Abstract
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.
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Some of the data reported in this article was supported by Department of Education, Institute of Education Sciences Grant R324A130216. Findings and conclusions are those of the authors and do not necessarily reflect the views of the funding agency.
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Thomeer, M.L., McDonald, C.A., Rodgers, J.D. et al. High-Functioning Autism Spectrum Disorder: A Framework for Evidence-Based Practice. School Mental Health 11, 29–39 (2019). https://doi.org/10.1007/s12310-017-9236-1
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DOI: https://doi.org/10.1007/s12310-017-9236-1