Title
Academic Achievement Profiles of Children with High Functioning Autism and Asperger Syndrome: A Review of the Literature
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
ISSN
1547-0350
Recommended Citation
"Academic Achievement Profiles of Children with High Functioning Autism and Asperger Syndrome: A Review of the Literature" (2009). Faculty Bibliography 2000s. 2306.
https://stars.library.ucf.edu/facultybib2000/2306