Asperger's on the Inside

Q: You keep talking about what it’s like to have Asperger’s Syndrome and you call yourself an Aspie. But what is Asperger’s Syndrome?

A: Well, that’s a good question. As I addressed in the foreword, I left this question until quite late in the book, because I wanted to give you a chance to first see me as a person—a complete person who isn’t just somebody with a “syndrome.” And I wanted to avoid people simply dismissing me as “different” before even giving me a chance. Not that you weren’t aware I had Asperger’s, of course, but at least I avoided defining myself with a list of symptoms that you would look for as you read the book.

But I think I’ve spent enough time chatting to you now that I’m ready to give my thoughts on the topic (even though you haven’t been awfully talkative back!). So, then, what is Asperger’s Syndrome?

Well, to my understanding, Asperger’s is basically a condition where the brain grows and develops in different ways than that of a typical person. It becomes overdeveloped in some areas and underdeveloped in others, not unlike the way in which the male and female brain grow differently.

For example—to get all scientific on you for a minute—when the female brain grows, it develops a larger network of interconnecting tissue within the brain (more white matter)^[38] and a larger connecting structure (the corpus callosum)^[39]. This means women can transfer data between the two sides of the brain faster than men ^[40] and can use both sides of the brain more evenly. These additional interconnections make women naturally better at things like multitasking, subtleties in communication, verbal abilities, empathizing, and other typical female traits.

The male brain, on the other hand, grows less interconnecting tissue and focuses its growth on more densely developed processing tissue (more grey matter)^[41]. Males approach tasks with a single hemisphere of the brain predominating. These differences make males naturally better at things like logic, systemizing, problem solving, spatial awareness, and mental rotation of objects.

In a similar manner, the Asperger’s brain grows in a way that makes us particularly strong in logical and technical thinking, rationality, intense focus, and perhaps mathematics, sciences, music, and/or arts depending on the individual.

The downside is that we’re less in tune in areas of social functions such as reading between the lines, understanding body language, knowing when to speak or what’s appropriate to say, following fashions, and social cues in general. Studies on brain growth in Asperger’s are still a new thing, and the cause for these differences are only beginning to be understood, but already, some noticeable differences have been picked up.

Anyway, to avoid boring you too much, I won’t rattle off any further technical details here, but for those who are interested, I’ve included a summary table in the appendix of the brain differences found so far as I understand them (Appendix One).

And note—disclaimer! disclaimer!—I made this table back in 2012, so it is probably out of date, and I’m no expert on brain structure. It mixes Asperger’s and Autism studies and doesn’t detail what was done in each study. So if you want more accurate, up-to-date information—and are someone who can actually be bothered reading scientific documents!—please follow the links and investigate for yourself! I designed this as just a summary table to help people pick up Autistic neurology at a glance.

And I don’t know if you take as much interest in these technicalities as I do, but my thoughts on the table are, “Wow, isn’t it fascinating? The subjects with Autism were shown to have potentially more grey matter, more deeply focused thinking, more use of the rational frontal lobe. What amazing advantages!”

I was also intrigued by the concept that some of us on the spectrum (a percentage) are less affected by the emotional reactions triggered in the amygdala; i.e., the primitive fight-or-flight, emotional rushes that stem from the inner reptilian part of our brain and cause us to act before our rational brain can process the information.

I know that in the history of mankind, these types of rapid, emotionally fueled responses have probably been helpful for our survival. If you stand there contemplating possible solutions when a lion is chasing you, you may not live long enough to pass that rational brain on! So back then, it was good that we had a mechanism to let us act without thinking. But is acting without thinking in today’s society really an advantage anymore?

I don’t exactly need to prepare myself to fight or flee from my boss during a feedback session or from a spouse who has left the toilet seat up. (Well, okay, fleeing from my boss might feel good in the moment, but it wouldn’t really help me in the long run.) So wouldn’t it just be better if we were able to perhaps feel the emotions but react calmly and rationally at all times anyway? You think that sounds impossible? Well, I know it can happen, because that’s exactly how I am, and I think it’s an amazing step forward.

But anyway, before I get carried away and “Aspie” you with details, the main thing I want you to take away from the table is how Autism and Asperger’s are real brain conditions caused by real neurobiological differences and aren’t just a set of “problematic behaviors,” as it might seem. The condition causes both positive and negative qualities in a person and can produce some incredibly talented, intelligent, rational, and outside-the-box thinkers. However, we often have trouble interfacing with the typical world.

I wish I could say that the upsides of Autism and Asperger’s were well known and understood by the community, but I think in this area, there’s still a lot of work to be done. Some people are still afraid of the Autism spectrum and seeking a cure. That’s understandable, I guess, if you’re caring for and worried about the future for someone on the low-functioning end. But at my end—heavens!—I don’t want to be cured! I want to be accommodated and embraced and my “type” encouraged. We need to let people know that Autism has some great sides to it too.

I suppose that historically, doctors and specialists in the area had to be focused on the negatives, because their job is to look for areas in which people may struggle and need help. And so, a lot of the documents out there may just list the negatives. But please always read those documents with that in mind. And remember:

“Autism is not a processing error. It’s a different operating system.”—Some random flyer that went around Facebook.

What a great analogy.

At any rate, I’ll now leave you with the DSM-IV psychological definition of Asperger’s Syndrome ^[42] so you can read through the official symptoms for yourself, but do keep in mind—again—that this is a diagnosis based on difficulties only.

DSM-IV definition for Asperger’s Syndrome (299.80)^[43]

(I) Qualitative impairment in social interaction, as manifested by at least two of the following:

(A) marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, & gestures to regulate social interaction

(B) failure to develop peer relationships appropriate to developmental level

(C) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people)

(D) lack of social or emotional reciprocity

(II) Restricted, repetitive, & stereotyped patterns of behavior, interests, & activities, as manifested by at least one of the following:

(A) encompassing preoccupation with one or more stereotyped & restricted patterns of interest that is abnormal either in intensity or focus

(B) apparently inflexible adherence to specific, nonfunctional routines or rituals

(C) stereotyped & repetitive motor mannerisms (e.g. hand or finger flapping or twisting or complex whole-body movements)

(D) persistent preoccupation with parts of objects

(III) The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning.

(IV) There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years).

(V) There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), & curiosity about the environment in childhood.

(VI) Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.

Q:		You keep talking about what it’s like to have Asperger’s Syndrome and you call yourself an Aspie. But what is Asperger’s Syndrome?
A:		Well, that’s a good question. As I addressed in the foreword, I left this question until quite late in the book, because I wanted to give you a chance to first see me as a person—a complete person who isn’t just somebody with a “syndrome.” And I wanted to avoid people simply dismissing me as “different” before even giving me a chance. Not that you weren’t aware I had Asperger’s, of course, but at least I avoided defining myself with a list of symptoms that you would look for as you read the book.

(I)	Qualitative impairment in social interaction, as manifested by at least two of the following:
	(A)	marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, & gestures to regulate social interaction
	(B)	failure to develop peer relationships appropriate to developmental level
	(C)	a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g. by a lack of showing, bringing, or pointing out objects of interest to other people)
	(D)	lack of social or emotional reciprocity
(II)	Restricted, repetitive, & stereotyped patterns of behavior, interests, & activities, as manifested by at least one of the following:
	(A)	encompassing preoccupation with one or more stereotyped & restricted patterns of interest that is abnormal either in intensity or focus
	(B)	apparently inflexible adherence to specific, nonfunctional routines or rituals
	(C)	stereotyped & repetitive motor mannerisms (e.g. hand or finger flapping or twisting or complex whole-body movements)
	(D)	persistent preoccupation with parts of objects
(III)	The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning.
(IV)	There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years).
(V)	There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), & curiosity about the environment in childhood.
(VI)	Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.