Asperger Syndrome (Autistic Spectrum Disorder) and the Self-Reports of Comprehensive School Students

By Michael Connor. 2000

86 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/0d878acd08849a7ba157cbfa821ecd3b5f1b1a56

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Craig Goodall
2. W. Symes
3. N. Humphrey
4. Sarah J. Lewis
5. R. Wood
6. J. Hebron

In Cognitive Neuroscience

1. Craig Goodall
2. W. Symes
3. N. Humphrey
4. Sarah J. Lewis
5. J. Hebron
6. R. Wood

In Education

1. W. Symes
2. Craig Goodall
3. N. Humphrey
4. Sarah J. Lewis
5. R. Wood

Citations in the corpus

• Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study (2010, background): “Thus, many learners with ASD in mainstream education feel socially excluded and disaffected (Connor, 2000; Osler & Osler, 2002).”
• Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger Syndrome (high-functioning autism): a case-control study (2008, unknown): “Of the few studies that have been conducted all have been qualitative and smallscale (Barber, 1996, N= 1; Carrington & Graham, 2001, N= 2; Carrington, Papinczak, & Templeton, 2003, N= 5; Connor, 2000, N= 16; Granizo, Naylor, & del Barrio, 2006, N= 5).”
• ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people (2018, background): “As Connor (2000) expressed, anxiety can stem from an autistic person’s need for predictability and routine.”
• What does 'inclusion' mean for pupils on the autistic spectrum in mainstream secondary schools? (2008, background): “…predictability upon which students with ASDs rely present something of a dilemma in terms of developing mainstream educational environments that are ‘ASfriendly’ (Connor, 2000), since schools are, by their nature, noisy, bustling, unpredictable and often chaotic (particularly at secondary level).”
• Parental Perspectives of the Quality of Life in School Environments for Children With Asperger Syndrome (2008, background): “Given the importance of the school experience to a child’s quality of life, there is a clear need to acquire more specific information about quality of life for children with AS at school (Connor, 2000; Jordan, 2005).”
• Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools (2010, background): “Current practices within mainstream schools may, therefore, contribute to disaffection and social exclusion in pupils with ASD (Connor 2000; Osler and Osler 2002).”