This diploma thesis focuses on the teaching of foreign languages, specifically the French language of pupils and students with autism spectrum disorders (ASD) in Primary and Secondary schools in the Czech Republic. The aim of the thesis is to present general recommendations for work with pupils and students with ASD, suitable forms of lesson planning, possible complications and optimal form of cooperation with an assistant teacher. It focuses on description and definition of autism spectrum disorders, especially Asperger syndrome. A significant part is devoted to typical manifestations during adolescence and resolving challenging situations that may occur in education in connection with these disorders. The following part is devoted to communication and difficulties, which manifests in pupils with ASD mainly during social interaction. The practical part of the thesis examines current training of foreign language teachers, their readiness to work with pupils with ASD and analyzes teachers 'experience and methods of work with a focus on perception of differences in approach. A qualitative questionnaire survey was used as a research method. When selecting respondents, the main criterion was the experience with foreign language teaching of a pupil with ASD in secondary school. The questions were chosen...

This paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore & Calvert, 2000; Noor, Shahbodin, & Pee, 2012). Computer games have been shown to boost confidence and provide calming mechanisms (Griffiths, 2003) while being a safe environment for social exploration and learning (Moore, Cheng, McGrath, & Powell, 2005). Games increase children's motivation and thus increase the rate of learning in computer mediated environments (Moore & Calvert, 2000). Furthermore, children with ASD are able to understand basic emotions and facial expressions in avatars more easily than in real-world interactions (Moore, Cheng, McGrath, & Powell, 2005). Perspective-taking (also known as role-taking) has been shown to be a crucial component and antecedent to empathy (Gomez-Becerra, Martin, Chavez-Brown, & Greer, 2007; Peng, Lee, & Heeter, 2010). Though symptoms vary across children with ASD, perspective-taking and empathy are abilities that have been shown to be limited across a wide spectrum of individuals with ASD and Asperger's disorder (Gomez-Becerra, Martin, Chavez-Brown, & Greer, 2007). A game called WUBeeS was developed to aid young children with ASD in perspective taking and empathy by placing the player in the role of a caregiver to a virtual avatar. It is hypothesized that through the playing of this game over a series of trials, children with ASD will show an iv increase in the ability to discriminate emotions, provide appropriate responses to basic needs (e.g. feeding the avatar when it is hungry), and be able to communicate more clearly about emotions.

To better understand the difficulties and strengths associated with both high and low functioning individuals with an autistic spectrum disorder (ASD), the hyper-systemising theory has been proposed by Baron-Cohen and colleagues. It explains the social and communication difficulties in autism and Asperger syndrome (AS) by reference to delays and deficits in empathy, whilst explaining the areas of strength by reference to intact or even superior skill in systemising (Baron-Cohen, 2002). The evidence for hypersystemising alongside hypo-empathising in autism, suggests a corresponding desire to systemise the social world. Based on this theory, the use of technology in supporting the development of social and communication skills in children with an ASD is discussed. Technology and computers rely on strict, predictable systems made up of sets of rules that can be programmed, determined and understood. Use of such technology to assist in the development of social skills in an individual with an ASD utilises an existing area of strength and engages a person in an often existing area of interest and/or obsession. This thesis describes an exploratory study using non-humanoid robots with a group of young people with either high-functioning autism (HFA) or AS, which aimed to use robots as a focus of shared attention in a more naturally occurring and systemisable environment; thus promoting more implicit learning of social skills for this clinical group. Ten children attended the ‘robot club’ for eight sessions enabling a design using a series of single case studies pooled together for multiple and individual base line comparisons. The results indicate improvements as rated by parents and the young people themselves (although not by teachers), with some evidence of statistical and clinically significant changes, for example, in communication skills specifically and with general difficulties associated with autism. The results were found to be affected by total number of sessions attended, but not by age or academic functioning. Possible implications of the findings are presented in line with theory and for clinical practise. Limitations of the study are discussed and suggestions for future research made.

Research has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The current study used a nonconcurrent multiple-baseline design to evaluate the effectiveness of behavior skills training (BST) and on-going graphical and verbal feedback on increasing parent language use and child words and utterances. Results of this study demonstrated that BST with on-going feedback was effective in increasing parent language use and child words and utterances above baseline levels for all four parent-child dyads. The dissertation concludes with recommendations for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Many people would argue that New Zealand has had a poor reputation for providing support services for the families of people with an Autistic Spectrum Disorder (ASD). The limited support services available for families in this country were highlighted during the trial and the manslaughter conviction of Janine Albury-Thomson. Albury-Thomson was found guilty of the manslaughter of her autistic daughter, Casey (MOH, 1999). The sentencing judge called for an independent inquiry to be held to examine the extent of support services that were available for families affected by the disorder with a view to identifying any gaps that may exist and ascertaining whether or not government policy could be blamed (Norris, 1998). More than twelve years have now elapsed since the Albury-Thomson trial and research was needed to ascertain the experiences of families raising a child with ASD. This research examines the experiences of families who have a child who has an ASD diagnosis. Research participants were families of people with Autism Spectrum Disorder who reside in the Canterbury/West Coast area. The research explored the support needs of families and the informal and formal supports that are available to them in this region. This research was conducted in three parts, with each part having a distinct method of data collection allowing triangulation of research findings. Part one was a survey questionnaire distributed via a range of mediums using a snowball sampling method. The second data set was made up of two case studies that were undertaken with a semi-structured interview approach. The third set of data was elicited via a semi-structured interview process from five local service providers that provide services to those with ASD and their families. A qualitative methodology was adopted to analyse research findings. This methodological approach was selected because it gave participants the opportunity to tell their stories about the diagnostic pathway they travelled and their experiences using available services. This research has social policy relevance as it was designed to examine the participant’s experiences while using services and resources available for the families of people with ASD in the Canterbury/West Coast area. Participants told of various social, emotional, and practical impacts and of the experiences they encountered while using the various services available. While the level of awareness of ASD has increased, the diagnosis process proved to be problematic for some when using the public health system. Consistent with a 2001 study commissioned on behalf of the Autistic Association of New Zealand, participants in this study who sought a diagnosis through the public health system found it to be a protracted process. Participants attributed delays to a lack of resources or staff that had a limited knowledge of ASD and saw these factors as barriers to obtaining a diagnosis within an acceptable time frame. A more timely diagnosis was reportedly received when the private health system was used. With regards to support offered by the agencies involved with ‘day to day’ contact with families it was found that overall, competent, experienced people worked for the existing agencies and they were capable of offering support where needed. However specific issues were identified by participants including a perception that case managers failed to understand their situation because they were unfamiliar with the implications of having a family member with ASD. Significantly, family members and service providers both identified a concern about a lack of suitable accommodation that can be utilised by a person with ASD. Because there is limited research into the support needs of families of a child with ASD this research provides an important insight into the needs of a fairly marginalised, and sometimes socially isolated, group. Implications for ongoing service provision and support of families are discussed in the thesis.

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

O Termo Síndrome de Asperger é utilizado para descrever uma perspectiva moderada do espectro autista, inserindo-se nos chamados Transtornos Invasivos do Desenvolvimento. Apresenta como características principais: dificuldades dos sujeitos com neologismos, linguagem recitada, função comunicativa limitada, não metaforização de situações, limitação de fantasias, preferência por ambientes domésticos, objetos pessoais e situações cotidianas, incoordenação motora, contato social pobre, rigidez de procedimentos, desorganização em situações de surpresas, inabilidade nas relações interpessoais e inteligência preservada, com áreas de interesse específicas. Pode ser considerada um tipo novo (do ponto de vista de estudos organizados) de transtorno de desenvolvimento, sendo designada como tal somente nos últimos quinze anos e inserida no DSM apenas em 1994. A presente tese apresenta como objetivos principais: compreensão do universo autista (Síndrome de Asperger) estabelecendo relações entre a clínica psicopedagógica e a práxis pedagógica; análise dos processos de escolarização, aprendizagem e ensinagem de sujeitos com Síndrome de Asperger, refletindo a cerca das propostas que se referem como inclusivas e o tensionamento docente frente à diversidade. Para tal, o trabalho foi desenvolvido a partir do estudo de quatro casos em atendimento psicopedagógico, dos quais partiram e se organizaram os recursos teóricos e as categorias de análise. A interface psicanálise - clínica psicopedagógica - práxis pedagógica justifica-se através da escuta, compreensão e construção de possibilidades nas três dimensões em que a atuação foi remontada: em relação aos sujeitos, na subjetivação, identificação e criação de espaços de vida, possibilitadores de sua inserção na cultura e da construção de um lugar próprio no mundo; em relação às famílias, na retomada das matrizes identificatórias; e, em relação ao professor, na compreensão dos processos inconscientes vividos e construção de espaços de significação para si e para os alunos. Estas proposições apresentam-se imersas no decorrer do trabalho e detalhadas na descrição dos casos, em que são delineadas as estratégias desenvolvidas e as análises conseqüentes. Sem buscar generalizações, mas generalidades, cada caso originou uma proposição teórico-prática apresentadas no desenvolvimento da tese , composta pelos capítulos: Capítulo I, introdução e localização do tema, Capítulo II, princípio metodológico que serviu de sustentação à pesquisa, Capítulo III, desenvolvimento da tese, permeada pelos recursos teóricos, categorias de análise e proposições. Capítulo IV, considerações finais. Como apêndices, descrevo o detalhamento de cada caso, bem como apresento as linhas de ação/intervenção consideradas como indicativos, por se tratarem de vidas em andamento, cujas complexidades não se esgotam em tempos definidos. / The phrase, Asperger's Syndrome, is employed to describe a moderate outlook in the autistical spectrum, inserted within the so-called Pervasive Development Disorders. The main symptoms shown are, subject's trouble with neologism handling; singsong speech; restricted communication functions; absence of situational metaphorization; fantasy limitation; marked preference for familiar environments, such as home, personal assets, and daily situations; lack of motor coordination; poor social interactions; rigidity in personal demeanor; lack of responsive organization before unexpected events; awkwardness in interpersonal relationships; and reserved intelligence turned toward specific choice areas. This can be faced as a new disturbance type [as from the viewpoint of organized studies] within the Development Disorders, as it was so designated only for the last fifteen years and also by its being entered into the MHD [Mental Health Disorders] index in 1994 alone. The herein enclosed thesis presents as its main goals, the understanding of the autistical universe [Asperger's Syndrome], as handled by the establishment of relationships between the psychopaedagogical clinical procedures and the paedagogical praxis; the analysis of schooling, learning, and teaching processes as applied to subjects presenting Asperger's Syndrome, along with a reflexive assessment of such proposals that as referred as socially inclusive and the teachers' siding before diversity. To attain same, the survey was developed from the evaluation of four case studies on psychopaedagogical care of as many subjects, from which theoretical resources and analytical categorization departed and were organized. The psychoanalysis/psychopaedagogical clinical procedures/paedagogical praxis interfaces will be justified through the listening, comprehension, and possibility-building within those three dimension in which the acting was re-staged: the subject-oriented dimension, in the life space subjectivation, identification, and creation that are meant to render feasible their insertion within a cultural environment and the setting-up of their own place within the world at large; the family-oriented dimension, inasmuch as the identifying matrices are taken up anew; and the teacher-oriented dimension, as it might be pertinent for the understanding of unconscious life processes and the creation of signification areas for themselves and the students both. All the mentioned propositions will present themselves as immersed throughout the work development as well as being detailed in each case study depiction, in which developed strategies and outstanding analyses will be spanned. Setting aside the search for generalizations but enfolding generalities, each case study has generated a theoretical-practical proposition, all of which shall be presented along thesical development. The thesis itself will be composed by the following chapters, Chapter I, Introduction and Theme Placement; Chapter II, Methodological Principles Supporting the Survey; Chapter III, Thesis Development, as Suffused by Theoretical Resources, Analytical Categories, and Propositions; Chapter IV, Final Considerations. In Appendices, each case study details are described, as well as the lines of action/intervention are presented, as far as such were considered as indicative, taking into due note that the the lives highlighted by the case studies are ongoing ones and therefo

The dissertation thesis addresses the topic of mathematical tasks processing in students with autism spectrum disorder (ASD) and problematic points of their solution. The aim of this work is to delineate methods that ASD students use to approach these tasks and solve them. We focus primarily on whether it is possible to identify different procedures than those used by typically developing students, and whether these procedures show specifics corresponding to distinct cognitive processes. In the theoretical part we provide a theoretical background for the study. Firstly, we create a frame to understand the complexity of autism, furthermore we deal with psychological theories examining the topic, and describe specifics of development of ASD students during their adolescence. Thereafter, we reflect on studies addressing mathematical skills of ASD students. Mathematics is considered as their great strength, however is not sufficiently scrutinized, as highlighted by various international studies (for example Oswald et al., 2016). The empiric part is based on qualitative methodology and pursues comparisons of mathematical tasks processing between six ASD students and typically developing peers. We strive to document differences and common points in solutions as well as to analyze cognitive processes of...

A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment. / Educational Studies / D.Ed. (Psychology of Education)