“…Similarly, Cognitive-Behavioural Interventions focusing on core social difficulties by improving social skills through the use of promting/reinforcement, modelling, role-playing, and/or verbal or manual guidance have been identified as the predominant interventions for children and adolescents with AS (Volker & Lopata, 2008;Whalon et al, 2015). As such, school-based interventions for adolescents with neuropsychiatric disabilities often concentrate on improving academicperformance by targeting the functional manifestation of children's and adolescents' core problems, i.e., attention, impulsiveness and hyperactivity control and social interaction (Miranda et al, 2006;Richardson et al, 2015;Volker & Lopata, 2008;Young & Amarasinghe, 2010). However, it has been suggested that a broader view emphasising the environment and how environmental aspects may influence the performance of students is needed (Miranda et al, 2006).…”