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ERIC Number: EJ962796
Record Type: Journal
Publication Date: 2012-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0016-9862
Cognitive and Academic Distinctions between Gifted Students with Autism and Asperger Syndrome
Foley-Nicpon, Megan; Assouline, Susan G.; Stinson, Rebecca D.
Gifted Child Quarterly, v56 n2 p77-89 Apr 2012
The cognitive and academic profiles of high ability students with autism spectrum disorder were examined. Inclusion criteria were a diagnosis of autism (high functioning) or Asperger syndrome and at least one ability and/or achievement index standard score of 120 or above. Results indicated that despite the restricted range of cognitive abilities, students diagnosed with Asperger syndrome had significantly higher Verbal Comprehension Index scores than did students diagnosed with autism. However, students with autism had significantly higher scores on tests of math fluency and written expression than did students with Asperger syndrome. Implications for assessment, diagnosis, and intervention are discussed. (Contains 4 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement