Dissertations and Theses @ UNI


Open Access Thesis


Asperger's syndrome; School psychologists -- Iowa; Iowa;


The diagnosis of Asperger's Disorder (AsD) is a relatively recent possibility. Although first described in 1944, AsD was not recognized until its inclusion in the Fourth Edition of the Diagnostic and Statistical Manual of Mental Disorders in 1994. Due to the newness of the disorder and because of a lack of a consensual definition, there is considerable confusion among researchers in this field. For those children with characteristics of AsD, the confusion has resulted in misdiagnosis and, more importantly, inappropriate interventions. Individuals with AsD have deficits in several areas that impair their ability to function normally in the educational environment, as well as in every day life. Impairments in reciprocal social interaction and play especially influence success and enjoyment at school. In addition, both verbal and non-verbal social communication deficits result in inappropriate behaviors such as excessive bluntness or coldness toward peers and a lack of awareness of non-verbal feedback. There is currently a lack of research in the area of interventions and treatments for children with AsD, leaving practitioners "on their own" when intervening. In this study, Iowa school psychologists were asked to select interventions to assist a student with AsD. Survey data were analyzed finding that: school psychologists recommended the same interventions for children diagnosed with AsD as for children not diagnosed with AsD, school psychologists perceived parents and teachers would be most likely to support a different intervention than school psychologists would recommend 42% of the time, school psychologists reported that time constraints and the need for additional training or education for teachers and parents were the main reasons for the perceived differences in intervention selection, and school psychologists who rated themselves as "high skilled" were more likely to recommend an intervention that was not included on the survey.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Annette M. Iverson


If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original


Object Description

1 PDF file (135 leaves)



File Format


Included in

Education Commons