Temperament and Character in Adults with Asperger Syndrome

Abstract

To study the personality characteristics of adults with Asperger syndrome, and investigate the value of self-rating personality inventories, we administered the Temperament and Character Inventory (TCI) to 31 outpatients with Asperger syndrome. The TCI is a self-rating personality inventory that has been validated in the Swedish general population. The results were compared with age- and sex-matched norm groups. Participants with Asperger syndrome scored significantly higher on harm avoidance and lower on self-directedness and cooperativeness. Reward dependence and novelty seeking tended to be low. They also had significantly higher rarity scores, reflecting idiosyncratic perspectives. The most common temperament configurations were 'obsessional', 'passive-dependent' and'explosive'. Character, reflecting conceptual maturity, was poorly developed in the majority of our subjects. The self-ratings of persons with Asperger syndrome thus indicated anxious personalities with coping difficulties in the areas of social interaction and self-directedness, a picture corresponding to the clinical descriptions of Asperger syndrome.

Reward circuitry dysfunction in psychiatric and neurodevelopmental disorders and genetic syndromes: animal models and clinical findings

“…For instance, older children with ASDs report experiencing less pleasure from social rewards [557], and social stimuli are relatively less salient for individuals with ASD [558-560]. More generally, individuals with ASD have been found to report lower levels of reward responsivity [561], and behavioral studies have also found evidence for impaired reward learning in individuals with ASD [562]. …”

Transition to Adulthood for High-Functioning Individuals with Autism Spectrum Disorders

“…Although many want to establish and maintain social relationships, transitional youth with ASD may feel so anxious about the possibility of rejection that they feel compelled to avoid social situations and the possible risk of rejection or social failure. This avoidance may be so severe that these individuals do not even exhibit the initiative and self-directedness to give themselves the necessary exposure to peers or a significant chance to succeed (Anckarsäter et al, 2006;Ozonoff et al, 2005;Soderstrom et al, 2002). Low social functioning and anxiety in social relationships tends to carry over to romantic relationships in adolescents and adults with ASD (Stokes et al, 2007).…”

“…Individuals with ASD generally feel more comfortable with rigid routines and restricted www.intechopen.com interests, and may resist change (Frith, 2004;Ozonoff et al, 2005). From childhood and throughout adulthood they may remain averse to seeking new experiences and, unlike neurotypical peers, become more motivated by fear of failure or other dangers than approaching the possibility of success or another reward (Anckarsäter et al, 2006;Schwartz et al, 2009;Soderstrom et al, 2002;South et al, 2011). By adolescence they may blame themselves for social or other disappointments and develop learned helplessness (Barnhill, 2001;Barnhill & Myles, 2001).…”

“…Anxiety appears to reflect concerns about peer relationships for adolescents and young adults with ASD, but may have a deeper root, as ASD symptoms may overlap with generalized anxiety and social anxiety (Cath et al, 2008). Restricted interests and general rigidity may cause anxiety about unfamiliar or unstructured experiences, as individuals with ASD often display obsessive behavior but are much less likely to seek out or feel rewarded by new stimuli (Anckarsäter et al, 2006;Ozonoff et al, 2005;Soderstrom et al, 2002). Although many want to establish and maintain social relationships, transitional youth with ASD may feel so anxious about the possibility of rejection that they feel compelled to avoid social situations and the possible risk of rejection or social failure.…”

“…Unfortunately, campus disability offices, historically designed for veterans and still more suitable for students with physical and learning disabilities, usually lack the resources to meet the needs of students with ASD (Van Bergeijk et al, 2008). Sadly, many college students with ASD may lack the initiative or self-advocacy skills needed to seek these resources because of social deficits, anxiety, immaturity, and sometimes passive-dependent temperament (Anckarsäter et al, 2006;Soderstrom et al, 2002). Although a growing number of colleges offer support programs for students with ASD (Zager & Alpern, 2010), some students may view supports as stigmatizing or unhelpful and prefer not to enroll in special programs despite their parents' wishes (Camarena & Sarigiani, 2009).…”