Cognitive, Adaptive, and Psychosocial Differences between High Ability Youth with and without Autism Spectrum Disorder

Autor/inn/en	Doobay, Alissa F.; Foley-Nicpon, Megan; Ali, Saba R.; Assouline, Susan G.
Titel	Cognitive, Adaptive, and Psychosocial Differences between High Ability Youth with and without Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 44 (2014) 8, S.2026-2040 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2082-1
Schlagwörter	Autism; Pervasive Developmental Disorders; Cognitive Ability; Comparative Analysis; Control Groups; Adjustment (to Environment); Cognitive Processes; Psychological Patterns; Parent Attitudes; Teacher Attitudes; Disability Identification + Suchen Sie Ihr Suchwort? Autismus; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Elternverhalten; Lehrerverhalten
Abstract	Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10