Profoundly gifted girls and autism spectrum disorder: A psychometric case study comparison

• Autores: Susan G. Assouline, Megan Foley Nicpon, Alissa Doobay
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 53, Nº 2, 2009, págs. 89-105
• Idioma: inglés
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• Dialnet Métricas: 5 Citas
• Resumen

  • A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD