Taku Hagiwara

A Multimedia Social Story Intervention: Teaching Skills to Children with Autism.

Although social stories have been used as a positive support intervention for people with autism and other developmental disabilities, their utility has primarily been supported by anecdotal records. This study developed an intervention that used social stories in a computer-based format. The results revealed that overall the social story intervention using a multimedia social story program for three boys with autism was effective.

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

Asperger Syndrome: A Study of the Cognitive Profiles of 37 Children and Adolescents.

This article reports the results of an analysis of Wechsler IQ scores of children and youth diagnosed with Asperger syndrome. The data revealed cognitive patterns dissimilar to those of children with other autism-related disorders and similar to many typically developing and achieving individuals. These findings are discussed in reference to identification and intervention issues related to students with Asperger syndrome, a diagnostic group that has been especially difficult to identify and provide with effective 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.

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.

Academic Assessment of Children and Youth with Asperger Syndrome, Pervasive Developmental Disorders-Not Otherwise Specified, and High-Functioning Autism:

As many children and youth with Asperger Syndrome (AS) are placed in general education settings, assessing their academic skills has become a necessary component in providing educational services. Despite the increasing prevalence of this disability, no systematic academic assessment methods have been found that provide a comprehensive understanding of the academic strengths and concerns of individuals with AS. This article introduces some approaches that educational practitioners can use, while emphasizing the need for a comprehensive assessment system involving both formal and informal assessment methods as a part of educational interventions.