Cognitive and academic distinctions between gifted students with autism and Asperger syndrome

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. © 2012 National Association for Gifted Children.