Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder.
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.
Foley Nicpon
Megan
M
Department of Psychological and Quantitative Foundations, The University of Iowa, N330 Lindquist Center, Iowa City, IA 52242, USA. megan-foley-nicpon@uiowa.edu
Doobay
Alissa F
AF
Assouline
Susan G
SG
D000293:Adolescent; D020817:Asperger Syndrome / Q000175:diagnosis / Q000523:psychology; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000175:diagnosis / Q000523:psychology*; D002672:Child, Gifted / Q000523:psychology*; D002675:Child, Preschool; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D010290:Parents; D011569:Psychiatric Status Rating Scales; D012649:Self Concept; D012917:Social Adjustment; D012919:Social Behavior; D014888:Wechsler Scales