O diagnosis of Asperger's syndrome in the DSM-5
Palavras-chave:
síndrome de Asperger, DSM-5, diagnóstico, educação, estudo teóricoResumo
O objetivo deste estudo teórico é revisar a literatura relevante sobre o nível clínico e educacional, sobre o síndrome de Asperger, a fim de reabrir o debate sobre a sua inclusão no DSM-5, considerando um ponto dentro do continu de TEA . O banco de dados Ebsco Host foi usado com 48 artigos em inglês e 23 em espanhol foram analisados 15 páginas web e 17 livros no campo da psicologia, psiquiatria e educação foram revisados. A bibliografia reflete o benefício de diagnóstico de síndrome de Asperger contra TEA "leve", portanto, diminui a ocorrência de depressão, ansiedade ou estresse como resultado de uma tabela de diagnóstico mais abrangente, e melhora a comunicação entre os profissionais. Defender a independência do diagnóstico do síndrome de Asperger é o primeiro passo no desenvolvimento de um diagnóstico sindrômico
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Referências
Alisanki, S., Amanullag, S., y Church, C. (2000). The Social, Behavioural and Academic Experiences of Children with Asperger Syndrome. Focus on Autism
& Other Developmental Disabilities, 15, 12-20.http://dx.doi.org/10.1177/108835760001500102
American Psychiatric Association, APA. (1952). Diagnostic and statistical manual of mental disorders, 1st edition (DSM-I). Washington, DC: American Psychiatric
Association American Psychiatric Association, APA. (1968). Diagnostic and statistical manual of mental disorders, 2nd edition (DSM-II). Washington, DC: American Psychiatric Association
American Psychiatric Association, APA. (1980). Diagnostic and statistical manual of mental disorders, 3rd edition (DSM-III). Washington, DC: American Psychiatric
Association American Psychiatric Association, APA. (1994). Diagnostic and statistical manual of mental disorders, 4th edition (DSM-IV). Washington, DC: American Psychiatric Association
American Psychiatric Association, APA. (2000). Diagnostic and statistical manual of mental disorders, 4th edition revised (DSM-IV-TR). Washington, DC: American
Psychiatric Association
American Psychiatric Association, APA. (2013). Diagnostic and statistical manual of mental disorders, 5th edition revised (DSM-V). Washington, DC: American
Psychiatric Association
Armstrong, T. (2012). El poder de la neurodiversidad. Madrid, España: Paidós Ibérica.
Artiga-Pallarés, J. (2002). Fenotipos conductuales. Revista de neurología, 34, 38-48.
Asperger, H. (1991). “ En U. Frith. (Ed.), Autism
and Asperger síndrome (pp. 37-91). Cambridge, United Kingdom: Cambridge
University Press.
Attia, E., Becker, A.E., Bryant-Waugh, R., Hoek, H.W., Kreipe, R.E., Marcus, M.D., Mitchell, J.E., Striegel, R.H., Walsh, B.T., Wilson, G.T., Wolfe, B.E., y
Wonderlich, S. (2013). Feeding and eating disorders in DSM-5. The American Journal of Psychiatry, 170, 1237-1239. http://dx.doi.org/10.1176/2013.13030326.
Attwood, T. (2009). Barcelona, España: Attwood, T., & Scarpa, A. (2013). Modifications of cognitive-behavioural therapy for children and adolescents with high-functioning ASD and their common difficulties. En A. Scarpa, S. W. White & T. Attwood (Eds.), CBT for children and adolescents with high-functioning autism spectrum disorders (pp. 27–44). New York, USA: Guilford Press.
Beighley, J.S., Matson, J.L., Rieske, R.D., Jang, J., Cervantes, P.E., & Goldin, R.L. (2013). Comparing challenging behavior in children diagnosed with autism
spectrum disorders according to the DSM-IV-TR and the proposed DSM-5. Developmental Neurorehabilitation, 16, 375-381. http://dx.doi.org/10.3109/17518423.2012.760119
Asperger: Funcionamiento, detección y necesidades. Madrid, España: CPAUAM y otros.
Berkenkotter, C. (2001). Genre systems at work: DSM-IV and rhetorical reconceptualization in psychotherapy paperwork. Written Communication, 18,
326–329. http://dx.doi.org/10.1177/0741088301018003004.
Bleuler, E. (1950). Dementia praecox or the group of schizophrenias. Oxford, United Kingdom: International Universities Press.
Bogdashina, O. (2007). Percepción sensorial en el Autismo y Síndrome de Asperger. Ávila, España: Autismo Ávila
Borreguero, P. (2004). El síndrome de Asperger. ¿Excentricidad o discapacidad social?. Madrid, España: Alianza Editorial.
Borreguero, P. (2005). Perfil lingüístico del individuo con SA: implicaciones para la investigación y la práctica clínica. Revista de Neurología, 41, 115-122.
Blashfield, R. K., Keeley, J. W., Flanagan, E. H., & Miles, S.R. (2014). The cycle of classification: DSM-I through DSM-5. Annual Review of Clinical Psychology,
10, 25-51.
Buxbaum, J.D., & Baron-Cohen, S. (2013). DSM-5: The debate continues. Molecular Autism, 4, 1-2. http://dx.doi.org/10.1186/2040-2392-4-11
Call, C., Walsh, B.T., & Attia, E. (2013). From DSM-IV to DSM-5: Changes to eating disorder diagnoses. Current Opinion in Psychiatry, 26, 532-536.
http://dx.doi.org/10.1097/YCO.0b013e328365a321.
Carmack, H. (2014). Social and Tertiary Health Identities as Argument in the DSM-V Asperger's/Autism debate. Western Journal of comunication, 78, 462-479.
http://dx.doi.org/10.1080/10570314.2013.845792
Cederlund, M., Hagberg, B., Billstedt., Gillberg, I.C., & Gillberg, C. (2008). Asperger syndrome and autism: a comparative longitudinal follow-up study more than 5
years after original diagnosis. Journal of Autism and Developmental Disorders, 38, 72–85. http://dx.doi.org/10.1007/s10803-007-0364-6
Dunn, W., Mules, B.S., & Orr, S. (2002). Sensory Processing IssuesAssociated with Asperger Syndrome: A Preliminary Investigation. American Journal of
Occupational Therapy, 56, 97–102.
Frith, U. (2004). Emanuel Miller Lecture: Confusions and Controversies about Asperger Syndrome. Journal of Child Psychology and Psychiatry. 45, 672–86.
http://dx.doi.org/10.1111/j.1469-7610.2004.00262.x
García-Barrera, A. (2013). Proponiendo un concepto nuclear latente en educación: las Necesidades Educativas Personales (N.E.P.). (Tesis doctoral). Universidad
Autónoma de Madrid, Madrid, España.
Ghaziuddin, M. (2008). Defining the behavioral phenotype of Asperger syndrome. Journal of Autism and Developmental Disorders, 38, 138–142.
http://dx.doi.org/10.1007/s10803-007-0371-7
Ghaziuddin, M. (2010). Should the DSM-V drop Asperger syndrome? Journal of Autism and Developmental Disorders, 40, 1146–1148.
http://dx.doi.org/10.1007=s10803-010-0969-z
Ghanizadeh, A. (2011). Can Retaining Asperger Syndrome in DSM V Help Establish Neurobiological Endophenotypes? Journal of Autism Developmental Disorder,
41, 130-130. http://dx.doi.org/10.1007/s10803-010-1028-5
González Alba, B. A., Cortés González, P., & Rivas Flores, J. I. ¿ Ser o no ser síndrome de Asperger?. Revista de estudios culturales y regionales, (Decenir) 34, 153-180.
Gonzalez Alba, B. (2018). Pedagogía de la Posibilidad. Descubriendo las Potencialidades Educativas Resilientes (PER) que se han desarrollado en la
trayectoria vital de dos personas diagnosticadas de Síndrome de Asperger. (Tesis doctoral). Universidad de Málaga.
Grandin, T. (1995). The learning style of people with autism: An autobiography. En K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance
communication and socialization (pp.33-52). Albany, USA: Delmar Publishers Inc.
Green S.A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders: Is there a causal relationship?
Journal of Autism and Developmenal Disorders, 40, 1495–1504. http://dx.doi.org/10.1007/s10803-010-1007-x Grupo de Atención Temprana. (2000). Recuperado
de http://www.coflarioja.org/fileadmin/usuario/LOGOTIPOS/secciones/libro_blanco_atencion_temprana.pdf
Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and autism spectrum disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4, 12.
http://dx.doi.org/10.1186/2040-2392-4-12
Harris, J.C. (2014). New classification for neurodevelopmental disorders in DSM-5. Current Opinion in Psychiatry, 27, 95-97.http://dx.doi.org/10.1097/YCO.0000000000000042
Holguín, J.A. (2003). El autismo de etiología desconocida. Revista de Neurología, 37, 259-266.
Howlin, R. (2003). Asperger Syndrome in the Adolescent Years. En L. Hollyday. (Ed.), Asperger Syndrome in Adolescence: Living with the Upsand Downsand Things
in Between (pp. 13–37). London, United Kingdom: Jessica Kingsley.
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347.
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Association American Psychiatric Association, APA. (1994). Diagnostic and statistical manual of mental disorders, 4th edition (DSM-IV). Washington, DC: American Psychiatric Association
American Psychiatric Association, APA. (2000). Diagnostic and statistical manual of mental disorders, 4th edition revised (DSM-IV-TR). Washington, DC: American
Psychiatric Association
American Psychiatric Association, APA. (2013). Diagnostic and statistical manual of mental disorders, 5th edition revised (DSM-V). Washington, DC: American
Psychiatric Association
Armstrong, T. (2012). El poder de la neurodiversidad. Madrid, España: Paidós Ibérica.
Artiga-Pallarés, J. (2002). Fenotipos conductuales. Revista de neurología, 34, 38-48.
Asperger, H. (1991). “ En U. Frith. (Ed.), Autism
and Asperger síndrome (pp. 37-91). Cambridge, United Kingdom: Cambridge
University Press.
Attia, E., Becker, A.E., Bryant-Waugh, R., Hoek, H.W., Kreipe, R.E., Marcus, M.D., Mitchell, J.E., Striegel, R.H., Walsh, B.T., Wilson, G.T., Wolfe, B.E., y
Wonderlich, S. (2013). Feeding and eating disorders in DSM-5. The American Journal of Psychiatry, 170, 1237-1239. http://dx.doi.org/10.1176/2013.13030326.
Attwood, T. (2009). Barcelona, España: Attwood, T., & Scarpa, A. (2013). Modifications of cognitive-behavioural therapy for children and adolescents with high-functioning ASD and their common difficulties. En A. Scarpa, S. W. White & T. Attwood (Eds.), CBT for children and adolescents with high-functioning autism spectrum disorders (pp. 27–44). New York, USA: Guilford Press.
Beighley, J.S., Matson, J.L., Rieske, R.D., Jang, J., Cervantes, P.E., & Goldin, R.L. (2013). Comparing challenging behavior in children diagnosed with autism
spectrum disorders according to the DSM-IV-TR and the proposed DSM-5. Developmental Neurorehabilitation, 16, 375-381. http://dx.doi.org/10.3109/17518423.2012.760119
Asperger: Funcionamiento, detección y necesidades. Madrid, España: CPAUAM y otros.
Berkenkotter, C. (2001). Genre systems at work: DSM-IV and rhetorical reconceptualization in psychotherapy paperwork. Written Communication, 18,
326–329. http://dx.doi.org/10.1177/0741088301018003004.
Bleuler, E. (1950). Dementia praecox or the group of schizophrenias. Oxford, United Kingdom: International Universities Press.
Bogdashina, O. (2007). Percepción sensorial en el Autismo y Síndrome de Asperger. Ávila, España: Autismo Ávila
Borreguero, P. (2004). El síndrome de Asperger. ¿Excentricidad o discapacidad social?. Madrid, España: Alianza Editorial.
Borreguero, P. (2005). Perfil lingüístico del individuo con SA: implicaciones para la investigación y la práctica clínica. Revista de Neurología, 41, 115-122.
Blashfield, R. K., Keeley, J. W., Flanagan, E. H., & Miles, S.R. (2014). The cycle of classification: DSM-I through DSM-5. Annual Review of Clinical Psychology,
10, 25-51.
Buxbaum, J.D., & Baron-Cohen, S. (2013). DSM-5: The debate continues. Molecular Autism, 4, 1-2. http://dx.doi.org/10.1186/2040-2392-4-11
Call, C., Walsh, B.T., & Attia, E. (2013). From DSM-IV to DSM-5: Changes to eating disorder diagnoses. Current Opinion in Psychiatry, 26, 532-536.
http://dx.doi.org/10.1097/YCO.0b013e328365a321.
Carmack, H. (2014). Social and Tertiary Health Identities as Argument in the DSM-V Asperger's/Autism debate. Western Journal of comunication, 78, 462-479.
http://dx.doi.org/10.1080/10570314.2013.845792
Cederlund, M., Hagberg, B., Billstedt., Gillberg, I.C., & Gillberg, C. (2008). Asperger syndrome and autism: a comparative longitudinal follow-up study more than 5
years after original diagnosis. Journal of Autism and Developmental Disorders, 38, 72–85. http://dx.doi.org/10.1007/s10803-007-0364-6
Dunn, W., Mules, B.S., & Orr, S. (2002). Sensory Processing IssuesAssociated with Asperger Syndrome: A Preliminary Investigation. American Journal of
Occupational Therapy, 56, 97–102.
Frith, U. (2004). Emanuel Miller Lecture: Confusions and Controversies about Asperger Syndrome. Journal of Child Psychology and Psychiatry. 45, 672–86.
http://dx.doi.org/10.1111/j.1469-7610.2004.00262.x
García-Barrera, A. (2013). Proponiendo un concepto nuclear latente en educación: las Necesidades Educativas Personales (N.E.P.). (Tesis doctoral). Universidad
Autónoma de Madrid, Madrid, España.
Ghaziuddin, M. (2008). Defining the behavioral phenotype of Asperger syndrome. Journal of Autism and Developmental Disorders, 38, 138–142.
http://dx.doi.org/10.1007/s10803-007-0371-7
Ghaziuddin, M. (2010). Should the DSM-V drop Asperger syndrome? Journal of Autism and Developmental Disorders, 40, 1146–1148.
http://dx.doi.org/10.1007=s10803-010-0969-z
Ghanizadeh, A. (2011). Can Retaining Asperger Syndrome in DSM V Help Establish Neurobiological Endophenotypes? Journal of Autism Developmental Disorder,
41, 130-130. http://dx.doi.org/10.1007/s10803-010-1028-5
González Alba, B. A., Cortés González, P., & Rivas Flores, J. I. ¿ Ser o no ser síndrome de Asperger?. Revista de estudios culturales y regionales, (Decenir) 34, 153-180.
Gonzalez Alba, B. (2018). Pedagogía de la Posibilidad. Descubriendo las Potencialidades Educativas Resilientes (PER) que se han desarrollado en la
trayectoria vital de dos personas diagnosticadas de Síndrome de Asperger. (Tesis doctoral). Universidad de Málaga.
Grandin, T. (1995). The learning style of people with autism: An autobiography. En K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance
communication and socialization (pp.33-52). Albany, USA: Delmar Publishers Inc.
Green S.A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders: Is there a causal relationship?
Journal of Autism and Developmenal Disorders, 40, 1495–1504. http://dx.doi.org/10.1007/s10803-010-1007-x Grupo de Atención Temprana. (2000). Recuperado
de http://www.coflarioja.org/fileadmin/usuario/LOGOTIPOS/secciones/libro_blanco_atencion_temprana.pdf
Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and autism spectrum disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4, 12.
http://dx.doi.org/10.1186/2040-2392-4-12
Harris, J.C. (2014). New classification for neurodevelopmental disorders in DSM-5. Current Opinion in Psychiatry, 27, 95-97.http://dx.doi.org/10.1097/YCO.0000000000000042
Holguín, J.A. (2003). El autismo de etiología desconocida. Revista de Neurología, 37, 259-266.
Howlin, R. (2003). Asperger Syndrome in the Adolescent Years. En L. Hollyday. (Ed.), Asperger Syndrome in Adolescence: Living with the Upsand Downsand Things
in Between (pp. 13–37). London, United Kingdom: Jessica Kingsley.
Kanner, L. (1943). Perturbaciones aut Siglo Cero.
Kenny, L. Hattersley, C., Molins, B., Buckley ,C. Povey, C., & Pellicano, E. (2016).Which terms should be used to describe autism? Perspectives from the UK
autism community. Autism, 20, 442–462. http://dx.doi.org/10.1177/1362361315588200
Kerns, C. M., & Kendall, P.C. (2013). The Presentation and Classification of Anxiety in Autism Spectrum Disorder. Clinical Psychology. Science and Practice, 19, 323-
347.
Kim, J.A., Szatmari, P., Bryson, S.E., Streiner, D.L., & Wilson, F.J. (2000). The Prevalence of Anxiety and Mood Problems among Children with Autism and
Asperger Syndrome. Autism, 4, 117–32. http://dx.doi.org/10.1177/1362361300004002002
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González-Alba, B. ., Cortés-González, P. ., & Mañas-Olmo, M. O diagnosis of Asperger’s syndrome in the DSM-5. Revista AJAYU, 17(2), 332–353. Recuperado de https://ajayu.ucb.edu.bo/a/article/view/217
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