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

    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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