Title

Academic Achievement Profiles of Children with High Functioning Autism and Asperger Syndrome: A Review of the Literature

Authors

Authors

P. J. S. Whitby;G. R. Mancil

Abbreviated Journal Title

Educ. Train. Dev. Disabil.

Keywords

SPECTRUM DISORDERS; INDIVIDUALS; Education, Special; Rehabilitation

Abstract

High functioning autism (HFA) and Asperger syndrome (AS) are foremost social disorders (Church, Alisanski, & Amanullah, 2000; Myles & Simpson, 2001) yet many students with HFA/AS experience difficulties with academic functioning. Educators report difficulties in teaching and identifying appropriate educational interventions for children with HFA/AS. Research in the area of academic achievement of children with HFA/AS is in the stage of infancy and more research is needed (Prior, 2003). To address the need for development of appropriate academic interventions, several research studies have been conducted to determine the academic achievement profile of children with AS/ HFA (Barnhill, Hagiwara, Smith Myles, & Simpson, 2000; Mayes & Calhoun, 2003a, 2003b, 2008; Goldstein, Minshew, & Siegel, 1994; Griswold, Barnhill, Smith Myles, Hagiwara, & Simpson, 2002; Minshew, Goldstein, Taylor, & Siegel, 1994). This article provides a synthesis of the literature on the academic achievement of students with HFA/AS from 1981 to the present to help determine if an academic profile for students with HFA/AS emerges.

Journal Title

Education and Training in Developmental Disabilities

Volume

44

Issue/Number

4

Publication Date

1-1-2009

Document Type

Review

Language

English

First Page

551

Last Page

560

WOS Identifier

WOS:000273428200010

ISSN

1547-0350

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