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Journal articles on the topic 'Student with Asperger syndrome'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Williams, Karen. "Understanding the Student with Asperger Syndrome." Intervention in School and Clinic 36, no. 5 (2001): 287–92. http://dx.doi.org/10.1177/105345120103600505.

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2

WILLIAMS, KAREN. "Understanding the Student with Asperger Syndrome." Focus on Autistic Behavior 10, no. 2 (1995): 9–16. http://dx.doi.org/10.1177/108835769501000202.

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3

Moszyńska, Małgorzata. "Środowisko szkoły w narracjach uczniów z zespołem Aspergera – wnioski z badań." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 19 (September 9, 2018): 161–70. http://dx.doi.org/10.14746/ikps.2017.19.10.

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The article addresses the subject of social functioning of a student diagnosed with Asperger Syndrome in the environment of a mass education school, in his subjective opinion. Methodologically speaking it is based on qualitative studies and the aim of the research was to reach subjective significance given by the students with Asperger Syndrome to this institution and understanding the role it plays for them.

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4

Karpińska, Anna. "SELECTED ASPECTS OF STUDENTS’ SCHOOL SITUATION WITH ASPERGER’S SYNDROME." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 21 (November 24, 2020): 13–25. http://dx.doi.org/10.5604/01.3001.0014.5652.

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The article attempts to indicate the complex school situation often marked by failure in learning of students with Asperger’s syndrome. The specificity of this disorder conditions the child’s functioning as a student. Therefore, attention was drawn to the characteristic features that determine the behavior profile of a person with AS, e.g. unusual language skills, impairment of social skills, inadequate emotional reactions, sensory hypersensitivity, impaired motor coordination, special interests, unusual orientation of cognitive skills. The personality profile of a child with Asperger syndrome

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5

Banasiak, Małgorzata. "The challenges of modern education – a student with Asperger Syndrome (autism spectrum disorder) in a classroom." Special School LXXXII, no. 3 (2021): 186–95. http://dx.doi.org/10.5604/01.3001.0014.9545.

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Currently, many students in mainstream schools have been diagnosed with Asperger Syndrome or symptoms of Autism Spectrum Disorder (ICD10). Since the term Asperger Syndrome has been adopted in both scientific and colloquial language and is associated with specific dysfunctions in specific spheres, I will use this term for the purposes of this article. Some of these students may have associated difficulties, e.g., in learning or ADHD. In schools, it is not uncommon to also find students who exhibit autism or Asperger syndrome behaviour but without a diagnosis. By participating in the standard ed

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6

Horn, Beverly. "Gifted Students with Asperger Syndrome." Gifted Education International 25, no. 2 (2009): 165–71. http://dx.doi.org/10.1177/026142940902500206.

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The number of students with Autism Spectrum Disorders in the United States, including Asperger Syndrome, has risen sharply in the last several years. More students with Asperger Syndrome are appearing in gifted classrooms, yet most teachers of the gifted have little or no knowledge or experience with this special group of students, and are often at a loss as to how to meet their educational, emotional, and social needs. From the limited literature on the topic that is available, it is clear that the ideal classroom structure recommended for gifted students is not appropriate for students with

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7

Attwood, Tony. "Succeeding in College with Asperger Syndrome: A Student Guide." Child and Adolescent Mental Health 10, no. 4 (2005): 214–15. http://dx.doi.org/10.1111/j.1475-3588.2005.00377_8.x.

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8

Bianco, Margarita, Douglas E. Carothers, and Lydia R. Smiley. "Gifted Students With Asperger Syndrome." Intervention in School and Clinic 44, no. 4 (2009): 206–15. http://dx.doi.org/10.1177/1053451208328827.

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9

Schwarzová, Lucie. "POSSIBILITIES OF SUPPORT OF SPECIAL NEEDS STUDENTS AT THE GRADUATION EXAM - CASE STUDY OF A STUDENT WITH ASPERGER SYNDROME FOCUSING ON THE MODIFICATION OF GRADUATION EXAM CONDITIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 147. http://dx.doi.org/10.17770/sie2018vol1.3389.

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The aim of the paper is the theoretical anchoring of the autism spectrum disorder focusing mainly on the Asperger syndrome, as well as the classification of disorders according to the International Statistical Classification of Diseases (ICD-10) and the Diagnostic and Statistical Manual (DSM-V). The paper contains an overview of the legal regulations related to the possible modifications of the common part of the graduation exam. The research part is based on qualitative methodology, it includes a case study. Based on an intentional selection (age and diagnosis), a student with Asperger syndro

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10

Simmeborn Fleischer, Ann. "Alienation and struggle: everyday student-life of three male students with Asperger Syndrome." Scandinavian Journal of Disability Research 14, no. 2 (2012): 177–94. http://dx.doi.org/10.1080/15017419.2011.558236.

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11

Carter, Susan. "Bullying of Students with Asperger Syndrome." Issues in Comprehensive Pediatric Nursing 32, no. 3 (2009): 145–54. http://dx.doi.org/10.1080/01460860903062782.

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12

Graetz, Janet E., and Nick Dubin. "Book Review: Succeeding in College With Asperger Syndrome: A Student Guide." Focus on Autism and Other Developmental Disabilities 22, no. 1 (2007): 60–62. http://dx.doi.org/10.1177/10883576070220010701.

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13

Pudłowska, Ewa. "Adaptation difficulties of a student with Asperger Syndrome in a post-primary school." Journal of Modern Science 46, no. 1 (2021): 143–58. http://dx.doi.org/10.13166/jms/140546.

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14

Konieczna, Iwona, and Katarzyna Smolińska. "Communication capacities in students with Asperger syndrome as (un)necessary components of readiness for schooling." Special School LXXX, no. 1 (2019): 19–30. http://dx.doi.org/10.5604/01.3001.0013.1382.

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The preschool period is a peculiar stage of child speech and language development in terms of both quantity and quality. Children’s vocabulary increases and the semantic aspect of the words they use extends. Preschool-aged children should make utterances that are relevant to the situation and also know specific grammatical rules. This proves their maturity in this area. The quality of speech and language development shows mainly in children's ability to communicate with different people – both peers and adults. Making fluent utterances becomes noticeable in children’s school readiness. School

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15

Barnhill, Gena P. "Supporting Students With Asperger Syndrome on College Campuses." Focus on Autism and Other Developmental Disabilities 31, no. 1 (2014): 3–15. http://dx.doi.org/10.1177/1088357614523121.

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16

Wilkerson, Carol L., and James M. Wilkerson. "Teaching Social Savvy to Students with Asperger Syndrome." Middle School Journal 36, no. 1 (2004): 18–24. http://dx.doi.org/10.1080/00940771.2004.11461460.

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17

Knott, Fiona, and Angela Taylor. "Life at university with Asperger syndrome: a comparison of student and staff perspectives." International Journal of Inclusive Education 18, no. 4 (2013): 411–26. http://dx.doi.org/10.1080/13603116.2013.781236.

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18

Gibbons, Melinda M., and Shelley Goins. "Getting to Know the Child with Asperger Syndrome." Professional School Counseling 11, no. 5 (2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100508.

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Asperger syndrome (AS) is a disorder characterized by social skill deficits and display of repetitive behaviors. This article explores the diagnostic components of AS and describes the major school-related issues for children who have the disorder. Specific interventions that school counselors can implement to help increase these students’ academic and social success are discussed.

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19

Osler, Audrey, and Chay Osler. "Inclusion, Exclusion and Children’s Rights: A Case Study of a Student with Asperger Syndrome." Emotional & Behavioural Difficulties 7, no. 1 (2002): 35–54. http://dx.doi.org/10.1177/1363275202007001004.

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20

Cipta, Dyah Ayu Sulistyaning, Donna Avianty, and Anik Kurniawati. "Profil Berpikir Kritis Siswa Asperger pada Pembelajaran Bangun Datar dengan Metode Montessori." Jurnal Didaktik Matematika 6, no. 2 (2019): 149–60. http://dx.doi.org/10.24815/jdm.v6i2.14175.

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Critical thinking skills in Mathematics learning are commonly only centred on typical students. Sometimes teachers forget that there are students with special needs who also need to study Mathematics; one of them are students with Asperger's Syndrome. Through this study, the researcher used the Montessori method to teach the plane geometry topic. The research method used was descriptive qualitative. The students observed were two students with Asperger's learning while applying the Montessori method. This study illustrated how the Montessori method was used to students with Asperger's syndrome

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21

Smala, Simone. "Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success." International Journal of Disability, Development and Education 55, no. 4 (2008): 347–48. http://dx.doi.org/10.1080/10349120802496633.

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22

Burrows, Leigh. "I just want friends: a â€˜relational wellbeingâ€™ approach to providing school support for a young person with Asperger syndrome." Journal of Student Wellbeing 4, no. 1 (2010): 7. http://dx.doi.org/10.21913/jsw.v4i1.658.

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Vulnerable young people with impairments in their capacity to relate to others, such as those with Asperger syndrome, present a particular challenge to education professionals, schools and systems. Their social and behavioural patterns tend to place them at odds with school structures and staff expectations thus increasing the risk of exclusion (Swayne & Fielding n.d.). School and systemic responses may need to be tailored to individual needs in complex cases. This paper uses a case study of a young person diagnosed with Asperger syndrome to explore how an intervention incorporating the st

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23

Delano, Monica E. "Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome." Focus on Autism and Other Developmental Disabilities 22, no. 4 (2007): 252–58. http://dx.doi.org/10.1177/10883576070220040701.

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24

Mulrine, Christopher F., and Betty Kollia. "Diagnosing and Teaching Students with Social Communication Disorder in Included Classrooms." Journal of Education and Learning 9, no. 4 (2020): 94. http://dx.doi.org/10.5539/jel.v9n4p94.

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Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger&rsquo;s syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disor

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25

Madriaga, Manuel. "‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces." Children's Geographies 8, no. 1 (2010): 39–50. http://dx.doi.org/10.1080/14733280903500166.

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26

Hurlbutt, Karen S., and Beth R. Handler. "High School Students With Asperger Syndrome: A Career Path Binder Project." Intervention in School and Clinic 46, no. 1 (2010): 46–50. http://dx.doi.org/10.1177/1053451210369521.

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27

Chiang, Hsu-Min, and Yueh-Hsien Lin. "Mathematical ability of students with Asperger syndrome and high-functioning autism." Autism 11, no. 6 (2007): 547–56. http://dx.doi.org/10.1177/1362361307083259.

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28

Hammer, Barbara. "Media Review: Students with Asperger Syndrome: A Guide for College Personnel." Journal of Student Affairs Research and Practice 49, no. 1 (2012): 109–11. http://dx.doi.org/10.1515/jsarp-2012-6461.

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29

Sciutto, Mark, Sally Richwine, Janelle Mentrikoski, and Kathryn Niedzwiecki. "A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome." Focus on Autism and Other Developmental Disabilities 27, no. 3 (2012): 177–88. http://dx.doi.org/10.1177/1088357612450511.

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30

Lacava, Paul G., Ofer Golan, Simon Baron-Cohen, and Brenda Smith Myles. "Using Assistive Technology to Teach Emotion Recognition to Students With Asperger Syndrome." Remedial and Special Education 28, no. 3 (2007): 174–81. http://dx.doi.org/10.1177/07419325070280030601.

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31

Foley-Nicpon, Megan, Susan G. Assouline, and Rebecca D. Stinson. "Cognitive and Academic Distinctions Between Gifted Students With Autism and Asperger Syndrome." Gifted Child Quarterly 56, no. 2 (2012): 77–89. http://dx.doi.org/10.1177/0016986211433199.

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32

Jelínková, Beáta. "ICT as an Enhancing Tool of Foreign Language Teaching Children with Autistic Spectrum Disorders." International Journal of Information and Communication Technologies in Education 8, no. 1 (2019): 39–47. http://dx.doi.org/10.2478/ijicte-2019-0004.

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Abstract This paper reports on teaching/learning a foreign language of children having autistic spectrum disorders (ASD), particularly Highly functioning autism and Asperger´s syndrome by virtue of help of ICT. The content includes theoretical background of the strengths and weaknesses of ASD students. It also includes research on four foreign language skills – listening, speaking, reading and writing of the examined group and provides proposals for farther investigation.

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33

Connor, Michael. "Asperger Syndrome (Autistic Spectrum Disorder) and the Self-Reports of Comprehensive School Students." Educational Psychology in Practice 16, no. 3 (2000): 285–96. http://dx.doi.org/10.1080/713666079.

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34

Dawood, Amina, Scott Turner, and Prithvi Perepa. "Natural-Spontaneous Affective-Cognitive Dataset for Adult Students With and Without Asperger Syndrome." IEEE Access 7 (2019): 77990–99. http://dx.doi.org/10.1109/access.2019.2921914.

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35

Garcia Winner, Michelle. "Assessment of Social Skills for Students with Asperger Syndrome and High-Functioning Autism." Assessment for Effective Intervention 27, no. 1-2 (2002): 73–80. http://dx.doi.org/10.1177/073724770202700110.

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36

Wilkinson, Lee A. "Supporting the Inclusion of a Student with Asperger Syndrome: A Case Study using Conjoint Behavioural Consultation and Self‐management." Educational Psychology in Practice 21, no. 4 (2005): 307–26. http://dx.doi.org/10.1080/02667360500344914.

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37

Shilpa Merlyn Jose, Keerthi Sasanka, and Jothi Priya A. "Awareness of Asperger’s syndrome among College Students." International Journal of Research in Pharmaceutical Sciences 11, SPL3 (2020): 596–601. http://dx.doi.org/10.26452/ijrps.v11ispl3.2989.

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To determine the awareness of Asperger's syndrome among college students. Asperger’s syndrome is a developmental disorder affecting ability to socialize and communicate. It is an autism spectrum. People affected with this syndrome have problems in understanding others point of view. People affected with this syndrome have intense focus on a particular area or subject. The symptoms of Asperger’s syndrome varies from behavioural aggression to depression. People affected with Asperger’s syndrome generally have higher brain functioning than others. This syndrome can be acquired during life time or

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38

Dixon, Roselyn M., and Kathleen Tanner. "The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools." Australasian Journal of Special Education 37, no. 1 (2013): 28–48. http://dx.doi.org/10.1017/jse.2013.5.

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Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enrol these students. However, there appears to be a gap between the rhetoric and the reality relating to the varying perceptions of key stakeholders. In this paper we present the results of a study of the perceptions of key stakeholders in the transition of two students with AS into two academically focus

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39

Hinton, Sharon, Kate Sofronoff, and Jeanie Sheffield. "Training Teachers to Manage Students with Asperger's Syndrome in an Inclusive Classroom Setting." Australian Educational and Developmental Psychologist 25, no. 2 (2008): 34–48. http://dx.doi.org/10.1375/aedp.25.2.34.

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AbstractThis controlled trial of a teacher training intervention aimed to increase teacher competence in managing the problem behaviours associated with Asperger's syndrome, as manifested in a classroom setting. All teacher-participants currently managed a student with Asperger's syndrome in an inclusive classroom setting. Measures were taken on two occasions: pre-workshop and 6-week follow-up. Variables of interest were number of problem behaviours, success of teacher strategies used to manage problem behaviours and teacher self-efficacy in managing behaviours. Qualitative data assessing both

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40

Mason, Rose A., Mandy Rispoli, Jennifer B. Ganz, Margot B. Boles, and Kristie Orr. "Effects of video modeling on communicative social skills of college students with asperger syndrome." Developmental Neurorehabilitation 15, no. 6 (2012): 425–34. http://dx.doi.org/10.3109/17518423.2012.704530.

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41

Adolfsson, Margareta, and Ann Simmeborn Fleischer. "Applying the ICF to identify requirements for students with Asperger syndrome in higher education." Developmental Neurorehabilitation 18, no. 3 (2013): 190–202. http://dx.doi.org/10.3109/17518423.2013.819947.

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42

Hurlbutt, Karen S., and Beth R. Handler. "Effectiveness of the Career Path Binder Project for High School Students with Asperger Syndrome." Clearing House: A Journal of Educational Strategies, Issues and Ideas 86, no. 1 (2012): 21–26. http://dx.doi.org/10.1080/00098655.2012.729230.

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43

Friedrichs, Terence Paul, and Michael F. Shaughnessy. "A reflective conversation with Terry Friedrichs on teaching academics to gifted students with Asperger Syndrome." Gifted Education International 31, no. 1 (2013): 41–53. http://dx.doi.org/10.1177/0261429413486861.

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44

Stefanow, Agnieszka. "The functioning of the student with the autism spectrum in the integration class in terms of sensory disorders – a case study." Special School LXXXI, no. 3 (2020): 200–212. http://dx.doi.org/10.5604/01.3001.0014.2359.

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The functioning of a student with the autism spectrum is determined not only by disorders and deficits of a social nature, but also sensory, which are not included in didactic and educational work by teachers based mainly on behavioural concepts. These concepts allow you to control your child's undesirable behaviour without referring to its aetiology. By ignoring sensory disorders, school becomes a place for students that does not create an environment for their optimal development. The cognitive goal of the article is to describe the functioning of the autism spectrum student in the integrati

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45

Zabel, Robert H., James Teagarden, and Marilyn Kaff. "Building Healthy Relationships: A Conversation With Dr. Ellen McGinnis-Smith." Intervention in School and Clinic 55, no. 3 (2019): 197–200. http://dx.doi.org/10.1177/1053451219842266.

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Dr. McGinnis-Smith earned a PhD in special education with emphasis in EBD at the University of Iowa and an administrator certification from Drake University. She is coauthor of the social skills teaching series Skillstreaming. She also coauthored with Richard Simpson Skillstreaming Children and Youth with High Functioning Autism and Social Skills Success for Students with Asperger Syndrome and High-Functioning Autism. Dr. McGinnis-Smith recently retired as the Mental Health and Dispute Resolution Consultant for the Iowa Department of Public Instruction. Throughout her career, Dr. McGinnis-Smit

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46

Landor, Floriane, and Prithvi Perepa. "Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?" Support for Learning 32, no. 2 (2017): 129–43. http://dx.doi.org/10.1111/1467-9604.12158.

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47

Boutot, E. Amanda. "Using “I Will” Cards and Social Coaches to Improve Social Behaviors of Students With Asperger Syndrome." Intervention in School and Clinic 44, no. 5 (2009): 276–81. http://dx.doi.org/10.1177/1053451208330899.

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48

Kagohara, Debora M., Donna Achmadi, Larah van der Meer, et al. "Teaching Two Students with Asperger Syndrome to Greet Adults Using Social Stories™ and Video Modeling." Journal of Developmental and Physical Disabilities 25, no. 2 (2012): 241–51. http://dx.doi.org/10.1007/s10882-012-9300-6.

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49

Lawson, Wendy. "My Life as an Exchange Student with Asperger Syndrome on an Exchange Programme from Monash University, Australia to the University of Bradford, England." Autism 2, no. 3 (1998): 290–95. http://dx.doi.org/10.1177/1362361398023007.

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50

Correia, Lidia, Wilson Carvalho, and Becky Chen. "Intervention on reading comprehension: an approach designed for students with Asperger’s Syndrome (AS)." Entrepalavras 8, no. 2 (2018): 215. http://dx.doi.org/10.22168/2237-6321-21129.

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Este artigo reporta um dos resultados de um estudo que examinou a compreensão leitora em adolescentes e jovens adultos com Síndrome de Asperger (SA). O estudo foi conduzido na cidade de Fortaleza, região nordeste do Brasil, com 6 estudantes que já concluíram o Ensino Fundamental I. Mais especificamente, o referido estudo teve seu foco na investigação e melhoria da compreensão leitora de adolescentes e jovens adultos com SA através de um programa de intervenção baseado em estratégias metacognitivas, tendo como base a abordagem conciliadora de leitura. Adotamos o modelo de leitura proposto por K

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