Abstract
Purpose. The purpose of this study was threefold: (1) to identify the inappropriate or disruptive behaviors of junior high school and high school students with Asperger's syndrome in a self-contained classroom program for students with Asperger's syndrome; (2) to determine the difference in the Asperger students' behaviors based on: teacher type (special education vs. general education); teacher knowledge of Asperger's syndrome (good vs. excellent); classroom structure (fairly flexible daily schedule vs. very flexible daily schedule); subject taught (academic vs. elective/physical education); length of class (traditional schedule vs. block schedule); secondary grade level (junior high school vs. high school); and to identify and determine the relative frequency of the strategies employed by teachers; (3) to compare the results of Dr. Hartman's (2001) study of Asperger students who are mainstreamed (full inclusion) to the results of this study of Asperger students within a self-contained program. Methodology. A descriptive, ex-post facto study was completed. Data were collected through surveys from teachers of Asperger students within a self-contained Asperger program. Conclusions. Based on the findings of this research, a self-contained program is more appropriate for the student with Asperger's syndrome than a mainstream, full inclusion program. Through structure and stability, the cognitive deficits may be addressed within the self-contained program. Teachers who use those strategies that address the cognitive and social deficits of the students with Asperger's syndrome perceive less problem behaviors in the classroom. Nevertheless, the junior high school experience may be a more difficult time for students with Asperger's syndrome than for the general population regardless of the program. Recommendations. The researcher recommends using a more comprehensive survey to further investigate the frequency of problem behaviors between the public and private school setting, female and male students with Asperger's syndrome, and between neurotypical students and Asperger syndrome students. In addition, it is recommended that a more detailed examination of the strategies used with Asperger students be carried out including parents and students in the survey process.