Clinical descriptions of autism and Asperger syndrome (AS) first appeared in the literature over 50 years ago (Asperger, 1944; Kanner, 1943). Nevertheless, there continues to be a great deal of uncertainty regarding the clinical features of these disorders as well as appropriate treatment and educational guidelines. In addition, there is an ongoing debate in the literature regarding the validity of AS as a unique diagnostic construct, as many simply consider it to be a "milder" form of autism or equivalent to autism in the absence of significant language and cognitive delays. This latter condition is often referred to as high-functioning autism (HFA) and is, indeed, characterized by social communication challenges similar to those found in AS. To make the claim that there are no clear distinctions between these disorders, however, neglects the impact of potential learning style differences and the need to tailor learning supports that are consistent with an individual's unique cognitive assets (Klin & Volkmar, 2003). In addition, characterizing AS as a "mild" impairment does not reflect the potential impact that this social learning disability has on virtually all aspects of everyday life, whether at home, in school, and in making the transition to independent living as an adult (Tsatsanis, 2003).

In the field of speech-language pathology, the questions that I am asked most commonly pertain to (1) whether there is a role for a speech-language pathologist when children and adolescents with HFA and AS appear to have relatively sophisticated language abilities and (2) whether the distinction of HFA and AS is relevant given that similar challenges are, in fact, evident. This issue of Topics in Language Disorders is intended as a forum for addressing these uncertainties. Readers will be encouraged to recognize how developmental vulnerabilities evident in both HFA and AS provide barriers to achieving social communicative competence, regardless of strengths in formal language skills. Readers will also be encouraged to recognize that the extreme heterogeneity of learning style and developmental profiles of children and adolescents with HFA and AS clearly highlights the need for individualization when designing an educational and/or therapeutic program.

The issue begins with a careful review of contemporary outcome research and treatment efficacy studies specifically related to children and adolescents with HFA and AS. In their discussion, Tsatsanis, Foley, and Donehower emphasize the critical need for early and intensive intervention as well as the importance of addressing social communicative competence, an achievement that is not solely reliant on formal language skills. As children with these social disabilities have often been perceived as "extremely bright," they note that securing supportive services can often be a challenge because their vulnerabilities can easily be masked by their relative strengths. Recent outcome studies, however, have shown that limitations in social communicative competence compromise the ability to adjust to new social demands in both academic and community settings and achieve vocational goals later on in life. Thus, the authors provide a number of critical treatment and programming guidelines with respect to securing early and intensive services, considering appropriate educational placements, and determining educational approaches and priorities.

Next, Tsatsanis provides an overview of the contemporary literature related to the cognitive profiles of individuals with HFA and AS. In addition to profiles on cognitive testing, several aspects of learning are addressed, including attention, memory, and executive functioning. Unique learning style patterns that may differentiate AS and HFA are discussed along with how these differences have distinct implications for developing individualized learning supports and accommodations across clinical and educational settings. The use of verbally mediated supports, for example, may be more suitable for individuals with AS than the use of the visually based supports often used with individuals with HFA. To develop learning supports for an individual, however, Tsatsanis discusses how cognitive strengths should be considered in relation to other areas of functioning that contribute to information processing, recall of information, and application of information across contexts.

As positive outcomes for children and adolescents with AS and HFA are related to those educational programs that emphasize social communicative competence, recognition of those aspects of development that contribute to this achievement is essential (National Research Council [NRC], 2001). Rubin and Lennon provide a review of social communication challenges that are common to both of these disorders, as well as a discussion of those challenges that are more specific to children and adolescents with either AS or HFA. Moving beyond the simplistic notion that a command of the formal aspects of language negates the need for support from a communication disorders specialist, this article illustrates those aspects of social communication that provide distinct barriers to becoming competent communicators. Vulnerabilities in the capacity for joint attention, for example, limit a child's ability to appreciate another's intentions, emotional states, and points of view. Likewise, vulnerabilities in the capacity for symbol use limit a child's ability to understand and use nonverbal communication and adhere to the conventions or social "rules" of different situations.

Although social communication skills play a central role in a child's achievement of social communicative competence, developmental milestones in emotional regulation also have a significant impact on a child's ability to engage in mutually satisfying relationships, cope with new and changing situations, and participate in group social activities (NRC, 2000; Prizant, Wetherby, Rubin, Laurent, & Rydell, in press). Laurent and Rubin provide a review of typical developmental sequences in emotional regulation along with a discussion of the challenges commonly faced by individuals with AS and HFA that hinder success in social interactions. The importance of appreciating the developmental hurdles faced by children with social learning disabilities, setting appropriate expectations, and providing positive and proactive approaches to problem behaviors is emphasized.

Finally, the application of curriculum-based assessment is presented by Rubin and Laurent as a means to prioritize learning objectives in those aspects of development that contribute to social communicative competence, namely, social communication and emotional regulation. Because how a partner interacts with a child and how an environment is adapted with learning supports has a significant and long-term impact on that child's development, the role a child's social partners is also emphasized in this curriculum (Prizant et al., in press). Strategies for providing appropriate communicative style adjustments, learning supports, and environmental arrangements are provided along with practical examples that can be applied in clinical and educational settings.

Although there may always be a certain degree of uncertainty and debate related to the nature of HFA and AS, disabilities with a social component are transactional. Thus, a skill-based model that focuses on enhancing the skills of the individual with the disability does not necessarily ensure success across all social partners. Those who interact with the individual must learn to accommodate and modify their interactive style to ensure competent communicative exchanges. Hence, if learning style differences are neglected and social partners continue to implement the same learning supports regardless of a child's unique cognitive profile, social communicative competence will likely remain an elusive goal. On the other hand, if clinicians and educators are willing to embrace the complexity of these unique disorders, greater knowledge of how to tailor an approach to an individual child will likely ensure more successful communicative exchanges. This challenge is posed to the readers of this issue. New directions are presented to provide greater clarity and more ease in prioritizing learning objectives and individualizing learning supports for children and adolescents with either HFA or AS.

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