Abstract
Despite the inclusion of Asperger syndrome in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV;American Psychiatric Association [APA], 1994) 10 years ago, there is ongoing debate regarding its validity as a diagnostic construct, particularly relative to the diagnosis of autistic disorder when it is not accompanied by significant language and cognitive delays. This latter condition, referred to as high-functioning autism, is, indeed, characterized by social communication challenges similar to those found in Asperger syndrome. Nevertheless, there are distinctions in both learning style and social communication that have critical implications for treatment and educational programming. Although this article will begin with a review of those social communication challenges that are common to both of these disorders, a discussion of challenges that are more specific to children and adolescents with either Asperger syndrome or high-functioning autism will follow.