Gaus, V. L. (2007). Cognitive-behavioral therapy for adult asperger syndrome. New York, NY: Guilford.

Reviewer:
Jaime Castillo

Curricular Areas:
Assessment

Subject Headings:
Cognitive disorders

Review:
This book provides the reader with an in depth look into the definition, conceptualization, assessment, treatment, and obstacles experienced when working with Adult Asperger Syndrome (AS). Guas (2007) notes that there is a growing need for mental health practitioners who are equipped to work with this adult population as much of the research and practice within autism spectrum disorders has been geared towards children. The job of the therapist, as Gaus (2007) states, is not to change the personality of the individual, but to modify the cognitions that create the distress. Overall, this involves (a) teaching new behavioral skills that were never learned, (b) teaching compensatory strategies for deficits that cannot be changed, (c) facilitating self-acceptance, and (d) teaching strategies to decrease or prevent symptoms of comorbid mental health issues (Gaus, 2007). Definitions and common myths of AS are discussed in the first chapter. Chapter two provides Beck’s Cognitive Theory as a framework to conceptualize core vulnerabilities and maladaptive schemas experienced in AS. Chapter three focuses on completing initial assessments, and Chapter four on developing an individualized treatment plan. Both chapters offer templates for practitioners to use when formulating hypotheses and for developing an individualized hypothesis-based treatment plan. The chapters on intervention, six and seven, provide a number of worksheets that can address social and coping skill development, as well as for reframing dysfunctional beliefs and schemas. In the concluding chapters, Gaus (2007) addresses interdisciplinary approaches, potential obstacles practitioners might face, and strategies to ending treatment.

This book is an incredible resource for those interested in learning more about working with adult AS. Counselors, counselor educators, and students may use this text to become familiar with the core issues of AS, and effective interventions that could be implemented. For example, The Hidden Curriculum (Myles et al., 2004) and/or Social Stories (Gray, 1995) are two great resources recommended for practitioners to use with clients who have social skill deficits. Counselors will find interventions to increase time management, problem-solving, and relaxation skills, as well as strategies to decrease perseveration, useful in their work with adult AS clients. Counselor Educators may use this text to supplement practicum or internship courses as an example of how CBT theoretical frameworks can be applied to clinical practice. A limitation of this resource is the lack of discussion regarding how treatment with individuals of different cultural backgrounds might be encountered. Therefore, a discussion broadening the ecological perspective of adult AS individuals would have been beneficial. This text is a great resource for educators and practitioners to inform their clinical work; furthermore, counselors may also recommend this text to adult AS clients and their families as a supplemental reading during treatment.