Abstract
Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.
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Acknowledgments
This research was supported in part by a grant from the U.S. Department of Education Jacob K. Javits Program obtained by the Iowa Department of Education and the Belin-Blank International Center for Gifted Education and Talent Development.
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Foley Nicpon, M., Doobay, A.F. & Assouline, S.G. Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 40, 1028–1038 (2010). https://doi.org/10.1007/s10803-010-0952-8
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DOI: https://doi.org/10.1007/s10803-010-0952-8