1. HIGH FUNCTIONING AUTISM By: Pamela Curtin Kelly Homenick

2. DEFINITION  Autism: is a brain disorder in which communication and interaction with others is difficult. The symptoms of autism may range from total lack of communication with others to difficulty in understanding others' feelings. Because of the range of symptoms, this condition is now called autism spectrum disorder (ASD).

3. DEFINITON:  High Functioning Autism (HFA): is an informal term applied to autistic people who are deemed to be "higher functioning" than other autistic people, by one or more metrics. HFA is not yet a recognized diagnosis in the DSM-IV-TR or the ICD-10.

4. CHARACTERISTICS: People with high-functioning autism have average or above-average intelligence. They may show other behaviors and signs similar to what's seen with other types of autism. These include:  A lack of skill in interacting with others  A delay in motor skills  Little understanding of the abstract uses of language, such as humor or give-and-take in a conversation  Obsessive interest in specific items or information  Strong reactions to textures, smells, sounds, sights, or other stimuli that others might not even notice, such as a flickering light.

5.  The differences from other forms of autism have led many psychiatrists to consider high-functioning autism as similar to or the same as Asperger's syndrome. Some researchers argue that the two are distinct diagnostic entities, others argue that they are indistinguishable.Asperger's syndrome

6.  Unlike people with other forms of autism, people with high- functioning autism or Asperger's syndrome want to be involved with others. They simply don't know how to go about it. They may not be able to understand others' emotions. They may not read facial expressions or body language well. As a result, they may be teased and often feel like social outcasts. The unwanted social isolation can lead to anxiety and depression.

7. RECOMMENDATIONS:  using your understanding of the characteristics of autism as a means of understanding the autistic student's behavior and learning style,  building new skills by developing each student's strengths and interests,  and using visual information to help students understand their schedule, academic content, or behavioral expectations.

8. HFA AND THE CLASSROOM  Step 1: Educate Yourself  Step 2: Reach Out to the Parent  Step 3: Prepare the Classroom  Step 4: Educate Peers and Promote Social Goal  Step 5: Collaborate on the Educational Program Development.  Step 6: Manage Behavioral Challenge.  Individualized Education Program (IEP)

9. REFERENCES:  Disabled World News (2010-12-04) - Information regarding High Functioning Autism (HFA) in children and adults with autism spectrum disorders: http://www.disabled- world.com/health/neurology/autism/hfa.php#ixzz2McLFH5NN http://www.disabled- world.com/health/neurology/autism/hfa.php#ixzz2McLFH5NN  http://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome- and-high-functioning-autism-tool-kit/classroom http://www.autismspeaks.org/family-services/tool-kits/asperger-syndrome- and-high-functioning-autism-tool-kit/classroom  http://teacch.com/educational-approaches/recommendations-for-students- with-high-functioning-autism-kerry-hogan http://teacch.com/educational-approaches/recommendations-for-students- with-high-functioning-autism-kerry-hogan