Individuals with Asperger's have emotional responses as strong as, or perhaps stronger than, most people, though what generates an emotional response might not always be the same. What they lack (or are markedly slower to develop) is the inborn ability to perceive the emotional states of others or to express their own emotional state via body language, facial expression, and nuance in the way that most people do. Many people with Asperger's report a feeling of being unwillingly detached from the world around them; they lack the natural ability to see the subtexts of social interaction, and they equally lack the ability to broadcast their own emotional state to the world accurately.
This leads to many troubles in childhood and adulthood. Asperger's children are often the target of bullying at school because of their idiosyncratic behaviour, language, and interests, and because of their lower or delayed ability to perceive and respond appropriately to non-verbal cues, particularly in situations of interpersonal conflict.
When a teacher asks a child with Asperger's, "Did the dog eat your homework?", the child with Asperger's will remain silent if they don't understand the expression, trying to figure out if they need to explain to the teacher that they don't have a dog and also that dogs don't generally like paper. The child doesn't understand what the teacher is asking, cannot deduce the teacher's meaning, or the fact that there is a non-literal meaning, from the tone of voice, posture or facial expression, and is faced with a question which makes as much sense to him as "Did the glacier in the library bounce today?". The teacher may walk away from the experience frustrated and thinking the child is arrogant, spiteful, and insubordinate. The child sits there mutely, feeling frustrated and wronged.
Those affected by Asperger's may also manifest a range of other sensory, developmental, and physiological anomalies. It is common for Asperger's children to evidence a marked delay in the development of fine motor skills. They may display a distinctive 'waddling' or 'mincing' gait when they walk and may walk with their arms held out in an unusual manner. Compulsive finger, hand, or arm movements, such as flapping, are also observed.
Some Asperger's children suffer from varying degrees of sensory overload, and may be pathologically sensitive to loud noises or strong smells and may dislike being touched — for example, certain Asperger's children exhibit a strong dislike of having their head touched or their hair disturbed. The "sensory overload" factor may exacerbate problems faced by Asperger's children at school, where levels of noise in the classroom can become almost intolerable for them. Relatedly, some are apparently unable to block out certain repetitive stimuli, such as the constant ticking of a clock. Whereas most children will stop registering this sound after a short time and can only hear it if they consciously listen for it, the aspergian child can become distracted, agitated, or even violent if the sound is not removed. These characteristics often continue through adulthood.
Children with Asperger's often display advanced abilities for their age in language, reading, mathematics, spatial skills, or music, sometimes into the 'gifted' range, although as noted above, they may be counterbalanced by appreciable delays in other developmental areas.
As with most gifted children, children with Asperger's are often misdiagnosed by teachers as being a "problem child" or a "poor performer," but the reality is that they simply have an extremely low tolerance and motivation for what they perceive to be mundane and mediocre tasks, and will often rather daydream within their own focused universe than work on the task at hand.
