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Effective interaction with children with high functioning Autism: From diagnosis to the classroom

This paper reviews the literature examining benefits of early diagnosis in children with Asperger’s Syndrome (AS) and adult interaction from birth through elementary school years. The review highlights the disparity between children who go without a diagnosis and those who are diagnosed early and the efforts of parents, teachers and helping professionals to effectively interact and teach these children. Studies show that children with AS are best served by parents and professionals through early diagnosis. If adults understand symptoms of AS they will be better equipped to aid children who fail to be diagnosed


Laura Lyman Debenham

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