Educational Approaches to High-Functioning Autism and Asperger Syndrome

Abstract

(from the chapter) Our goal in this chapter is to describe how structuredteaching approaches can be utilized in the design of educationalinterventions for students with HFA (high-functioning autism), AS(Asperger syndrome), and related disorders, especially those whoare served in less structured classroom settings. The first sectionclarifies the target population, addressing whether subsequent recommendationsare appropriate for students with HFA, those with AS, or both. Thesecond major section draws on the broader intervention literatureas well as the specific experiences of the TEACCH program to explainhow structured teaching principles, strategies, and techniques canbe applied to promote the educational growth of students with HFA,AS, and related disorders. The third major section illustrates howstructured approaches can be used to manage nonacademic yet criticalaspects of behavior, such as social behavior, repetitive interests,and emotional swings, that affect students' abilities to learn andcooperate within classroom settings. The second and third sectionsinclude case examples highlighting what tend to be the most commonquestions and concerns arising when children with HFA, AS, and relateddisorders are taught in regular classroom settings. ((c) 1998 APA/PsycINFO,all rights reserved).