This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness.

The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed.

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The association between speed of information processing and cognition has been extensively validated in normal aging and other neurocognitive disorders. Our aim was to determine whether such a relationship exists in stroke. Thirty patients and 30 age- and education-matched healthy individuals were administered a comprehensive battery of neuropsychological tests divided into the following six cognitive domains: processing speed (PS), verbal memory, visual memory, visuoperceptual function, language, and cognitive flexibility. The results demonstrate that stroke patients were characterized by cognitive deficits in almost all of these domains, but have the most pronounced deficits in PS. After adjusting for symbol digit modalities test score, all significant group differences in cognitive functioning disappeared. However, group differences remained significant after controlling for the influence of other cognitive factors. These findings suggest that decreased PS appears to underlie post-stroke cognitive dysfunction and may serve as a potential target for intervention.

Expressive communication of Australian and Taiwanese children with autism who had limited spoken language was observed in naturalistic settings. Communicative forms, functions, and partners were investigated. No significant differences existed in the characteristics of expressive communication between children with speech and those without speech. No significant differences existed in characteristics of expressive communication between children who used aided augmentative and alternative communication (AAC) and those who did not use aided AAC. Children with autism who were observed at regular schools communicated with their peers more often than did those who were observed at special schools.

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This study compared the perspectives of employed and unemployed individuals with psychiatric disabilities regarding factors influencing employment. Ninety-six employed and 113 unemployed individuals completed questionnaires assessing the importance of several factors in successfully maintaining employment. These factors included psychiatric symptoms; the person's ability, work habits, and attitudes; and environmental factors. Exploratory factor analyses supported a unidimensional structure for each of the four subscales, with high internal consistency estimates across all subscales (coefficient alpha values ranging from 0.84 to 0.95). The results indicated no significant differences between the two groups in mean ratings for the items and subscales. Employed people perceived psychiatric symptoms as being more important than the other three subscales; however, in comparison, unemployed people gave the highest mean rating to environmental factors (e.g., employer's acceptance, absence of stigma, working in a safe environment, and supportive family). Overall, the two groups had moderate agreement on the most important influences on employment. Implications for services are discussed.