On the Recent "Asperger Syndrome Trend"

August 29, 2012

There has been a noticeable tendency lately to label people who are a little eccentric or poor at socializing as having "Asperger Syndrome." Even psychiatrists in the general public, who are not specialists in child psychiatry and have never properly evaluated developmental disorders, have increasingly begun to suggest that someone might have Asperger Syndrome.

As someone who has long been involved in mental health support on university campuses, I’ve noticed a sharp rise in lectures and discussions on developmental disorders. Those in charge of student support now routinely speak of Asperger Syndrome as if it's an everyday term. I write this piece with some concern about this growing trend of labeling.

To state my conclusion upfront: this reminds me of something that happened more than a quarter-century ago. A young philosopher named Akira Asada wrote a book titled Escape Theory: Adventures of Schizo-Kids, and with the keyword “schizo-parano,” he won the bronze prize in the first-ever “New Words and Buzzwords” awards. At that time, it became trendy to ask, “Are you a schizo or a parano?”—a shallow form of labeling.

Today, a graduate student came to consult me, troubled after being told by both his academic advisor and peers, “Maybe you have Asperger Syndrome.” This young man is quiet, serious, and a bit socially anxious, but he had no issues adjusting through elementary, middle, and high school, participated in extracurricular activities, and experiences no difficulties in either his academic studies or campus life.

Since I have colleagues who are child psychiatrists capable of properly diagnosing Asperger Syndrome, I always refer students to them when I suspect a developmental disorder. Unlike psychiatrists who have never worked with childhood psychiatric conditions and casually hand out Asperger diagnoses, child psychiatrists are extremely cautious in their assessments.

As developmental disorders must begin before age 18, it’s clear that a diagnosis cannot be made solely on present symptoms. Instead, the evaluation involves examining maternal health records, school report cards from early education, and testimonies from guardians to determine the presence of developmental abnormalities. Even then, conclusions are drawn with the utmost caution, and definitive diagnoses are rare.

Using tools like the WAIS-III to diagnose based on discrepancies between verbal and performance IQ is an erroneous and unacceptable shortcut.

Even if someone were diagnosed with Asperger Syndrome, the focus should then shift to practical matters: What challenges are they facing now on campus or in the workplace? What types of support or skills development would help them function better in group settings?

This problem-solving approach applies equally to physical disabilities and mental illnesses such as depression—what kind of support is needed, and how can it be provided effectively?

Just as the trend of labeling people as either “schizo” or “parano” eventually faded away, we must not fall into the same trap with Asperger Syndrome—using it as a way to excuse or “understand” seemingly irrational or inappropriate behavior without deeper consideration.

Background: Why Asperger Syndrome Has Gained Attention

One major reason Asperger Syndrome has come into the spotlight is the enactment of Japan’s Act on Support for Persons with Developmental Disabilities in 2008. Chapter One of the law outlines the following:

(Purpose) Article 1

This law aims to promote the appropriate psychological development and smooth social integration of individuals with developmental disabilities. It emphasizes the importance of early developmental support following the appearance of symptoms. The law clarifies the responsibilities of the national and local governments in identifying developmental disabilities early and providing appropriate support. It also establishes provisions for educational support, employment assistance, and the designation of support centers for individuals with developmental disabilities. The goal is to support their independence and participation in society, thereby enhancing their overall welfare.

(Definition) Article 2

In this law, “developmental disabilities” refers to disorders such as autism, Asperger Syndrome, other pervasive developmental disorders, learning disabilities, attention deficit hyperactivity disorder (ADHD), and similar brain function impairments whose symptoms usually appear in early childhood, as specified by government ordinance. “Persons with developmental disabilities” refers to individuals whose everyday or social life is limited due to such disabilities. “Children with developmental disabilities” refers to persons under the age of 18 with such conditions. “Developmental support” refers to medical, welfare, and educational assistance tailored to the characteristics of these disabilities to support the psychological development and promote smoother social functioning.

Recommended Reading on Asperger Syndrome

Another aspect contributing to the current trend is the publishing boom. A wide range of explanatory books is flooding the market, so readers should be careful to choose trustworthy sources. Two of my long-time colleagues, Dr. Toshio Sugiyama and Dr. Masataka Ota, are child psychiatrists with decades of experience not only in dealing with developmental disorders but also in diagnosis and therapeutic intervention. Their books are highly recommended:

1. “The Current State of Developmental Disorders”

   Toshio Sugiyama (Kodansha Gendai Shinsho, 2011)

2. “Developmental Disorders”

   Masataka Ota (Kokoro no Kagaku Selection, 2006)