Comparison of children and adolescents with Asperger syndrome to their peers with learning disabilities in adaptive functioning, academic achievement, and victimization

This study compared adaptive functioning, academic achievement, and victimization between students with Asperger syndrome (N = 34) and students with learning disabilities (N = 25) who were between the ages of five through 21. The Vineland Adaptive Behavior Scales were used to assess adaptive functioning and a questionnaire completed by the parents was used to collect data on academic achievement, victimization, and shunning.; Results revealed significant differences between the groups in socialization and adaptive functioning, academic achievement, victimization, and shunning. Students with Asperger syndrome performed significantly lower than students with learning disabilities in socialization and adaptive functioning, significantly higher in academic achievement, and were significantly more likely to be victimized and socially excluded than students with learning disabilities. This study also determined that the best predictors of victimization for students with Asperger syndrome were misdiagnosis and education level of the father. For these students, the higher their academic achievement and the higher the education of their fathers, the less likely they would be shunned by peers. The best predictors of victimization for students with learning disabilities were daily living skills and sensitivity to touch Students who had more developed daily living skills and who did not experience tactile sensitivities were predicted to be less victimized by peers.