Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder.
Even gifted students with autism think slower and need daily-living support.
01Research in Context
What this study did
Researchers compared bright kids with autism to equally bright kids without autism.
They looked at processing speed, daily living skills, and overall mental health.
The study used standard IQ tests and parent reports to measure each area.
What they found
The autistic group moved slower on timed tasks.
They also scored lower on dressing, cooking, and money skills.
Parents rated them as more anxious and withdrawn.
How this fits with other research
Mouga et al. (2016) saw the same speed gap in a wider IQ-matched sample, so the slowdown is not just a "gifted" issue.
McGonigle et al. (2014) ran a different timed game the same year and still found two-thirds of high-functioning youth with autism lagging, which backs up the result.
Duerden et al. (2012) looked backward and showed that slow processing in bright autistic students predicts lower math and reading grades, giving a reason why the speed gap matters.
Kanai et al. (2017) extended the idea to adults, finding autistic adults also score lower on picture-based speed tests, proving the pattern lasts past school age.
Why it matters
High IQ does not cancel autism-related speed or life-skills gaps.
When you test, give extra time and teach adaptive routines, not just academics.
Screen for anxiety even in the "smart" kids, and use processing-speed scores to plan homework length and classroom transitions.
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02At a glance
03Original 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.
Journal of autism and developmental disorders, 2014 · doi:10.1007/s10803-014-2082-1