DIAGNOSIS
Patient Name: Matthew Aaron E. Fernando
CASE: Diagnosed as having Asperger’s Syndrome
Asperger’s Syndrome Symptoms
 1. Have a very hard time relating to others. It
doesn't mean that they avoid social contact. But
they lack instincts and skills to help them express
their thoughts and feelings and notice others'
feelings.
 2. May be bothered by loud noises, lights, or strong
tastes or textures.
 3. Like fixed routines. Change is hard for them.
Observations/Personal Evaluation
 He laughs on anybody’s mistake. Even just
a simple fall of a pen, notebook, etc., by
someone, even if it was only an accident.
 Inappropriate distance when talking with
someone. He talks too close with that
someone. Do remind him of the proper
distance.
 Often do not know when it’s appropriate to
share his thoughts or hold his thoughts in
his head resulting to expressing his ideas
that are off topic and irrelevant in class.
 He is very sweet that at times he would
love to hug or touch anyone (teachers,
classmates, friends, etc.) though it may be
misinterpreted. Please do remind him of
the inappropriate touching/hugging. It
should be done only to parents, teachers,
or every close friend. Set a rule of proper
distance again.
 Sensitivity to stimuli. Matthew covers his
ears when hearing loud sounds which for
him are “very noisy,” even only the mere
sight of them (Balloons, inflated plastics, or
liquids on plastic bags, fireworks or
fireworks displays, anything that he would
anticipate would burst or explode, etc.) And
at times this would make him cry, freak out
or runaway/move away as his coping
strategy.
 He is scared to spiders, cockroach, lizard,
and some other flying insects.
 Poor adaptive behavior (grooming,
dressing, safety, hygiene, food handling,
money management, cleaning, personal
responsibility.)
 He withdraws from new, potentially
threatening experience for him. He may
avoid attending party, gatherings, events
anticipating for possible annoying sounds
like poppers, balloons, fireworks.
Assurance or telling him beforehand that
said stimuli are not there could help. Tell
the truth for he is very trusting.
 Has difficulty with change in routines or
what he expects. At times he gets upset.

 4. May not recognize verbal and nonverbal cues or
understand social norms. For example, they may
stare at others, not make eye contact, or not know
what personal space means.
 5. May have speech that's flat and hard to
understand because it lacks tone, pitch, and
accent. Or they may have a formal style of
speaking that's advanced for their age.
 6. May lack coordination; have unusual facial
expressions, body postures, and gestures; or be
somewhat clumsy.
7. May have poor handwriting or have trouble with
other motor skills, such as riding a bike.
 8. May have only one or few interests or they may
focus intensely on a few things. For example, they
He must be informed of any changes
beforehand and the reason for the change
must be explained.
 Requires some object-those that he loves
or cares about- to be placed in a certain
order or sequence or he gets upset.
 He takes jokes seriously thereby he can’t
distinguish jokes from truth.
 He takes everything literally. He won’t
recognize when another child or classmate
is lying to him or teasing him, or taking
advantage of him that he often becomes a
target of bullying.
 He cannot interpret facial expressions,
gestures, tone, intensity, and loudness of
voice.
 He is very trusting. He believes in what he
is told to the point that he could be bullied.
A classmate may say “I am your friend. We
can be good friends. And as a friend you
give chocolate.” As a result, he would force
me to buy chocolate for his “friend.” He can
be easily convinced to do risky or foolish
things.
 Habit of correcting an adult’s language. If
an adult uses a might have said a word in a
sentence, he will correct you even if the
word is not that relevant.
 Poor muscle coordination that at times he
would fall down.
 Tends to bump into people or objects (e.g.
chairs, tables) intentionally or
unintentionally. Probably condition makes
his body improperly registered where he is
in space.
 Clumsiness. He would get a pitcher of
water not minding a glass in front of him
tumbled down after unintentionally hitting it
with his hand which could be interpreted a
poor safety awareness. He cannot
anticipate the consequences of his action.
At times he can think all he wants but he
just cannot imagine the outcome.
 Impaired psychomotor skills. He has
difficulty with buttons, zippers, and laces.
Has difficulty with handwriting and with
completion, poor motor task like dressing
independently, eating without spills.
 Fixated with one object or topic.
Conversing with him will only be with his
interest. He is fixated with sharks so you
 can talk the whole day just with the topic
may show an unusual interest in snakes or star shark.
names or may draw very detailed pictures.

Additional Observations

 Time, money, and measurements are problematic for him. He gets confused with units of
measurement and poor estimates like size, distance, or quantity.
 He could not keep concentrated, that dressing up each morning, taking exams, writing notes
could take forever. Dressing up for school takes a long time. Because of several long times he
makes pauses and just doing nothing.
 He creates noises/sounds in class like shouting, talking too loud, or uses a pen or anything long
and strikes/hit the table like drumming even during class.
 He has hyporeceptive nerves. Sometimes he cannot feel pain or he registers it inconsistently and
inaccurately.
 Sometimes instead of erasing one wrongly written word, he erases that word together with the
whole sentence so writing takes him forever.
 He has difficulty in organizing his thoughts, supplies, and time. So much time maybe wasted.