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. Putting the Research to Use: Previous literature reviews about profoundly gifted students with social impairments have cautioned against misdiagnosis (Webb et al., 2005) of psychological disorders. These psychologists posit that social impairments are primarily the result of social-emotional vulnerability associated with very high IQs. Further, they argue that concomitant social difficulties are characteristics of giftedness, not indicators of a disability. We compared two profoundly gifted girls, each with social difficulties, who are virtually identical in their cognitive and achievement profiles. Our comparison reveal the importance of basing conclusions about social impairments on comprehensive assessments that use measures uniquely designed to distinguish between “difficulty” and “disability.” We demonstrate that although “misdiagnosis” is a possibility with profoundly gifted children, the greater risk is “missed” diagnosis, which precludes the opportunity for appropriate intervention. In today's atmosphere of “anti-testing” it is important to advocate for a comprehensive assessment with the necessary measures to understand the degree of social impairment.

Young children's positive affect in scripted laboratory procedures and in free-flowing social interactions may reflect the activation of related but distinct aspects of positive emotionality (PE), with different implications for self-regulation. The authors observed children's PE in scripted laboratory procedures and in naturalistic interactions with mothers in 2 studies: at 9, 14, 22, 33, and 45 months (the Parent-Child Study, N=112) and at 7, 15, 25, 38, and 52 months (the Family Study, N=102). Measures of self-regulation included effortful control (observed in the Parent-Child Study at 22, 33, and 45 months and in the Family Study at 25, 38, and 52 months) and rule-compatible conduct (observed in the Parent-Child Study at 56 and 73 months and in the Family Study at 38 and 52 months). In both studies, 2 PE measures had distinct implications: PE in scripted procedures related negatively, whereas PE in mother-child interactions related positively to self-regulation. In both studies, those differential effects were particularly clear for children's effortful control. A view of early PE as having a heterogeneous nature may inform researchers' understanding of its role in the developing personality.

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.

Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern.

Shepard, S. J., Foley Nicpon, M., & Doobay, A. F. (2009). Early entrance to college and self-concept: Comparisons across the first semester of enrollment. Journal of Advanced Academics, 21, 40-57.This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. The measures included a general demographic questionnaire and the Piers-Harris Self-Concept Scale, 2nd edition (PH-2). Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical Appearance and Attributes, as well as Happiness and Satisfaction. overall, mean group scores on the PH-2 total and subtest self-esteem measures were in the average range, both before and after the participants' first semester of college. This is a positive finding that points to this group of students' generally positive impressions of their behavior, intelligence, physical appearance, popularity, feelings of anxiety, and overall happiness. These findings offer additional support that academic acceleration among gifted students is not related to decreases in self-concept.