Children with Asperger’s Disorder condition are well known for their difficulties in peer socialization and relationships. This dissertation, therefore, assesses how children with Asperger’s Disorder interact with their peers. In the dissertation, the available literature is reviewed and analyzed to illustrate how the affected children interact with their peers. The social behavior of the affected children was found to be the major cause of the wrong perceptions that they receive. The available information does also give evidence that a number of those children who are suffering from Asperger’s Syndrome get abused, neglected, punished, and isolated which ends up in depression towards and during adolescence. However, with the Circle of Friends procedure, acceptance, and guidance, the affected children’s social behavior can be improved even as the responsible authorities look into more appropriate procedures for helping the suffering children improve the social behavior.
Asperger’s Syndrome is a well-known development disorder. The children who are affected by this disorder encounter difficulties when it comes to social relations with their peers as well as possessing thinking patterns and behaviors that can be stubborn and rigid most of the time (Hosseini & Molla, 2020). These children with Asperger’s Syndrome can converse with their peers as well as perform averagely in their studies. However, they get challenged when dealing with social moments and other subtle communication techniques such as sarcasm, humor, and body language (Church et al., 2000: 13). They are also known for their norm of thinking and speaking a lot on a single topic of interest and their desire of doing a limited number of activities. Kuusikko et al., (2008: 1698) assert that with such interests, Asperger’s Syndrome children become obsessive and lead an interfered life. Hosseini and Molla (2020) further indicate that male children are three to four times more likely to have Asperger’s Syndrome as compared to their female counterparts. It is also important to note that Asperger’s Syndrome cases are normally diagnosed between age five to nine though others can be diagnosed at the age of three years (Kuusikko, et al., 2008: 1699).
During development, children with Asperger’s Syndrome face challenges with the most notable one being difficulties in social-communicative skills that at times if not addressed early persist thorough the lifespan thus resulting in difficulties in creating and developing relationships and friendships with their peers (Church et al., 2000: 13). While interacting with peers, the affected children portray characteristics that include impairment in the use of non-verbal behaviors such as lack of desiring to share their achievements with others, interests, and enjoyments alongside body postures, eye to eye gaze, and facial expressions (Simpson, 2018: 27). Additionally, as much as their language is not normally delayed, they always face challenges in applying their communication skills appropriately thus resulting in peer relationships that include topics that do not interest their peers (Hosseini & Molla, 2020). Alongside this, there also arises the lack of emotional and social reciprocity such as trouble in responding to their peers’ questions and difficulties in understanding different emotions.
Previous studies have also focused on procedures that can equip Asperger’s Syndrome children with skills that will better their social interactions. These procedural programs are based in natural settings like in schools (Myles, et al., 2005). For instance, a procedural program like the Circle of Friends has for a long time now helped Asperger’s Syndrome children improve their interactions with their peers (Owen-DeSchryver, et al., 2008). Circle of Friends does this by recruiting typical peers for example to share lunch and any other free time engagements in activities and related social interactions with a child or children having a social struggle (Hosseini & Molla, 2020). Studies have shown that if the Circle of Friends gets applied effectively, it can then significantly create and develop both the social and communication skills of the suffering children as well as help them be absorbed into the typical settings.
Further, a study on children with Asperger’s Syndrome and their typical peers indicates that special education teachers equip the affected children with the knowledge of sharing, seeking help will playing, and imitation (Safran, 2002: 64). They teach the affected children about social areas that are significant in circumstances that require socialization and suitable for the age and functional level. Further, Safran (2002: 64) asserts that for this to be of impact and keep the interactions going, their typical peers just as well be taught about disabilities and other basic management procedures. Thus, combining social interventions and reinforcement are both effective in creating, developing, and increasing the frequency and duration of typical and Asperger’s Syndrome children. The typical peers must also be equipped with the knowledge of communication techniques to be used when interacting with the affected children (Attwood, 2002: 4). These include giving compliments, initiating conversations, sharing, responding effectively to conversations, and maintain conversations during an interaction that is focused around a child who is suffering from Asperger’s Syndrome.
To carry out the research that would help answer the learning outcomes secondary data would need to be used. This would mean information that has already been put out there, for example, journals, books, and websites on the internet. Using secondary data is an advantage because not only would the sources be credible as most of them are peer marked and provide evidence it is also very quick to use. This is less time-consuming as opposed to primary research. There is also no cost you don’t need to buy any books or journals as it’s all available online for free and each journal has a different topic and it is easy to find the topic you are after. It is also important to note that some secondary information from the network can be misleading and that information from other sources can be outdated and as of such giving inappropriate and irrelevant data that cannot meet the needs of the current research.
For an effective and fruitful search, I familiarized myself with the terms I was searching for. I then made the search concise by covering the dissertation’s topic. Inclusively and exclusively, I attempted the research by using the keywords of the main topic. The key words I used included, children with Asperger’s, Asperger’s, Asperger’s children and their peers, communication between Asperger’s children and their typical peers, and interaction of children with Asperger’s with their peers. Additionally, I used effective search engines which would provide me with relevant, appropriate, and updated information. Thus, I used the following standard search engines; Google.com, Google Scholar, Yahoo.com, and Bing.com. These such engines provided me with updated and relevant data which was used conveniently to see the success of my dissertation. However, there was trouble in finding resources that directly addressed how Asperger’s children interact with their typical peers as much of the available information about adolescents.
An ethics form had to be completed before this dissertation was started. With the help of this form, learning outcomes were formed and aims which helped in deterring the format of the dissertation and what it would cover. The ethics form had different sections that needed to be completed and even though it was lengthy, it helped greatly as there was sufficient information to look back to and get help from. Ethical approval had to be gained from Coventry University which I did and acquired an approval that gave me the go-ahead of starting and working on my dissertation. This was also done under the Ethical Code for Research with Children. While conducting the research, high ethical standards have to be maintained as it involves children. This is vital because, during the process, ethical related issues can vary while analyzing the qualitative and quantitative information as well as accessing crucial information from both teachers and parents. However, this dissertation is dependent on the secondary data that is already available and as such, it will maintain consent.
Type Of Service: Dissertation services
Type Of assignment: Dissertation
Number of sources: 50
Academic Level: Bachelor’s
Paper Format: Harvard
Line Spacing: Double
Language style: UK English