High-functioning autism

High-functioning autism (HFA) is an informal term used to describe individuals with autism who have an IQ of or greater than 80 as well as the ability to speak, read, and write. This term can also be used to describe people with autism who are not cognitively challenged. Caution should be taken when using this label as IQ tests of individuals with autism do not always give an accurate result. Although children with high-functioning autism have an average or above average IQ, they most often have

emotional well-being in adults with autism. As a result, it becomes vitally important to identify factors that may contribute to this problem in order to provide increased supports and services to combat the issues. This quantitative comparative study sought to determine whether or not anxiety and/or depression (emotional well-being) of young adults with high-functioning autism is impacted by the possession or lack of a transition plan prior to their leaving high school, by comparing t-scores from

Avoidance in High-Functioning Autism Spectrum Disorder (South et al., 2014) that is being reviewed is an experiment with High-Functioning autistic individuals and nerurotypical individuals inquiring if there is a difference in the behavior when making decisions if there is a risk involved. The researchers begin by explaining their supporting information in conducting this experiment. They reference previous written material that explains the impairments that individuals with Autism have in their

III. Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder Citation Roux, C., Dion, E., Barrette, A., Dupéré, V., & Fuchs, D. (2015). Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder. Remedial & Special Education, 36(3), 131-142. doi: 10.1177/0741932514533998 Authority of Source Catherine Roux and Eric Dion have both earned a PhD and Anne Barrette earned

Direct Instruction Another strategy that I would use to increase the social skills of children with ASD is direct instruction. In this approach, the focus should be on “task analysis”, a process in which social skills are divided into sub-steps and are taught gradually (Welton, Vakil, & Carasea, 2004). Some tools that might be useful for teachers to enhance social interactions are role-modeling games and puppet theatre in natural environment settings instead of a special education classroom (Welton

about someone with autism, doing something amazing that any typical person would never envision them doing. Getting elected homecoming king, being on a cheerleading team, or carrying out an act of kindness that even non-autistic people wouldn’t ever consider are just some of the things that I’ve seen. Though these are spectacular self-esteem lifters for these individuals, warm and fuzzy stories for the public and excellent publicity for wherever they occur, many often forget that autism is a spectrum

in other non-German speaking countries. In 1981, Dr. Lorna Wing, a British researcher, brought AS to the attention of the English-speaking world. In addition to summarizing Asperger’s findings, she also pointed out the similarities between AS and autism, raising the question: Are they the same disorder or two separate ones (Ozonoff, Dawson, & McPartland, 2002)? It was not until 1994

knowledge about Aspergers, a disorder closely related to autism, it is very much its own; not only in the way it is diagnosed, but also in its characteristics. Hans Aspergers first described Aspergers syndrome by studying boys with Autistic tendencies, but normal language development and intelligence. In 1944, Aspergers Disorder was officially included in the American Psychiatric Statistical Manual of Mental Disorders; listed separately from autism (Asperger’s Syndrome, p.1). Although there is no specific

be different from all of the other children, that school will always be a difficult task for him, and maybe he 'll be alone because he won 't have any friends. All of these thoughts and more came to my head when I heard the news that my brother has Autism. Ayden is the most bubbly and happy child. Even though he was young I could tell something was different about him. As he started going to daycare it was more apparent. Mrs. Valerie, who ran the daycare, first mentioned Ayden

A Child with Autism By Shawn Wirth Arkansas State University Beebe   Autism is not a disease, or a reaction; it is a developmental neurobiological differences in brain function. People with autism have difficulty with communication and interaction with others. The symptoms of autism may range from total lack of communication with others to difficulty in understanding others’ feelings. Since there is such a range of symptoms it is now called Autism Spectrum Disorder(Disabled world 2008) Literature