A. Autism Spectrum Disorder
3. Gifted with Autism Spectrum Disorder
It is important to know that ASD is a spectrum and "each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently" (autismspeaks.org). People with ASD, therefore, may have more or less differences in their neurotypicality; add in the different domains of giftedness, and as is case with all 2e individuals, the complexity is intense.
In "Mental Disorder or Neurodiversity?" Aaron Rothstein (2012) quotes Thomas Armstrong (whom you read about at the beginning of this lesson) stating that, autistics* "tend to be much better at understanding systems than understanding people." (*Many autistic self-advocates now prefer an identify-first language, such as autistic child (Kenny et al. 2016).
As Stephen M. Shore, Adelphi University professor has said, “If you know one student with autism, you know ONE student with autism.” This is doubly true when you add giftedness into the mix. Watch these two videos to get two different ASD experiences, with the second video being an obviously gifted person.
Click on the title to open in YouTube to access closed captioning.
Children with ASD
Possible Strengths (which may also be challenges in some circumstances)
As we have emphasized in Part 1 of the course, gifted students thrive with a focus on their strengths while supporting their areas of challenge. With this strengths-first approach, let us look at the strengths children with autism may have (adapted from 100 Day Kit for Young Children by Stephen Shore in Autismspeaks.org). When you are creating strength-based goals for your gifted with ASD students, check for these strengths in addition to data you gather from family and teachers and the children themselves.
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Encyclopedic knowledge in area of interest
- Less concern for what others may think of them
- Independent thinking often results in novel, “big picture” insights
- Thinks in pictures or video
- Often very verbal
- Honesty
- Nonjudgmental listening
- Average to above average intelligence
- Direct communication; “say what they mean and mean what they say
- Loyalty
Possible Challenges
According to the authors of Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review (2021),
As we have emphasized in Part 1 of the course, gifted students thrive with a focus on their strengths while supporting their areas of challenge. With this strengths-first approach, let us look at the strengths children with autism may have (adapted from 100 Day Kit for Young Children by Stephen Shore in Autismspeaks.org). When you are creating strength-based goals for your gifted with ASD students, check for these strengths in addition to data you gather from family and teachers and the children themselves.
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Attention to detail
- Tendency to be logical
- Use routines, cueing systems, predictable structures that are visual, warn for transitions in advance)
- Often highly skilled in a particular area
- Encyclopedic knowledge in area of interest
- Less concern for what others may think of them
- Independent thinking often results in novel, “big picture” insights
- Thinks in pictures or video
- Often very verbal
- Honesty
- Nonjudgmental listening
- Average to above average intelligence
- Direct communication; “say what they mean and mean what they say
- Loyalty
Possible Challenges
According to the authors of Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review (2021),
Much discussion surrounds the conceptualization of autism as a disability or as a set of unique skills that can be viewed as strengths (Urbanowicz et al. 2019). Although there is truth in both, there is also much verification that the life course for many individuals with autism, from infancy and into adulthood, is challenging for them and their families (Shattuck et al. 2018). In efforts to have a positive impact on this life trajectory, personnel in early intervention, schools, clinics, and other human service programs search for practices that could be most effective when working with children and youth with autism (Lai et al. 2020). For full article in our Google folder go HERE
Much discussion surrounds the conceptualization of autism as a disability or as a set of unique skills that can be viewed as strengths (Urbanowicz et al. 2019). Although there is truth in both, there is also much verification that the life course for many individuals with autism, from infancy and into adulthood, is challenging for them and their families (Shattuck et al. 2018). In efforts to have a positive impact on this life trajectory, personnel in early intervention, schools, clinics, and other human service programs search for practices that could be most effective when working with children and youth with autism (Lai et al. 2020). For full article in our Google folder go HERE
One of the most famous of gifted people with autism is Temple Grandin...(Thinking in Pictures , 1995) [who said], "Autistics cannot read emotions and do not know how to interact with other people, so they often make others uncomfortable" (Rothstein, 2012). In many of her public speeches, Grandin speaks about the years of observation and practice it took to converse and how she is still uncomfortable with social interactions.
Here is a short list of challenges with one possible strategy to support the challenge. (More strategies to support our gifted students with autism will be presented in the next section.)
- Grasping the “big” picture - make this visual and concrete, explicit connection
- Understanding and controlling their own emotions -- coping or using emotional expressions
- Recognizing facial expressions and the emotions behind them -- difficulty understanding and interpreting emotions or perceiving emotional states of others -- role play, identify emotions
- They might lack, or seem to lack, empathy with others.
- Perceiving unwritten rules of social interaction -- teach these rules through direct instruction and social narratives
- Difficulty in developing motivation to study areas not of interest -- offer non-preferred/preferred; if/then
- Difficulty processing in non-favorite modalities -- build skill over time
- Uneven set of skills -- Dual Differentiation
In the next section, we will give some strategies for dual differentiation for this 2e population -- creating opportunities to build their strengths while supporting their challenges.
Gifted and Autism: Missed Diagnosis and Misdiagnosis
According to Danielle Voit, in Autism –vs- Giftedness: A Neurobiological Perspective, gifted students, especially profoundly gifted children, may be misdiagnosed with autism because gifted children's intensities and divergent thinking can present some of the signs and symptoms of autism; on the other hand, many children with autism who are gifted may have their giftedness missed. We must be careful with our data collection and analysis to best understand and meet the differing needs.
In Colorado, the largest percentage of all 2e students, 26 percent, are gifted with ASD (Office of Gifted Education, 2018). While each gifted child with autism is different, they all have different characteristics than are typically expected in gifted children. Below is a table of characteristics comparing gifted students with gifted with ASD.
* Stereotypy: behavior which involves repetition, rigidity, and invariance, as well as a tendency to be inappropriate in nature (Cunningham, A. B., & Schreibman, L., 2008. Stereotypy in Autism: The importance of function. Research in Autism Spectrum Disorders, 2(3), 469–479. doi:10.1016/j.rasd.2007.09.006
Racial and Ethnic Differences
More white children are identified with ASD than black or
Hispanic children. Previous studies have
shown that stigma, lack of access to healthcare services due to non-citizenship
or low-income, and non-English primary language are potential barriers to identification
of children with ASD especially among Hispanic children. A difference in identifying black and
Hispanic children with ASD relative to white children means these children may
not be getting the services they need to reach their full potential.
As was presented in Part 1 of the course, 2e students from
an underrepresented population, sometimes called 3e students, have additional
obstacles to identification while their need for support may be even
greater. It is not only our moral
obligation to find and support these gifted students; it is also specifically
called out in Colorado gifted education law and in federal child find law.
Girls and Autism
Far more boys than girls are identified with ASD, yet research shows the incidence of ASD is similar in girls and boys. When girls are identified, the identification is often much later (so missing the benefit of early identification), and are often found because they've been referred for emotional regulation, anxiety or depression. Girls with low cognitive functioning and ASD are more likely to be identified than girls with average or above average cognitive function. This makes girls who are gifted with ASD unlikely to be identified unless they present later in life with mental health issues (Giarelliet al., 2010, Rutherford et al., 2017; Shattuck et al., 2009). According to Susan Hepburn (*Tri-State 2020-2021 Webinar Series), "Girls present differently as a function of overall developmental level/cognitive functioning –as a field we are poorest at identifying girls with average or above IQs."
Females with autism may be closer to typically developing males in their social abilities than boys with autism, and the criteria for ASD identification are based on data derived almost entirely from studies of boys (Szalavitz, M. , 2016). Younger girls tend to show fewer disruptive behavior problems at home and at school (Dworzynskiet al., 2012; Mandy et al., 2012), so girls may are often overlooked for early identification, or they get misdiagnosed with attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD) and even, some researchers believe, anorexia (Szalavitz). Girls with intact cognitive ability tend to compensate in ways that can mask their impairments (Dean et al., 2017), yet this masking has long-term adverse consequences on mental health, social isolation & self-efficacy (Aggarwal & Angus, 2015; Lehnhardtet al., 2016).
As with all neurotypically-different children (including gifted), early identification and intervention can make the difference between lifelong success or struggle.
Optional: For a recorded webinar on "Early Identification of Autism in Girls (Tri-State Webinar)" select HERE. A PDF of this webinar is also included in our shared Google folder in the Autism Spectrum Disorder folder.
Myth Busting: Empathy
Many people still believe that autistic people don’t have
empathy. Here is a personal response
from a professor and advocate who also presents a historical perspective (Autism
FAQ).
One of the most famous of gifted people with autism is Temple Grandin...(Thinking in Pictures , 1995) [who said], "Autistics cannot read emotions and do not know how to interact with other people, so they often make others uncomfortable" (Rothstein, 2012). In many of her public speeches, Grandin speaks about the years of observation and practice it took to converse and how she is still uncomfortable with social interactions.
Here is a short list of challenges with one possible strategy to support the challenge. (More strategies to support our gifted students with autism will be presented in the next section.)
- Grasping the “big” picture - make this visual and concrete, explicit connection
- Understanding and controlling their own emotions -- coping or using emotional expressions
- Recognizing facial expressions and the emotions behind them -- difficulty understanding and interpreting emotions or perceiving emotional states of others -- role play, identify emotions
- They might lack, or seem to lack, empathy with others.
- Perceiving unwritten rules of social interaction -- teach these rules through direct instruction and social narratives
- Difficulty in developing motivation to study areas not of interest -- offer non-preferred/preferred; if/then
- Difficulty processing in non-favorite modalities -- build skill over time
- Uneven set of skills -- Dual Differentiation
In the next section, we will give some strategies for dual differentiation for this 2e population -- creating opportunities to build their strengths while supporting their challenges.
Gifted and Autism: Missed Diagnosis and Misdiagnosis
According to Danielle Voit, in Autism –vs- Giftedness: A Neurobiological Perspective, gifted students, especially profoundly gifted children, may be misdiagnosed with autism because gifted children's intensities and divergent thinking can present some of the signs and symptoms of autism; on the other hand, many children with autism who are gifted may have their giftedness missed. We must be careful with our data collection and analysis to best understand and meet the differing needs.
In Colorado, the largest percentage of all 2e students, 26 percent, are gifted with ASD (Office of Gifted Education, 2018). While each gifted child with autism is different, they all have different characteristics than are typically expected in gifted children. Below is a table of characteristics comparing gifted students with gifted with ASD.
* Stereotypy: behavior which involves repetition, rigidity, and invariance, as well as a tendency to be inappropriate in nature (Cunningham, A. B., & Schreibman, L., 2008. Stereotypy in Autism: The importance of function. Research in Autism Spectrum Disorders, 2(3), 469–479. doi:10.1016/j.rasd.2007.09.006
Racial and Ethnic Differences
More white children are identified with ASD than black or Hispanic children. Previous studies have shown that stigma, lack of access to healthcare services due to non-citizenship or low-income, and non-English primary language are potential barriers to identification of children with ASD especially among Hispanic children. A difference in identifying black and Hispanic children with ASD relative to white children means these children may not be getting the services they need to reach their full potential.
As was presented in Part 1 of the course, 2e students from
an underrepresented population, sometimes called 3e students, have additional
obstacles to identification while their need for support may be even
greater. It is not only our moral
obligation to find and support these gifted students; it is also specifically
called out in Colorado gifted education law and in federal child find law.
Girls and Autism
Far more boys than girls are identified with ASD, yet research shows the incidence of ASD is similar in girls and boys. When girls are identified, the identification is often much later (so missing the benefit of early identification), and are often found because they've been referred for emotional regulation, anxiety or depression. Girls with low cognitive functioning and ASD are more likely to be identified than girls with average or above average cognitive function. This makes girls who are gifted with ASD unlikely to be identified unless they present later in life with mental health issues (Giarelliet al., 2010, Rutherford et al., 2017; Shattuck et al., 2009). According to Susan Hepburn (*Tri-State 2020-2021 Webinar Series), "Girls present differently as a function of overall developmental level/cognitive functioning –as a field we are poorest at identifying girls with average or above IQs."
Females with autism may be closer to typically developing males in their social abilities than boys with autism, and the criteria for ASD identification are based on data derived almost entirely from studies of boys (Szalavitz, M. , 2016). Younger girls tend to show fewer disruptive behavior problems at home and at school (Dworzynskiet al., 2012; Mandy et al., 2012), so girls may are often overlooked for early identification, or they get misdiagnosed with attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD) and even, some researchers believe, anorexia (Szalavitz). Girls with intact cognitive ability tend to compensate in ways that can mask their impairments (Dean et al., 2017), yet this masking has long-term adverse consequences on mental health, social isolation & self-efficacy (Aggarwal & Angus, 2015; Lehnhardtet al., 2016).
As with all neurotypically-different children (including gifted), early identification and intervention can make the difference between lifelong success or struggle.
Optional: For a recorded webinar on "Early Identification of Autism in Girls (Tri-State Webinar)" select HERE. A PDF of this webinar is also included in our shared Google folder in the Autism Spectrum Disorder folder.
Myth Busting: Empathy
Many people still believe that autistic people don’t have empathy. Here is a personal response from a professor and advocate who also presents a historical perspective (Autism FAQ).
Do Autistic people have empathy? Yes,
we do. There was a misconception perpetuated for several decades -- and still
fueled by some people today -- that Autistic people are not capable of empathy
or empathizing with other people. One of the most common characteristics of
Autism is a deficit in the ability to understand nonverbal forms of
communication -- including tone or pitch of voice, word choice (such as idioms,
colloquialisms, and metaphors), facial expressions, body language, and other subtle
communications. Because of that, most Autistic people have a hard time
accurately expressing their own thoughts, feelings, or opinions using nonverbal
forms of communication. We also have trouble identifying the emotions of others
based on subtext or body language.
Do Autistic people have empathy? Yes, we do. There was a misconception perpetuated for several decades -- and still fueled by some people today -- that Autistic people are not capable of empathy or empathizing with other people. One of the most common characteristics of Autism is a deficit in the ability to understand nonverbal forms of communication -- including tone or pitch of voice, word choice (such as idioms, colloquialisms, and metaphors), facial expressions, body language, and other subtle communications. Because of that, most Autistic people have a hard time accurately expressing their own thoughts, feelings, or opinions using nonverbal forms of communication. We also have trouble identifying the emotions of others based on subtext or body language.