Academic Achievement and Strategy Instruction to Support the Learning of Children with High-Functioning Autism

Autor/inn/en	Whitby, Peggy J. Schaefer; Travers, Jason C.; Harnik, Jamie
Titel	Academic Achievement and Strategy Instruction to Support the Learning of Children with High-Functioning Autism
Quelle	In: Beyond Behavior, 19 (2009) 1, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
Schlagwörter	Incidence; Autism; Asperger Syndrome; Learning Disabilities; Academic Achievement; Reading Strategies; Profiles; Metacognition; Children; Pervasive Developmental Disorders; Intervention; Cues; Semantics; Intelligence Quotient; Reading Achievement; Writing Achievement; Mathematics Achievement; Evaluation + Suchen Sie Ihr Suchwort? Vorkommen; Autismus; Asperger-Syndrom; Learning handicap; Lernbehinderung; Schulleistung; Reading strategy; Leselernstufe; Lesetechnik; Charakterisierung; Profilanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Child; Kind; Kinder; Stichwort; Semantik; Intelligenzquotient; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Evaluierung
Abstract	Autism is one of the fastest developing childhood disorders. The increase in the prevalence of autism spectrum disorders (ASD) has been highlighted in the media once again. The prevalence of school-age children with ASD has a considerable impact on the schools and teachers who are responsible for their education. Children with ASD served in the general education setting are likely to be those with high-functioning autism or Asperger syndrome (HFA/AS). In a review of the literature on the academic profile of students with HFA/AS, Whitby and Mancil (in press) found consistent academic achievement patterns across research studies, suggesting an academic profile. This article presents the findings on the review of the literitare in reading, writing, and mathematics. It describes strategy instruction as an effective academic intervention for children with learning disabilities, and discusses current research on strategy use and strategy instruction for students with HFA/AS. Anaphoric cueing for reading strategy instruction, self-regulation strategy development for writing, and "Solve It!" Problem Solving Routine for mathematics are presented. (Contains 5 tables.) (ERIC).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10