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

Marcus L. Thomeer; Christin A. McDonald; Jonathan D. Rodgers; Christopher Lopata

doi:10.1007/s12310-017-9236-1

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

Marcus L. Thomeer
, Christin A. McDonald
, Jonathan D. Rodgers
, Christopher Lopata

Canisius College
Nationwide Children’s Hospital

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

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.

Original language	English
Pages (from-to)	29-39
Number of pages	11
Journal	School Mental Health
Volume	11
Issue number	1
DOIs	https://doi.org/10.1007/s12310-017-9236-1
State	Published - Mar 15 2019

Keywords

Evidence-based practice
High-functioning autism spectrum disorder
School-based intervention
Social skills intervention

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10.1007/s12310-017-9236-1

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title = "High-Functioning Autism Spectrum Disorder: A Framework for Evidence-Based Practice",

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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note = "Publisher Copyright: {\textcopyright} 2017, Springer Science+Business Media, LLC, part of Springer Nature.",

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AU - Thomeer, Marcus L.

AU - McDonald, Christin A.

AU - Rodgers, Jonathan D.

AU - Lopata, Christopher

PY - 2019/3/15

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AB - 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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KW - High-functioning autism spectrum disorder

KW - School-based intervention

KW - Social skills intervention

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IS - 1

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

Abstract

Keywords

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