Title

Academic Achievement Profiles Of Children With High Functioning Autism And Asperger Syndrome: A Review Of The Literature

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. © Division on Developmental Disabilities.

Publication Date

12-1-2009

Publication Title

Education and Training in Developmental Disabilities

Volume

44

Issue

4

Number of Pages

551-560

Document Type

Article

Personal Identifier

scopus

Socpus ID

77956081256 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/77956081256

This document is currently not available here.

Share

COinS