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Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder
Journal article   Peer reviewed

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

Megan Foley Nicpon, Alissa F Doobay and Susan G Assouline
Journal of autism and developmental disorders, Vol.40(8), pp.1028-1038
08/2010
DOI: 10.1007/s10803-010-0952-8
PMID: 20143145

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Abstract

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.
 Faculty Wechsler Scales Asperger Syndrome - psychology Humans Parents Child, Preschool Male Child, Gifted - psychology Asperger Syndrome - diagnosis Psychiatric Status Rating Scales Child Development Disorders, Pervasive - psychology Self Concept Social Behavior Adolescent Child Development Disorders, Pervasive - diagnosis Female Social Adjustment Child

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