High-Functioning Autism Spectrum Disorder: A Framework for Evidence-Based Practice

被引：0
|
作者：
Thomeer, Marcus L. [1 ]
McDonald, Christin A. [1 ,2 ]
Rodgers, Jonathan D. [1 ]
Lopata, Christopher [1 ]
机构：
[1] Canisius Coll, Inst Autism Res, 2001 Main St, Buffalo, NY 14208 USA
[2] Nationwide Childrens Hosp, Ctr Autism Spectrum Disorders, Westerville, OH USA
来源：
SCHOOL MENTAL HEALTH | 2019年 / 11卷 / 01期
关键词：
High-functioning autism spectrum disorder; School-based intervention; Social skills intervention; Evidence-based practice; SOCIAL-SKILLS INTERVENTIONS; YOUNG-ADULTS; CHILDREN; SCHOOL; METAANALYSIS; INDIVIDUALS; TRIAL; YOUTH; ADOLESCENTS; STUDENTS;
D O I：
10.1007/s12310-017-9236-1
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
Schools are being confronted with an increasing population of high-functioning students with autism spectrum disorder (HFASD). These students pose particular challenges to school-based practitioners and teachers given their social-communication deficits, restricted and repetitive behaviors/interests, and relative cognitive and language strengths. This article examines the impact of HFASD at the student, classroom, and district levels, and existing evidence-based strategies and techniques to improve social competence and daily functioning. It then proposes a comprehensive intervention framework for school practitioners and provides an example of a model comprehensive school-based program. Future directions and areas in need of study are also discussed.
引用
收藏
页码：29 / 39
页数：11
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