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

By Peggy J. Schaefer Whitby, G. R. Mancil. Education and Training in Developmental Disabilities, 2009

136 citations recorded by the source corpus.

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.

Subfields: Clinical Psychology, Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/2b7ae9cc33c03e21dc931da76508125d9bec4a89

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In Clinical Psychology

1. S. Vaughn
2. D. Browder
3. Veronica P. Fleury

In Cognitive Neuroscience

1. Veronica P. Fleury
2. Kathy Fallin
3. K. Hume
4. S. Vaughn
5. D. Browder
6. S. Hedges
7. Julie L. Thompson
8. Farah El Zein

In Education

1. S. Vaughn
2. D. Browder
3. Veronica P. Fleury
4. Batya Elbaum
5. Elizabeth A. Swanson

Citations in the corpus

• Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “…as they enter middle school when the content becomes more abstract, cognitively complex, and emphasizes problem solving, higher level thinking, and mathematical reasoning, which are cited by researchers as areas of weakness for children with ASD (Mayes & Calhoun, 2003; Whitby & Mancil, 2009).”
• Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education (2014, background): “Taken together, issues around fine motor, processing, and executive functioning can affect both the quantity and quality of the written product (Sansosti et al., 2010; Whitby & Mancil, 2009).”