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In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (<jats:styled-content style=\"fixed-case\">HFASD<\/jats:styled-content>). Thirty\u2010seven students with <jats:styled-content style=\"fixed-case\">HFASD<\/jats:styled-content> and 54 age\u2010 and intelligence quotient (<jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>)\u2010matched peers without symptoms of <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content> were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self\u2010referenced questions. Students with <jats:styled-content style=\"fixed-case\">HFASD<\/jats:styled-content> looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the <jats:styled-content style=\"fixed-case\">HFASD<\/jats:styled-content> sample such that students with lower <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>, and\/or more symptoms of social anxiety, and\/or more attention deficit\/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the <jats:styled-content style=\"fixed-case\">S<\/jats:styled-content>ocial <jats:styled-content style=\"fixed-case\">A<\/jats:styled-content>ttention <jats:styled-content style=\"fixed-case\">M<\/jats:styled-content>odel of <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content> that social attention disturbance remains part of the school\u2010aged phenotype of autism that is related to syndrome\u2010specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school\u2010aged children. <jats:italic><jats:bold>Autism Res<\/jats:bold> 2013, \u25cf\u25cf: \u25cf\u25cf\u2013\u25cf\u25cf.<\/jats:italic> \u00a9 2013 International Society for Autism Research, Wiley Periodicals, Inc.<\/jats:p>","DOI":"10.1002\/aur.1302","type":"journal-article","created":{"date-parts":[[2013,5,20]],"date-time":"2013-05-20T20:30:05Z","timestamp":1369081805000},"page":"393-410","source":"Crossref","is-referenced-by-count":88,"title":["Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism"],"prefix":"10.1002","volume":"6","author":[{"given":"William","family":"Jarrold","sequence":"first","affiliation":[{"name":"Department of Psychiatry M.I.N.D. 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