Abstract
According to recent surveys, nearly 2\% of school-age children have been diagnosed with autism spectrum disorder (ASD). The core deficits associated with ASD—for example, peer interaction, social communication, social cognition, and executive functioning—can make it difficult to cope with the social-emotional and cognitive-academic demands of school. Support for these children should focus on both social-emotional (e.g., peer interaction and peer friendship) and cognitive-academic (e.g., abstract thinking, reading comprehension, mathematics, handwriting) functioning.
| Original language | English |
|---|---|
| Title of host publication | Handbook of Autism and Pervasive Developmental Disorders: |
| Subtitle of host publication | Assessment, Intervention, and Policy |
| Editors | Fred R. Volkmar, Rhea Paul, Sally J. Rogers, Kevin A. Pelphrey |
| Place of Publication | Hoboken, NJ |
| Publisher | wiley |
| Pages | 1-28 |
| Number of pages | 28 |
| Edition | 4th |
| ISBN (Electronic) | 9781118911389 |
| ISBN (Print) | 9781118140680 |
| DOIs | |
| State | Published - 1 Apr 2014 |
Bibliographical note
Publisher Copyright:© 2014 John Wiley & Sons, Inc. All rights reserved.
Keywords
- ASD
- autism spectrum disorder
- cognitive-academic functioning
- school-age children
- social functioning
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