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Effective Interventions for Individuals with High-Functional Autism
International Journal of Special Education (2006)
  • Ann X. Huang, Tennessee Technological University
  • John J. Wheeler, Tennessee Technological University
The diagnosis of high functioning autism (HFA) is not the end of comprehensive assessments. Since the 1970s, although a great deal of research has focused on developing effective educational approaches and interventions for children with autism, there is an increasing need to develop differentially effective educational approaches or interventions that are specifically for children with HFA. This paper reviews several effective, evidence based interventions that are widely used by special educators and professionals as best practices in the United States, including structured teaching approaches, peer-medicated interventions, self-monitoring or self-management strategies, video modeling, and social stories, with a hope that people in other places of the world can also find these interventions beneficial in teaching children with HFA.
  • autism,
  • special education teachers,
  • intervention,
  • special education,
  • teaching methods,
  • peer teaching,
  • Peer Relationship,
  • self management,
  • video technology,
  • story telling,
  • social development,
  • classroom techniques,
  • classroom environment
Publication Date
Citation Information
Ann X. Huang and John J. Wheeler. "Effective Interventions for Individuals with High-Functional Autism" International Journal of Special Education Vol. 21 Iss. 3 (2006) p. 165 - 175 ISSN: 0827-3383
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