Cognitive and Academic Distinctions between Gifted Students with Autism and Asperger Syndrome

Autor/inn/en	Foley-Nicpon, Megan; Assouline, Susan G.; Stinson, Rebecca D.
Titel	Cognitive and Academic Distinctions between Gifted Students with Autism and Asperger Syndrome
Quelle	In: Gifted Child Quarterly, 56 (2012) 2, S.77-89 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986211433199
Schlagwörter	Academically Gifted; Autism; Asperger Syndrome; Identification; Cognitive Ability; Academic Achievement; Comparative Analysis; Verbal Ability; Comprehension; Mathematics Skills; Writing Skills; Children; Adolescents; Thinking Skills; Short Term Memory; Cognitive Processes; Reading Skills; Autism Diagnostic Observation Schedule; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Asperger-Syndrom; Identifikation; Identifizierung; Denkfähigkeit; Schulleistung; Mündliche Leistung; Verstehen; Verständnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Writing skill; Schreibfertigkeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Reading skill; Lesefertigkeit
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10