Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder.

The team asked parents, teachers, and the kids themselves about mood and worry. Ninety-five autistic students with IQ scores of 70 or higher filled out the surveys.

The study was a one-time snapshot. No one got treatment; they just counted how many kids scored in the clinical range for depression or anxiety.

High rates of depression and anxiety showed up in every age group. IQ level and autism severity did not change the risk.

Parents, teachers, and the students themselves all reported the same pattern. Gifted status gave no protection.

Badia et al. (2013) looked at the same IQ group and found even sub-threshold symptoms were elevated. Together the two papers say: screen every child with ASD who has average or higher ability, not just the ones who look distressed.

Orinstein et al. (2015) seems to disagree. Their 'optimal-outcome' youth—kids who no longer met ASD criteria—had lower anxiety rates. The key difference is diagnosis: Megan et al. kept the ASD label, while Alyssa's group had lost it. Anxiety stays high until autism symptoms themselves fade.

Bowen et al. (2012) ran a similar cross-sectional survey and also saw nearly half of ASD children land in the clinical range for anxiety or ADHD. The message repeats: expect high comorbidity regardless of IQ match.

Do not wait for obvious signs. Pull out simple depression and anxiety checklists at intake and at every annual review for every autistic learner with an IQ ≥ 70. Share the results with parents and teachers so you can refer or treat early.