Heterogeneity in Learning Style in Asperger Syndrome and High-Functioning Autism

Abstract

Although children and adolescents with high-functioning autism and Asperger syndrome present with some similar clinical features and challenges, heterogeneity of learning style coupled with the predominance of specific “packages” of materials and methods tends to understate the need for individualization when designing an educational and/or a therapeutic program. Treatment approaches will be enhanced when the core areas of strength and vulnerability are identified and evaluated over the course of development for each individual. A review of those aspects of cognition that are critical to consider when designing an educational program is provided. In addition to profiles on cognitive testing, several areas of specific functioning will be addressed including attention, memory, and executive function.