Gena P. Barnhill

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

Outcomes in Adults With Asperger Syndrome

This article explores the current research literature on adult outcomes of individuals With Asperger syndrome (AS). Specific areas addressed are the characteristics associated With adulthood AS, including employment issues, comorbid mental and physical health conditions, neurological issues, possible problems With the legal system, mortality rates, and treatment. The article interWeaves the authors experiences as a parent of an adult son With AS and discusses recommendations and future directions.

Social Attributions and Depression in Adolescents with Asperger Syndrome

This study investigated the relationship between level of depressive symptoms and social attributions in 33 adolescents with Asperger syndrome. Results revealed a significant positive relationship between depressive symptoms and ability attributions for social failure, suggesting that interventions may need to focus on teaching these individuals to attribute social failure to causes other than ability. In addition, it was found that the more intelligent the individual, the less he or she attributed social success to chance and task difficulty factors, and vice versa. It is hypothesized that more intelligent participants might have developed increased cognitive awareness that more complex or multiple factors are involved in social success, rather than simply luck or chance. Findings are discussed relative to implications for practitioners.

Attributional Style and Depression in Adolescents with Asperger Syndrome

Despite research indicating that adolescents with Asperger syndrome are prone to depression, there is no research investigating the attributions of these individuals and the possibility of a learned helplessness attributional style that may predispose these persons to depression or to maintain depressive symptoms. This study investigated the relationship between level of depressive symptoms and general attributional or explanatory style in 33 adolescents with Asperger syndrome. Support was found for the reformulated theory of learned helplessness in adolescents with Asperger syndrome. The more depressive symptoms the adolescents reported, the more the adolescents explained negative events by internal, stable, and global causes. One third of the participants obtained scores on the Childrens Attributional Style Questionnaire composite for positive events that are considered to be suggestive of a very pessimistic, failure-prone style. However, only 9% of the participants rated themselves as having substantially more depressive symptoms than peers on the Childrens Depression Inventory. Given that 70% of the participants were taking medication for depression, these findings may suggest that the medication controlled depressive symptoms but did not affect the maladaptive attributional style. Findings of the study are discussed relative to implications for practitioners in designing positive behavior interventions.

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.

A Survey of Personnel Preparation Practices in Autism Spectrum Disorders

Researchers indicate that special education is grappling with many issues and challenges that point to the need to examine the nature and type of personnel preparation for educators working with individuals with autism spectrum disorders (ASD). The purpose of this study was to survey teacher educators at colleges and universities to (a) determine the prevalence of programs training teachers in this area; (b) identify the nature of the autism-specific coursework and programs currently being offered (e.g., the motivation for developing these courses, the number of such courses offered); and (c) ascertain the topics included in ASD coursework and the depth at which these topics are addressed. Survey forms were mailed to personnel at 184 institutions of higher education (IHEs) in 43 states; responses were received from faculty members at 87 IHEs in 34 states. Current patterns in personnel preparation are discussed and followed by recommendations for future action.

Supporting Students with Asperger Syndrome on College Campuses: Current Practices.

With the increasing number of students with Asperger syndrome (AS) and high functioning autism (HFA) enrolling in college, it has become apparent that support services are greatly needed to assist these students in navigating college life, both academically and socially. Yet, there is a dearth of research describing the specific supports needed for this population. This exploratory study sought to determine the current support practices offered on college and university campuses for students with AS. A critical focus of this study was on the specific accommodations accessed and the support services provided, including support groups, counseling, supervised social activities, and summer transition programs. Both supports that were found to be helpful and not helpful are provided. In addition, recommendations for implementing support programs are provided.

Personnel Preparation Practices in ASD: A Follow-Up Analysis of Contemporary Practices

The increased attention given to the implementation of personnel preparation programs in the field of autism spectrum disorders (ASD) has directly paralleled the significant increase in the number of students identified with ASD. For this study, we sought to analyze key aspects of programs for professionals who work with students with ASD. In addition to a detailed analysis of multiple demographic characteristics related to these programs (e.g., length of time program offered, level of higher education at which the program is offered, number of courses within a program, field experiences, online options), a critical focus in the research was assessing the reliance on evidence-based practices by these training programs. We also examined characteristics and practices relevant to the training of behavior analysts through the Behavior Analyst Certification Board’s (BACB) approved coursework.

The Virginia Applied Behavior Analysis Consortium: Preparing Behavior Analysts Using a Collaborative Model

The development and the evolution of the Virginia Applied Behavior Analysis Consortium, a collaborative project between four institutions of higher education in the state of Virginia, are described. The main goal of the program is to address the shortage of certified behavior analysts by preparing special education teachers and autism specialists to implement effective behavior-analytic interventions in natural environments. In this article, we briefly discuss the history and the purpose of the program, its components, the evolution of the program, the advantages and outcomes of a collaborative model, and future directions for improvement.