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Focus on Autism and Other Developmental Disabilities
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How Far Can Brian Ride the Daylight 4449 Express?

A Strength-Based Model of Asperger Syndrome Based on Special Interest Areas

Mary Ann Winter-Messiers

Université de Paris IV-La Sorbonne, messiers{at}uoregon.edu

Cynthia M. Herr

University of Oregon

Casey E. Wood

University of Oregon

Amy P. Brooks

Massachusetts and Oregon

Mary Anne M. Gates

Bethel School District in Eugene, Oregon

Tasker L. Houston

University of Oregon

Kelly I. Tingstad

National Autistic Society in Radlett, Hertfordshire, United Kingdom

This article presents one of the principal theories to emerge from a larger exploratory study. The research team conducted intervieWs about special interests With 23 participants With Asperger syndrome (AS), ages 7 to 21, Who Were eligible for services under autism and enrolled in an extended school year program. The authors also obtained Written surveys from 18 parents. A strong positive relationship Was found betWeen engagement in special interest areas and individual strengths in areas typically seen as AS deficits, including communication, social, emotional, sensory, fine-motor, executive function, and academic skills. A revieW of the strength-based model of AS and special interests is folloWed by practical ideas for effectively incorporating special interest areas into school, home, and community.

Focus on Autism and Other Developmental Disabilities, Vol. 22, No. 2, 67-79 (2007)
DOI: 10.1177/10883576070220020701
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