Identifying Asperger's Syndrome versus Autism


What causes Asperger's Syndrome?
Asperger's syndrome is caused by an epigenetically inherited problem in the cell, caused by a common subcellular bacteria. In the case of the Asperger's client, this bacteria interacts with a specific type of subcellular damage to cause the symptoms. We've found both theoretically and empirically that autism and Asperger's are entirely unrelated disorders, caused by completely different diseases.

How do we diagnose Asperger's Syndrome?
Fortunately, there is a very simple and fast diagnostic test a person can use at home. An Asperger's Syndrome client feels like they are surrounded by a glass wall, as if they were inside a giant test tube. Since this problem has been there since birth, it feels 'normal' to them. To test for this, have someone else slowly bring their hand towards the client's arm. If they have Asperger's, then they can only see the hand, but not feel its presence. As it gets closer to the client's body, the client will suddenly be able to 'feel' the presence of the hand. This usually happens within an inch or two of their arm.

This 'glass wall' can be on the left half of the body only, on the right half only, or on both sides. Clients diagnosed with Asperger's have both sides of their body covered. However, some people who do not have Asperger's diagnosis have half of the 'glass wall' problem - they don't realize this because they sense the world through the 'uncovered' side of their body. This can cause issues in life, as in playing sports, as they can't sense their surroundings on one side of their body.

What does the treatment do?
It eliminates the 'glass wall' experience around the Asperger client's body. This can be quite remarkable experience; as one client said, "I never knew how big the sky was!" This unfamiliar feeling that they are suddenly out of a giant glass test tube can be exhilarating, or a bit concerning to the client. Treatment includes treating any anxiety that might arise with this huge change in their perception.

What are the ICD-10 F85.4 Asperger's Syndrome criteria?
Children and adults with Asperger's syndrome typically function better than people with autism, and also have normal intelligence and near-normal language development (although they may develop problems communicating as they get older).

1) There is no clinically significant general delay in spoken or receptive language or cognitive development. Diagnosis requires that single words should have developed by 2 years of age or earlier and that communicative phrases be used by 3 years of age or earlier. Self-help skills, adaptive behavior, and curiosity about the environment during the first 3 years would be at a level consistent with normal intellectual development. However, motor milestones may be somewhat delayed and motor clumsiness is usual (although not a necessary diagnostic feature). Isolated special skills, often related to abnormal preoccupations, are common, but are not required for diagnosis.

2) There are qualitative abnormalities in reciprocal social interaction (criteria as for autism).

3) The individual exhibits an unusually intense, circumscribed interest or restricted, repetitive, and stereotyped patterns of behavior, interests, and activities (criteria as for autism; however, it would be less usual for these to include either motor mannerisms or preoccupations with part-objects or non-functional elements of play materials).

4) The disorder is not attributable to other varieties of pervasive developmental disorder; simple schizophrenia (F20.6); schizotypal disorder (F21); obsessive-compulsive disorder (F42.-); anankastic personality disorder (F60.5); reactive and disinhibited attachment disorder of childhood; obsessional personality disorder (F94.1 and F94.2, respectively).

Common symptoms include:

  • Problems with social skills: Children with Asperger's syndrome generally have difficulty interacting with others and often are awkward in social situations. They generally do not make friends easily.
  • Eccentric or repetitive behaviors: Children with this condition may develop odd, repetitive movements, such as hand wringing or finger twisting.
  • Unusual preoccupations or rituals: A child with Asperger's syndrome may develop rituals that he or she refuses to alter, such as getting dressed in a specific order.
  • Communication difficulties: People with Asperger's syndrome may not make eye contact when speaking with someone. They may have trouble using facial expressions and gestures, and understanding body language. They also tend to have problems understanding language in context.
  • Limited range of interests: A child with Asperger's syndrome may develop an intense, almost obsessive, interest in a few areas, such as sports schedules, weather, or maps.
  • Coordination problems: The movements of children with Asperger's syndrome may seem clumsy or awkward.
  • Skilled or talented: Many children with Asperger's syndrome are exceptionally talented or skilled in a particular area, such as music or math.


Because there is so much confusion around Asperger's Syndrome and autism, we've included a short description of autism below:

What is Autism?
Autism is defined as a developmental disorder that affects the child’s ability to make contact, develop language, and engage in interpersonal communication. It is a 'spectrum disorder' - it can have a range of symptoms and severity.

Autistic Disorder diagnostic criteria in the ICD-10 F84.0
A. Abnormal or impaired development is evident before the age of 3 years in at least on elf the following areas:
  1. receptive or expressive language as used in social communication;
  2. the development of selective social attachments or of reciprocal social interaction;
  3. functional or symbolic play.
B. A total of at least six symptoms from 1), 2), and 3) must be present, with at least two from 1) and at least one from each of 2) and 3):
  1. Qualitative abnormalities in reciprocal social interaction are manifest in at least two of the following areas:
  1. failure adequately to use eye-to-eye gaze, facial expression, body posture, and gesture to regulate social interaction;
  2. failure to develop (in a manner appropriate to mental age, and despite ample opportunities) peer relationships that involve a mutual sharing of interests, activities, and emotions;
  3. lack of socio-emotional reciprocity as shown by an impaired or deviant response to other peoples emotions; or lack of modulation of behavior according to social context; or a weak integration of social, emotional, and communicative behaviors;
  4. lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g. a lack of showing, bringing, or pointing out to other people objects or interest to he individual.
  1. Qualitative abnormalities in communication are manifest in at least one of the following areas:
  1. a delay in, or total lack of, development of spoken language that is not accompanied by an attempt to compensate through the use of gesture or mime as an alternative mode of communication (often preceded by a lack of communicative babbling);
  2. relative failure to initiate or sustain conversational interchange (at whatever level of language skills is present), in which there is reciprocal responsiveness to the communications of the other person;
  3. stereotyped and repetitive use of language or idiosyncratic use of words or phrases;
  4. lack of varied spontaneous make-believe or (when young) social imitative play.
  1. Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities are manifest in at least one of the following areas:
  1. an encompassing preoccupation wit one or more stereo-typed and restricted patterns of interest that are abnormal in context or focus; or one or more interests that are abnormal in their intensity and circumscribed nature thought not in their context or focus;
  2. apparently compulsive adherence to specific, non-functional routines or rituals;
  3. stereotyped and repetitive motor mannerisms that involve either hand or finger flapping or twisting, or complex whole body movements;
  4. preoccupations with part-objects or non-functional elements of play materials (such as their odor, the feel of their surface, or the noise or vibration they generate).
C. The clinical picture is not attributable to the other varieties of pervasive developmental disorder; specific developmental disorder of receptive language (F80.2) with secondary socio-emotional problems; reactive attachment disorder (F94.1) or disinhibited attachment disorder (F94.2); mental retardation (F70-F72) with some associated emotional or behavioral disorder: schizophrenia (F20.-) of unusually early onset; and Rett's syndrome (F84.2).

Autistic Disorder characteristics in the DSM IV:
The criteria that characterize autism are defined in the Diagnostic Handbook of the Psychiatric Association DSM IV. It is important to state that at least 6 of the following parameters should be apparent in order to suspect autism.

Clear Inability to Interact Socially
  • Absence of non-verbal communication, such as eye contact, facial expression, body language
  • Basic inability to relate to others
  • Inability to share or participate in a pleasurable activity
  • Inability to express affection

Clear Inability to Communicate
  • Lack of language development
  • Lack of initiative for verbal expression
  • Repetitive sounds

Stereotypical Ritualistic Behavior
  • Limited interest in objects
  • Intensive, obsessive use of specific objects
  • Stereotypical, repetitive movements
  • Lack of spontaneous and imaginary play

Identified by Clinical Observations
  • Does not respond to their (own) name
  • Inappropriate laughter or crying
  • Lack of ability to interpret facial expressions
  • Often verbal or babbling (preverbal) sounds are lacking
  • Use of the adult’s hand to obtain what is desired
  • Attachment to a certain object
  • Various phobias such as water, noises, toilet training
  • Food fixations

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