Deborah E. Griswold

Asperger Syndrome and Academic Achievement

This study focused on identifying the academic characteristics of children and youth Who have Asperger syndrome (AS). Significant numbers of school-age children have AS, yet little is knoWn about the unique educational features of individuals With this pervasive developmental disorder. TWenty-one children and youth With diagnoses of AS Were assessed using the Wechsler Individual Achievement Test (WIAT; Psychological Corp., 1992), the Test of Problem Solving—Elementary, Revised (TOPS-R; Zachman, Barrett, Huisingh, Orman, & LoGiudice, 1994), and the Test of Problem Solving— Adolescent (TOPS-A; Zachman, Barrett, Huisingh, Orman, & Blagden, 1991). The study revealed the academic achievement, problem-solving, and critical thinking traits of school-age children and youth Who have AS. Results are discussed in the context of their implications for identifying and developing educational plans and strategies

Analysis of Reading Skills in Individuals with Asperger Syndrome

The purpose of this study was to examine the reading performance of 16 individuals with Asperger syndrome. The students were administered the Classroom Reading Inventory (Silvaroli, 1993), and the results were analyzed to determine if individuals with Asperger syndrome present similar reading deficits, as posited by researcher and practitioners in special education. Findings of the study were discussed to better understand how the reading characteristics of students with Asperger syndrome affect classroom performance.

Parent, Teacher, and Self-Report of Problem and Adaptive Behaviors in Children and Adolescents with Asperger Syndrome.

The present study examined perceptions of the social problems and adaptive behaviors of children and youth with Asperger Syndrome. Parents and teachers used the Behavior Assessment System for Children (BASC) (Reynolds & Kamphaus, 1992) to evaluate 20 children and youth with Asperger Syndrome. In addition, the 20 students using the BASC self-report instrument evaluated their social problems and adaptive behavior. Findings are discussed relative to better understanding and planning for the needs of children and youth with Asperger Syndrome and their families.

Discipline and IDEA 1997: Instituting a New Balance

The 1997 amendments to the Individuals with Disabilities Education Act of 1990 contain new regulations concerning short-term and long-term suspension. The new amendments strike a balance between the rights of students with disabilities and the need of all students for safe and well-disciplined schools. Changes include new protections for students with disabilities and new tools for administrators to help ensure the safety of all students. The new policies and procedures for addressing behaviors and placement of students with disabilities in interim alternative educational settings under the new IDEA are discussed.

Applications of Video-Conferencing Technology in Special Education Teacher Preparation.

Teacher educators must find ways to teach course content situated within realistic K-12 contexts so that their preservice teachers can better understand how to apply that content effectively in situations they will face as professionals. Video-conferencing (VC) technology has emerged as a useful tool in teacher education, evincing a wide range of instructional functions. Users who integrate VC in teacher education coursework fundamentally enhance the potency of their instructional outcomes by enabling preservice teachers not only to learn about classroom settings, but also to interact with students and teachers within classroom settings. Video conferencing allows one to observe classrooms and other school-based environments unobtrusively; to engage in discussions with school-based professionals, students, and families; and to mentor, coach, and evaluate preservice and novice teachers–all from physically remote sites. The purposes of this article are to (a) describe, and present a rationale for employing, this technology in preparing special educators; and (b) showcase the utility of video-conferencing technology within one midwestern special education teacher preparation program. The article concludes with some lessons learned and implications for research regarding the use and efficacy of this technology.

Educators' Assessment Accommodation Preferences for Students with Autism

This study reports the results of a survey of teachers and related-services professionals experienced in working with students with autism. The survey focused on identifying students with autism spectrum disorders who were perceived to be appropriate for participation in a large-scale group assessment. Respondents identified minimally necessary testing accommodations or children considered appropriate to participate in districtwide testing.

Book Review: Healthcare for Children on the Autism Spectrum: A Guide to Medical, Nutritional, and Behavioral Issues Volkmar, F. R., & Wiesner, L. A. (2004). Bethesda, MD: Woodbine House. 375 pages,

Volkmar and Wiesner’s volume is reminiscent of Baby and Childcare (1946–1996) by Benjamin Spock. This comparison is valid as both books share a common goal, a parallel intended audience, and information about developmental stages, characteristics and medical issues at each stage, and safety concerns. An extensive glossary and resource section provide keys to terms used by the medical and education communities as well as helpful lists of organizations, agencies, and product manufacturers. As parents, caregivers, and professionals struggle to understand children with autism spectrum disorders (ASD), it is not uncommon for parents to comment that their child “did not come with an instruction manual.” This book does for these families what Dr. Spock and Baby and Childcare have done for so many years: It provides crucial information written in a style that will appeal to parents and professionals alike. As a result, Healthcare will facilitate the important discussions that take place among parents, medical personnel, educators, and others helping the child with ASD develop to his or her full potential. For example, the authors define research terminology, such as case reports, and explain how such tools can be both enlightening and limited in their use. The authors also provide guidance on evaluating Internet resources and alternative treatments. Guidelines to evaluate such information are crucial, particularly in light of the many interventions that are promoted to and attempted by parents and well-meaning caregivers but have limited evidence to indicate their effectiveness (Scheuermann & Webber 2002; Simpson et al., 2005). The fact that the authors include this information indicates their commitment to educate and guide their readers in a responsible manner. The authors begin with an overview of ASD, including definitions of research terms and a historical perspective of the emergence of the diagnostic criteria. A brief but adequate synthesis is provided for Childhood Disintegrative Disorder (CDD), Rett’s Disorder, and Pervasive Developmental Disorder–Not Otherwise Specified (PDD-NOS). Furthermore, the authors discuss Fragile X syndrome and other conditions that are associated with autism. Several tables help the reader compare autism and Asperger syndrome and reference the characteristics of CDD, Rett’s Disorder, and PDD-NOS. In Chapter 2, the authors walk the reader through the diagnostic process. This is especially helpful for parents and others who may have misconceptions about diagnostic and education labeling; “landmark” characteristics, such as spinning and avoidance of eye contact; and the assessments used for diagnostic purposes. Assessment is explained in great detail, including a health and developmental history, the challenges in choosing and using assessments with this population, and descriptions of some of the most commonly used assessments (e.g., adaptive skills; cognition; speech–language therapy; medical, occupational, and physical therapy). By explaining the purpose of the assessment and how the information may be interpreted and used, the authors prepare parents to communicate and collaborate with professionals involved in the treatment or education of their child. The central chapters of this book are devoted to health care and developmental concerns. The book’s organization allows readers to locate the information they need quickly. The authors provide the characteristics of autism as a context for each subject they address, such as how communication difficulties affect a doctor’s visit, and tips, such as how to reduce the trauma of having blood drawn. They address all the areas for which parents and professionals want help in coping, such as going to the dentist, getting the child to eat healthy meals, and getting immunizations. The controversial topic of immunizations and its role in autism is presented in a balanced, nonjudgmental manner. The need for immunizations is explained with details about specific vaccines. As Spock provided for his readers, Volkmar and Wiesner delve into the many bumps in the road of childrearing. They address infections, gastrointestinal “bugs,” swimmer’s ear, allergies, skin irritations, cuts, splinters, burns, and head injuries by including advice on how to administer home care and when to contact the pediatrician. Readers will leave this section of the book with tips about obtaining health care and minimizing the trauma of physical exams for children as well as an understanding of the importance of testing for various conditions. Nutrition is explored in much the same way for children with autism as it would be for any other child; that is, with an emphasis on eating healthy and using the U.S. Department of Agriculture’s food pyramid. This matter-of-fact approach will be reassuring to parents, especially those whose children may have restrictive food preferences. Sensitivity to parents’ nutriBOOK REVIEW

21.95 (paperback)

the student with a disability as part of &dquo;an outcome-oriented process that promotes movement from school to postschool activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.&dquo; Additionally, the reauthorization mandates related services require interdisciplinary collaboration. DeFur and Patton propose that, before considering interdisciplinary collaboration among agencies, Individualized Education Program (IEP) and Individualized Transition Program (ITP) teams should look to various school-based services for the ex-