at a time. As the title indicates, this book is concerned with cognition and behavior in Asperger syndrome. The title is not especially helpful in that, despite the use of “Asperger syndrome”, chapter one is devoted to demonstrating the lack of empirical support for any meaningful distinction between Asperger syndrome and the rest of the autistic spectrum. This point is reinforced by other chapter authors and by Prior herself in her introductory and closing chapters; “Asperger syndrome” in the title suggests a narrow focus that is not present within these pages. In fact, diagnosis is really not discussed in great detail in any of the chapters, reinforcing the fact that this book is directed towards those who work with anyone at the more able end of the autism spectrum. The title also does not convey that this is a book for practitioners (rather than researchers), albeit more sophisticated practitioners. The premise is that understanding of the unique cognitive styles of individuals with ASD, and their behavioral differences, will lead to better teaching, more sensitive care, and more appropriate environmental accommodations, and thereby serve to enhance functioning in the real world. Although the context is heavily school-oriented, one has the sense that throughout this volume, the contributors recognize that preparation for the world beyond school, is what really matters. I recommend this book in the first instance to school/educational psychologists, special educators, and clinical or neuro-psychologists who are involved in assessment and programming for children with ASD. Given the prevalence of ASD, and especially the challenges of working with those (often later-diagnosed) children at the higher-functioning end of the spectrum, this knowledge is absolutely essential to these professionals. The high level of the contributions and liberal and appropriate citation of research makes this book particularly well-suited for use in training programs. For the same reasons, clinical child psychiatrists who are involved in consultation regarding school-aged children will find that Learning and Behavior Problems in Asperger Syndrome is an excellent resource. The assessment of cognitive, academic and language skills is well-covered in chapters two (Reitzel & Szatmari) and three (Manjivioni). Following these, Tager-Flusberg’s chapter clarifies the role of language and communication in the manifestations of ASD. The next three chapters address the difficulties that are at the crux of most referrals for children and adolescents who have the Asperger syndrome label: social concerns (Shaked & Yurmiya), circumscribed interests (Attwood) and co-morbid emotional and behavioral challenges (Tantum). Among the highlights of the book are chapters eight, “Remembering School” (Lawson) and nine, “Challenges Faced by Teachers Working with Students with Asperger Syndrome” (Gill). These contributions convey first-person perspectives from the complementary front lines of teaching and being taught. I was also impressed by the chapters by Jordan (10) and Kunce (11), who provide views from the UK and US on school-based strategies and systems that enhance education for students with ASD. These are excellent well-referenced summaries that will direct the interested reader to other sources, in which there may be more details regarding implementation of these interventions. Howlin’s chapter 12 addresses the challenges faced by individuals with ASD as they move beyond the school-years, are only now receiving much attention. Howlin provides a thoughtful discussion of the factors that must be taken into consideration in the transition to adulthood, while recognizing the limitations of our knowledge in this area. By not minimizing the complexity of the disorder and by promoting thoughtful problem-solving rather than “one size fits all” suggestions, Learning and Behavior Problems in Asperger Syndrome becomes a worthwhile addition to the comprehensive ASD library. It goes beyond debates about diagnosis to help clinicians and educators determine what really will make a difference in the life of a young person with ASD, and to make that difference a reality.