The early signs of Asperger’s syndrome sometimes can be difficult to recognize. Parents often seek medical help when it becomes apparent that their child has extreme difficulty with social interaction at school or another venue. Regular physical examinations by a physician, typically a pediatrician, with emphasis on developmental milestones in children can identify symptoms that help to diagnose the disorder.

Diagnosing this condition can be difficult. A physician will perform a complete physical examination and compile a thorough medical history in trying to make a diagnosis. Additional health professionals may be asked to assess the child’s condition.

Important information can also be gained through observing the child and from listening to a parent’s description of the child’s history of social interaction and ability to form friendships. Screening tests for Asperger’s syndrome have been developed which focus on social and behavior problems. Tests of the child’s intellect and academic abilities – including speech, language and visual-motor abilities – may also be part of the diagnostic process.

Children with Asperger’s syndrome often perform poorly on tests of joint attention. This is a social skill in which two people simultaneously look at an object or watch an event. The ability to follow another person’s gaze or to point at an object is a crucial indicator of developing language and social skills.

An evaluation also may reveal the presence of other disorders often associated with Asperger’s syndrome. These include attention deficit disorders, anxiety, depression, hyperactivity and nonverbal learning disabilities.

Patients who do not have the symptoms of another specific autistic spectrum disorder or schizophrenia and meet the following criteria may be diagnosed with Asperger’s syndrome:

• Observable impairment in social interaction that includes at least two of the following: significant impairment in the use of multiple nonverbal gestures, failing to develop relationships with friends, lack of desire to share experiences with others, lack of social or emotional reciprocity.
  
  
• Restricted repetitive and stereotyped patterns of behavior, interests and activities characterized by at least one of the following: intense preoccupation with one or more areas of interest, rigid adherence to routines or rituals, stereotyped and repetitive motor mannerisms, and preoccupation with parts of objects.
  
  
• Clinically significant impairment in social, occupational or other areas of functioning.
  
  
• Lack of clinically significant delay in language or cognitive development.