This study focused on identifying the academic characteristics of children and youth Who have Asperger syndrome (AS). Significant numbers of school-age children have AS, yet little is knoWn about the unique educational features of individuals With this pervasive developmental disorder. TWenty-one children and youth With diagnoses of AS Were assessed using the Wechsler Individual Achievement Test (WIAT; Psychological Corp., 1992), the Test of Problem Solving—Elementary, Revised (TOPS-R; Zachman, Barrett, Huisingh, Orman, & LoGiudice, 1994), and the Test of Problem Solving— Adolescent (TOPS-A; Zachman, Barrett, Huisingh, Orman, & Blagden, 1991). The study revealed the academic achievement, problem-solving, and critical thinking traits of school-age children and youth Who have AS. Results are discussed in the context of their implications for identifying and developing educational plans and strategies

The present study examined perceptions of the social problems and adaptive behaviors of children and youth with Asperger Syndrome. Parents and teachers used the Behavior Assessment System for Children (BASC) (Reynolds & Kamphaus, 1992) to evaluate 20 children and youth with Asperger Syndrome. In addition, the 20 students using the BASC self-report instrument evaluated their social problems and adaptive behavior. Findings are discussed relative to better understanding and planning for the needs of children and youth with Asperger Syndrome and their families.

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To examine the inter-rater reliability of Autism Diagnostic Interview-Revised, Japanese Version (ADI-R-JV), the authors recruited 51 individuals aged 3-19 years, interviewed by two independent raters. Subsequently, to assess the discriminant and diagnostic validity of ADI-R-JV, the authors investigated 317 individuals aged 2-19 years, who were divided into three diagnostic groups as follows: autistic disorder (AD), pervasive developmental disorder not otherwise specified, and other psychiatric diagnosis or no diagnosis, according to the consensus clinical diagnosis. As regards inter-rater reliability, intraclass correlation coefficients of greater than 0.80 were obtained for all three domains of ADI-R-JV. As regards discriminant validity, the mean scores of the three domains was significantly higher in individuals with AD than in those of other diagnostic groups. As regards diagnostic validity, sensitivity and specificity for correctly diagnosing AD were 0.92 and 0.89, respectively, but sensitivity was 0.55 for individuals younger than 5 years. Specificity was consistently high regardless of age and intelligence. ADI-R-JV was shown to be a reliable tool, and has sufficient discriminant validity and satisfactory diagnostic validity for correctly diagnosing AD, although the diagnostic validity appeared to be compromised with respect to the diagnosis of younger individuals.

Although social stories have been used as a positive support intervention for people with autism and other developmental disabilities, their utility has primarily been supported by anecdotal records. This study developed an intervention that used social stories in a computer-based format. The results revealed that overall the social story intervention using a multimedia social story program for three boys with autism was effective.