Abstract
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.
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