Autism+and+Giftedness

**Definitions... **  **Twice Exceptional:** is a term used to identify students who are gifted and mildy to moderately disabled (LD, communication disordered, and/or behaviored).

 **Giftedness:** is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from norm. [Asynchrony refers to the uneven rates of cognitive, emotional, and physical development found in gifted children. Their vulnerability results from the tension such as lack of synchrony creates.] This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.

** Austism Spectrum Disorder: **means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

**Types of Autism...** When several networks malfunction early in a child's life, pervasive development disorders (PPD) appear. In this category of pervasive developmental disorders, the Diagnostic and Statistical manual of Mental Disorders, Fourth Edition-Text Revision (DSM-IV-TR) includes five disorders: austisitc disorder (classic autism), Asperger syndrome, pervasive developmental disorder-not otherwise specified (PDD-NOS), Rett syndrome, and childhood disintegrative disorder.

The severe form is called autistic disorder, and the milder form is referred to as Asperger syndrome.

**Asperger Syndrome:** In this type of autism, children have normal or near normal development until the age of 18 months, followed by a period of regression. The syndrome is charcterized by poor motor coordination, late molility, formal speech with pseudo-adult qualities expressed in a montone voice, strong attachment to places, depression, echolalic speech, routinized obsessive-compulsive behaviors, difficulty in relating to people, poor eye contact, a lack of empathy for others, and poor intution. Despite these weeknesses, individuals often demostrte strong islets of ability, normal sensory responses, and near normal or average intelligence. They may also engage in untraditional and unorthodox cognitions which can result in creative products.


 * Kanner type: **In this type of autism, which is sometimes called Early Infantile Austism or Classic Autism, is characterized by the early onset of illness (usually before the first year), a lack of eye contact, late speech, a paucity of interaction with people, stereotyped body movements (repetitive behaviors), a lack of proper pronoun usage (the substitution of you for I), hyperplexic reading, and possible mental retardation. Individual do display normal molbility, along with relatively strong thinking and visual patterns.


 * Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS): **This classification is used when the defining criteria of autism, such as onset before the age of 3, is not met. Sometimes PDDNOS is diagnosed when the condition appears atypical, inconsistent, and less severe. It is usually more aligned to Kanner type autism than Asperger Syndrome. Futher, it is associated with aberrant language development, early onset, difficulties with social relationships, and stereotyped and peculiar motor behaviors.


 * Rett syndrome: **A childhood neurodevelopmental disorder, is considered to be part of the autism spectrum. Unlike the other autism spectrum disorders, Rett syndrome almost always affects girls. Loss of muscle tone is usually the first symptom. Other early symptoms may include problems crawling or walking and diminished eye contact. As the syndrome progresses, girls lose purposeful use of their hands and the ability to speak. Compulsive hand movements such as wringing and washing follow the loss of functional use of the hands. Over time, most girls affected with Rett syndrome will lose most of their ability to perform ordinary activities; even eye gaze and speech are affected.


 * Childhood disintegrative disorder: **Is a developmental disorder that resembles autism. It is characterized by at least two years of normal development, followed by loss of language, social skills, and motor skills before age ten. Other names for childhood disintegrative disorder are Heller's syndrome, dementia infantilis and disintegrative psychosis.

<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%; text-align: center;">**Austism and Giftedness -- Similarities and Differences**

Many of the traits and characteristics of Autism mimic or overlap with certain characteristics displayed by gifted children; it is essential that any diagnosis is performed by a chartered/registered professional in either field of expertise to avoid mis-labelling a child.

*Hyperlexia is an exceptional ability to read, but not always with an understanding of what the words or sentences mean. This disorder has characteristics similar to Autism, behavior disorder, language disorder, emotional disorder, ADD, Hearing impairment, giftedness or learning difficulties
 * = **Autistic Spectrum Disorders**  ||=  **Giftedness**  ||
 * Will have difficulty expressing emotions or forming attachments, may avoid eye contact, be apathetic and may not want to be cuddled or play with other children. || May display these traits but they will be intermittent and only during certain situations. They can be stubborn and manipulative and enjoy their own company. Some may isolate themselves on purpose because they cannot relate to the group they are put with. ||
 * Approximately 40 per cent of autistic children never speak. Others have ‘echolalia’ the parrot like repeating of heard phrases. || Some gifted children are fascinated with speech and words, and love rhyming. They often speak early and with no baby language. Many teach themselves to read. ||
 * Can have a monotone voice and have difficulty controlling pitch and volume. || This is not as common with gifted children as they usually have fluent language skills and a large vocabulary. ||
 * Will engage in imaginative play but will prefer to act out the same scenes each time. May repeat an action like constantly spinning or dropping a toy, or building the same structure in Lego. || Can be obsessive about a subject and will want to know everything they can about it. They will move one, only when they have exhausted the topic. Repetition will bore them as they are eager to learn more about their interest. ||
 * May experience some form of sensory sensitivity with sight, sound, smell, touch and taste. Either hypersensitive (intensified), causing anxiety or physical pain; or hypo-sensitive (under-sensitive), sometimes rocking, spinning or flapping their hands to stimulate sensation, to help balance and posture, or to deal with stress. || May have hypersensitivity to clothing, noise, taste, texture and light. Others have heightened emotions and empathy and can be affected by news reports and emotional situations. ||
 * Some can read complex words and phrases but are unable to understand consonants and vowels (see Hyperlexia*) || Due to the ability to teach themselves to read, they can sometimes read and recognise complex words without understanding them. They are also fascinated with reading, rhyming and language.* ||
 * Prefer to have a fixed daily routine to counteract difficult and confusing situations i.e. school, shopping, work. Feels safe doing the same thing everyday, travelling the same routes to work/school, eating the same thing for breakfast, and sitting in the same chair. An unplanned change in the routine can cause anxiety and may be the cause of a temper tantrum. || Can have a range of obsessive traits and perform little rituals, preferring things left in their place. Can be perfectionists and not like change. Can put heavy pressure on themselves to achieve and have a huge fear of failure. This can result in a tantrum and will often display controlling and manipulative personalities and behaviors, though these can be challenged and managed. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Proposed Characteristics to Differentiate Ordinary Gifted Children from Gifted Children with Asperger's Syndrome **
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Differentiating Characteristics** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Ordinary Gifted** || <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**Gifted with Asperger's Syndrome** ||
 * Speech Patterns || Normal, but may have language of older child || Pedantic, seamless speech ||
 * Response to Routines || May passively resist, but will often go along || Very low tolerance for change, agitation, aggression ||
 * Disturbances of Attention || If disturbance exists, it is usually external || Disturbance is internal ||
 * Humor || Engages in socially reciporcal humor || Can do word play, but typically does not understand humor that requires social reprocity ||
 * Motor Clumsiness || Not characteristic of most gifted children || 50-90% of Asperger children manifest ||
 * Innappropriate Affect || Not a characteristic || Nearly always observed ||
 * Insight || Insight usually good. Ability to see another's viewpoint. || Usually remarkably absent. Unaware of another's perspective. ||
 * Stereotypy || Not a characteristic || May be present ||

<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**The gifted student who is also diagnosed with one of the autism spectrum (ASD) has many behaviors, skills, and characteristics that are paradoxical in nature. In other words, there are aspects of these areas that are extraordinarily well developed—especially academically—yet, within the same broad area, there are other aspects that, relative to the academic strength, are significantly weak and may create a situation where the regular classroom setting may not be optimal for learning. Accommodations can be used to ensure that the student’s learning experience is commensurate with his or her ability.**


 * <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%; text-align: center;">Why Comprehensive Assessment is Important in Identification ** <span style="font-family: Arial,Helvetica,sans-serif;">Evaluation of gifts and talents, as well as Autism Spectrum Disorder (ASD), is a complex process, and requires a comprehensive assessment that is tailored to the student's specific presenting issues. Only through such an evaluation can one identify the student's particular impairments and academic strengths. As well, an accurate diagnosis drives appropriate recommendations; therefore, from a psychological and educational perspective, it is critical to gather information from every area that could be affected by the student's ASD diagnosis. Specialized training is ASD assessment, as well as a thorough understanding of giftedness, is necessary.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**The Impact of Giftedness on Individuals with Autism...** <span style="font-family: Arial,Helvetica,sans-serif;">Based upon the research and case studies presented, it is postulated that similarities exist among gifted and autistic populations, especially regarding high-functioning individuals with autism. In fact, it is sometimes difficult to determine where certain traits fit when defining each group. Perhaps the discussion concerning discreet classifications should segue into an analysis of the effects of being dual-labeled as both autistic and gifted. How do these twice-exceptional learners manage their environment, and what are the barriers impacting their adjustments?

__**<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Positive Impacts **__ Individuals with autism who are also gifted possess a broader spectrum of competencies than autistic individuals whose mental abilities are weak or in the retarded range. Their gifts to self and society, whether savant or precocious, are generally more effectively shared and embraced by others. All of the successful gifted individuals profiled in the biographical sketches have modified their autistic traits by degree, ultimately emerging from some of the limitations of their autistic disorder. Prominent in their success was often their ability to nurture their talents into hobbies or vocations which brought them needed affirmation and approbation. According to the research the importance of parental advocacy with regard to student success for these twice-exceptional learners cannot be underestimated. Many parents of gifted individuals with autism, exceptional learners themselves, are highly involved in their students' development and growth.

Individuals with autism, whose intelligence is in the gifted range, become more easily tolerated by society over time as they learn compensatory strategies and are trained through behavior modification programs and metacognitive strategies. The key to their success and growth appears to be their higher intelligence and ability to manipulate and thereby dilute some of their apparent autistic weaknesses and tendencies (e.g., weak social interactions and stereotyped body movements). A personal plan of such individuals should include the development of compensatory strategies in an effort to self advocate and create favorable outcomes.

There are positive outcomes associated with being both gifted and autistic. However, the struggle remains constant and ongoing.

__**<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Negative Impacts **__ Twice-exceptional learners frequently find themselves living in two worlds: one which champions their strengths and another which often misunderstands and fears their unusual complexities, visage, and perplexing inconsistencies. An individual who "often felt as if she were two different people in the same body, one who was competent and bright who was inside, and another who blocked the smart person inside from communicating". The seemingly inconsistent combination of strengths and weaknesses often confuses uninformed peers and teachers.

Gifted individuals with autism have sometimes been expected to learn in classes with individuals who are not prepared to deal with their repetitive behaviors and seemingly non-traditional social reactions. These dual-labeled learners report being treated with cruelty, and they sometimes suffer social rejection by being made fun of by others. Ultimately, this treatment leads to a lack of relationships and a feeling of isolation. Some gifted individuals with autism are insensitive to the lack of connectedness - a characteristic of their disorder.

According to Donnelly & Altman (1993) in their research of gifted individuals with autism, "by definition, these students have remarkable skills occurring alongside areas of deficit which cause test scores to be uneven or fall below gifted and talented program criteria". Gifted students with disabilities, believes the strengths and weaknesses often mask each other; this may lead to their being frustrated and misunderstood. Even when this is not the case, gifted individuals with autism often receive improper intellectual opportunities and are sometimes placed in classes with learners who are mentally challenged. The school teaches to their weaknesses and remediation becomes the goal. Despite their talents, it is rare for children already receiving special services to also find a place in a gifted program.

Twice-exceptional learners, whose talents are subordinated to their limitations, may suffer from low self efficacy, depression, and a weakened motivation to succeed. When it comes to college enrollment, these individuals are frequently discouraged from participation as they are judged by counselors to be unfit and unprepared.

Although the strengths and gifts of this twice-exceptional population of learners may offer the promise of normalcy, there are certainly no guarantees.

<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">**Strategies to Consider...** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">Enhancing Learning in Students with Giftedness and Austism Spectrum Disorders <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Need for Structure**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Organize their materials
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Provide Stability
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Establish patterns
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Increase independence
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Find ways to tie new situations to old ones that students have experienced
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">State expectation clearly and allow each student time to process information
 * Give clear, precise concrete directions, and do not assume that mere repetition means that the student has understood
 * Provide a predictable enviroment and routine, and prepare students for any upcoming changes

<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Social Interaction**
 * A predictable sequence of interactions (no surprises)
 * A planned set of conversational scripts
 * Lost of repetition
 * Messages linked to what the student is doing
 * Speech and visual cues simultaneously
 * Messages mixed with ongoing activities

<span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Instructional Approaches**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Use visual aids whenever possible to help them organzie their work
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Support verbal informatiuon with visual aids, such as blank organizers, to help record and organize information
 * Incoroporate 3-D models and manipulatives whenever possible
 * Consider tape recording information so students can take notes later at their own pace and refer back to the tape recording when needed
 * Model the actions you want students to use, and maintain behavior with visual cues
 * Use cooperative learning groups, but to teach appropriate social responses to use in this activity
 * Minimize assigned written work because ASD students do not understand the logic of repetitive activities
 * Use larger print on paperwork, and include only a few items on each page
 * Assign enrichment activities related to the students' interests, as they will be more satisfied and productive gatherings facts about a subject they like
 * Avoid abstract language
 * Work with student to determine the appropriate and interesting means for each to demostrate knowledge of topic


 * <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Support and Discipline Strategies **
 * Look for stressor in the enviroment and try to reduce or eliminate them
 * Have a chill out area for discipline when needed, and make sure them time-out is not more appealing than the curriculur activity
 * Have a strategy ready in case the students cannot cope due to overstimulation or confusion
 * Explicitly teach the rules of social conduct
 * Try not to confuse lack of tact with rudeness
 * Protect them from bullying and teasing
 * Teach them how to meet someone, how to recognize when someone will not talk to them, and how to tell when someone is teasing them

**<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Intervention Strategies... **


 * **Social Stories** || A way to address the problem of social interations. Illustrated conversations are one example. ||
 * **Expanding Personal Interests** || Children with Asperger's need to learn to broaden their interests. However, they should also be given time to pursue their "passion". ||
 * **Langauge Compensation Skills** || Poor comprehension skills are common. Capitalizing on the child's exceptional memory by provding rote assignments may be of benefit. ||
 * **Sensory Issues** || Extreme sensitivity to certain types of stimuli may be an issue. Make every effort to accommodate for this. For example, allow earplugs to be worn when necessary. ||

**<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">Gifted Famous Individuals who have Asperger's Syndrome **

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 * References:**

Amend, Edward, Schuler Patricia, Beaver-Gavin, Kathleen, Beights Rebecca. "A Unique Challenge: Sorting Out the Differences Between Giftedness and Asperger's Disorder." //Gifted Child Today//. 32.4 (2009): 57-63

Assouline, Susuan, Megan Nicpon, Nicholas Coleangelo, and Matthew O; Brien. "The Paradox of Giftedness and Autism: Packet of Information for Professionals (PIP)." //The Connie Belin & Jacqueline N. International center for Gifted Education and Talent Development.// 2008.

"Autism and giftedness." //The National Association for Gifted Children//. N.p., 2012. Web. 31 Mar 2012. [].

Boucher, J. (2009). //The autistic spectrum, characteristics, causes, and practical issues//. Sage Publications Ltd.

Cash, Abbey. "A profile of Gifted Individuals with Autism: The Twice-Exceptional Learner." //Roeper Review.// (1999): n. page.

Clark, B. (2008). //Growing up gifted, developing the potential of children at home and at school//. Prentice Hall

(2007). //Diagnostic and statistical manual of mental disorders//. (Fourth ed.). Arlington, VA: American Psychiatric Association.

Little, Cindy. "Which is it? Asperger's Syndrome or Giftedness? Defining the Differences." //Gifted Child Today.// 25.1 (2002):

Neilhart, M. "Gifted Children with Asperger's Syndrome". National Association for Gifted Children (NAGC). 44.4 (2000): 222-230.

<span style="font-family: Arial,Helvetica,sans-serif;">Sousa, David, A. (2007). //How the special needs brain learns//. A Sage Publications Company.