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Patrick Mckee

Jennifer Rodrick

English 115

18 October 2018

Asperger’s Syndrome and Conformity

In society we all conform and adapt based on our surroundings, and Asperger’s

individuals also conform to their space too. Asperger’s struggle with things as they have a hard

time understanding people, and emotions. Asperger individuals become more performative from

positive support in their space, which results in a confidence boost, higher self-esteem, and social

skills which is vital in interactions between people.

Asperger individuals need support in their space in order to strengthen their social skills.

Schools can be the perfect breeding ground to better communication skills for people. According

to the article, “The Needs of College Students with Autism Spectrum Disorders and Asperger's

Syndrome,” by Jennifer A. Cullen, a researcher at Widener University: said, “As students were

asked to identify their social needs, the responses and discussions related to social needs

expanded to include discussion of some elements related to daily living skills and academic

needs; therefore, a general category of Needs Related to College emerged. The main category of

Needs Related to College further diverged into four subcategories: Social Needs, Academic

Needs, Daily Living Needs, and How Those Needs Are Met.”. (Cullen). The main goal of this

research article was to see if Asperger college students were receiving enough support, and learn

the possible ways that the schools can support people with Asperger Syndrome. The researcher

created four subclasses in order to see if the entire group of participants are getting enough help.
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The first subclass addressed the social needs of the participants. Those include interactions with

other students and staff. The participants were mixed as some were trying to understand and fit in

with people while others feel they are fine being the way they are. The second subclass focuses

on Academic needs, mostly referring to getting help with group assignments and understand

certain things, like metaphors or abstract ideas. The third subclass focuses on daily living needs,

which address on how each of them live and how each environment encourages stronger

communications. Most reported to live at home, on campus in the dorms, and renting out

apartments. The final subclass How are the needs being met, focused on how each different

factor to persons life influences. The influences come from friends, family, and school. These

positive spaces promote performative growth in communication skills for the people as well as

preparing them for the future.

Unfortunately, Asperger adolescents suffer from a wide range of emotions like depression

and anxiety, but they can improve self-esteem through positive support in their space. Depression

is bad for anyone and it is harder for Asperger Syndrome individuals to express their emotions

fully. According to a researcher Kristin Anderson, researcher at the University of Colorado,

author of, “Asperger's Syndrome in General Elementary Education: Problems, Resources, and

Improvement for All”, said, “Also, informing all students that the classroom is a safe place where

bullying does not exist and all students’ ideas are valued equally, helps set the tone for a

successful year. Often times changes in schedule and routine will throw off a student with AS, so

informing students of changes well in advance will help them prepare for the modifications. With

the new expansion of technology into many classrooms, teachers are better prepared to

differentiate instruction for their students. Since students with AS often respond well to visuals,

graphics, and models, computers allow students to get these necessary accommodations.”.
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(Anderson). This article was focusing on the advancements that are currently helping and more

ways we can support individuals with Asperger Syndrome in the community which gives the

person a better chance at succeeding. It talks about keeping the individuals away from bullies

which can have a disastrous effect on their self-esteem. The article also talked about social

support, teach people in general on ways to communicate with each other and be friendly. It

mentions that schools are making it easier to keep the individuals safe from harm from other

individuals. In the same topic, schools are giving one on one aides to assist the person with

Asperger Syndrome. The other topic in the article talks about school support resources, which

include therapy and providing a group of people to create a positive impact on the individual

with Asperger Syndrome. The last main topic of support comes in the form of family. It mentions

way that the family can support and influence people by sending them to out of school groups

with similar issues. This create a space that has a positive growth for the Asperger individuals by

providing a place that they can get support to develop strong self-esteem. This is performative

for them as self-esteem will ward of depression and other negative consequences, like poor

school performance, from occurring.

Confidence is an important key in everyone’s decision making meaning it gives us

courage to do things, like being able to project more in a job interview. Asperger Syndrome

people need confidence too, as it helps them learn and explore the mysterious emotions that this

world contains. According to researcher Jonathon Vincent, a researcher of autism at York St John

University, author of, “Transition from secondary to higher education: an evaluation of a pre-

entry transition programme for students on the autistic spectrum.”, said, “One practitioner noted,

I think quite often with the parents, it’s a massive transition for them because they are letting go

of the person they have kind of been looking after for the last eighteen or maybe even more
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years...and so if we are able to give them some confidence then that feeds back to the students. A

clear relationship is identified between how the parents feel about the transition process and its

impact on the students” and, “any parents also reported feeling relieved that they could see their

son or daughter engaging in activities, growing in confidence and feeling happy as the statements

above suggest.”. (Vincent). The research in this article was done to determine what is the most

effective way to meet each students’ transitions needs as the transition into school and also the

effective programs in helping people with Asperger Syndrome. The article took in different

prospective, from teachers, to students, and to the parents. The teachers talked about teaching

social skills and making activities that the person with Asperger Syndrome can participate in.

The teachers also mentioned that they have made a way for everyone to talk to each other and

gain new prospectives. The students with Asperger Syndrome talked about wanting to belong

and also being able to understand other people’s emotions. The parents addressed the real

challenges that their children will face when they go off too higher education. The findings of the

research indicated that programs that help develop relationships and social skills gave the

individuals more confidence in their abilities to perform well in upper education. Activities

including life building and learning how to survive by yourself our indicated to be important

skills. The article shows that these programs and creating a positive space to help the people with

Asperger Syndrome conform to society’s needs. This also gives them the confidence to help

themselves and understand people better.

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Asperger Syndrome has been removed from the DSM-V handbook in 2016, but now they

classify it on the high end of the autism spectrum. The picture from, Applied Behavioral

Analysis, reflects how Asperger Syndrome correlates to autism and its difficulty that inflicts

upon people, like educational difficulty. The good news is these people are capable of learning

the skills needed. The articles posted previously shows the possible mediums in which they can

become performative and conform to society. The second image above details the spectrum

leading down to autism. The image shows that Asperger Syndrome is on the high end of the

spectrum, even though I have a mixture of both Aspergers and Autism, this does make sense. In

the psychologist’s observations notes, it details my refusal to give eye contact, my repetitive

movements, walking in circles being another one. If it was not for my parents and the aggressive

behavioral therapy done on me, I would have not been able to be as performative as I am today.

Overall, Asperger Syndrome people, have a lot of support, especially from the schools

and family, which in turn leads to a greater way of life for them. Support groups and additional

resources, like life improving workshops, need to continue to grow, as it builds confidence, self-

esteem and communication in the Asperger Syndrome individual. This helps them become

performative by giving them the artistic tools to life, and with these tools they can create a

masterpiece in this world.

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Work Cited:

Anderson, Kristin. “Asperger's Syndrome in General Elementary Education: Problems,

Resources, and Improvement for All.” CU Scholar, 28 Apr. 2015,

scholar.colorado.edu/honr_theses/777/?utm_source=scholar.colorado.edu%2Fhonr_theses

%2F777&utm_medium=PDF&utm_campaign=PDFCoverPages. Accessed. Oct. 18,

2018.

“Asperger Syndrome.” Asperger Syndrome Outlook South West, www.outlooksw.co.uk/asperger-

syndrome. Accessed. Oct. 22, 2018.

Cullen, Jennifer A. “The Needs of College Students with Autism Spectrum Disorders and

Asperger's Syndrome.” Journal of Postsecondary Education and Disability, Association

on Higher Education and Disability. 30 Nov. 2014, eric.ed.gov/?id=EJ1066322.

Accessed. Oct. 18, 2018.

“Is Asperger Syndrome the Same As Autism?” Applied Behavioral Analysis,

www.appliedbehavioranalysisedu.org/is-asperger-syndrome-the-same-as-autism/.

Accessed. Oct. 22, 2018.

Vincent, Jonathan. “Transition from secondary to higher education: an evaluation of a pre-entry

transition programme for students on the autistic spectrum.” Research at York St John,

Mar. 2016, ray.yorksj.ac.uk/id/eprint/1819/. Accessed. Oct. 18, 2018.