Biblioteca Digital de VanguardiaFostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches
Gifted and talented students who are diagnosed with autism spectrum disorder (ASD) have multifaceted needs. Their cognitive and academic profiles are typically very different from their social, communication, behavioral, and adaptive functioning profiles, which can be challenging to educators and pr...
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| Lenguaje: | Inglés |
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Escuela de Psicología, Pontificia Universidad Católica de Valparaíso
2010
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| Acceso en línea: | http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/87 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80463 |
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| author | Megan Foley; The University of Iowa Susan Assouline; The University of Iowa |
| author_facet | Megan Foley; The University of Iowa Susan Assouline; The University of Iowa |
| author_sort | Megan Foley; The University of Iowa |
| collection | Repositorio |
| description | Gifted and talented students who are diagnosed with autism spectrum disorder (ASD) have multifaceted needs. Their cognitive and academic profiles are typically very different from their social, communication, behavioral, and adaptive functioning profiles, which can be challenging to educators and professionals who work with this population of learners. The purpose of this article is to summarize the current diagnostic, therapeutic, and psychoeducational research-based approaches to working with gifted students with ASD. Data is presented from preliminary empirical studies that document gifted students with ASD’s cognitive, achievement, developmental, adaptive functioning, and psychosocial profiles. Therapeutic interventions that appear most promising for students with ASD include behavioral and cognitive behavioral interventions, yet research specifically examining effectiveness for high ability students with ASD is nonexistent. Effective psychoeducational interventions take a multi-teared approach where cognitive and academic strengths are programmed for while simultaneously addressing the students’ constellation of individual communication, social, and behavioral difficulties. |
| format | |
| id | clacso-CLACSO80463 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés |
| publishDate | 2010 |
| publisher | Escuela de Psicología, Pontificia Universidad Católica de Valparaíso |
| record_format | greenstone |
| spelling | clacso-CLACSO804632022-03-22T15:12:17Z Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches Atendiendo las necesidades de estudiantes talentosos con trastornos del espectro autismo: Aproximaciones diagnósticas, terapéuticas y psicoeducativas Megan Foley; The University of Iowa Susan Assouline; The University of Iowa Gifted and talented students who are diagnosed with autism spectrum disorder (ASD) have multifaceted needs. Their cognitive and academic profiles are typically very different from their social, communication, behavioral, and adaptive functioning profiles, which can be challenging to educators and professionals who work with this population of learners. The purpose of this article is to summarize the current diagnostic, therapeutic, and psychoeducational research-based approaches to working with gifted students with ASD. Data is presented from preliminary empirical studies that document gifted students with ASD’s cognitive, achievement, developmental, adaptive functioning, and psychosocial profiles. Therapeutic interventions that appear most promising for students with ASD include behavioral and cognitive behavioral interventions, yet research specifically examining effectiveness for high ability students with ASD is nonexistent. Effective psychoeducational interventions take a multi-teared approach where cognitive and academic strengths are programmed for while simultaneously addressing the students’ constellation of individual communication, social, and behavioral difficulties. Los estudiantes dotados y talentosos que son diagnosticados con trastorno del espectro autista (TEA) tienen múltiples necesidades. Sus perfiles académicos y cognitivos son gene- ralmente muy diferentes a los de su desarrollo social, a sus perfiles de comunicación, de comportamiento y de funcionamiento adaptativo, lo que puede ser un desafío para los profesores y profesionales que trabajan con esta población de estudiantes. El propósito de este artículo es resumir los actuales planteamientos diagnósticos, terapéuticos y edu- cativos basados en la evidencia empírica, para trabajar con estudiantes dotados con TEA. Las intervenciones terapéuticas que parecen más prometedoras para los estudiantes con TEA incluyen intervenciones cognitivo-conductuales, a pesar de que la revisión de su eficacia en estudiantes dotados con TEA es inexistente. Las intervenciones psicoeducati- vas efectivas adoptan un enfoque multi-nivel, donde se programa en base a las fortale- zas cognitivas y académicas, al mismo tiempo que se considera la constelación de dificul- tades de la persona a nivel comunicacional, social, y conductual. 2010-09-03 2022-03-22T15:12:17Z 2022-03-22T15:12:17Z http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/87 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80463 en <p>The author/s grant exclusive license without temporary limit for the manuscript to be published in the journal Psicoperspectivas. Individual and Society, published by the Pontifical Catholic University of Valparaiso (Chile).</p><p>All manuscript will be published under the Creative Commons 4.0 International License.</p> Los artículos serán publicados bajo licencia <a title="CC BY Atribución 4.0 Internacional" href="https://creativecommons.org/licenses/by/4.0/deed.es">Creative Commons 4.0 Internacional</a>. Los autores retienen sus derechos. <p>O(Os)/A(As) autores concedem licença exclusiva e sem limite de tempo para primeira publicação na Revista Psicoperspectivas. Individuo y Sociedad, editada com o respaldo da Escuela de Psicología da Pontificia Universidad Católica de Valparaíso (Chile).</p><p>O artigo sera publicado sob Licença <a class="action" style="text-decoration-line: none; font-size: 0.85em; text-transform: uppercase; font-weight: bold; font-family: Helvetica, ";Liberation Sans";, Arial, sans-serif; background-color: #d3d7cf; color: #871aaa !important;" href="http://creativecommons.org/" target="_new">CREATIVE COMMONS</a> 4.0 Internacional.</p> application/pdf text/html Escuela de Psicología, Pontificia Universidad Católica de Valparaíso Psicoperspectivas: Individuo y Sociedad; Vol. 9, No. 2 (2010): Liderazgo y Mejora Educativa; 202-223 Psicoperspectivas. Individuo y Sociedad; Vol. 9, No. 2 (2010): Liderazgo y Mejora Educativa; 202-223 Psicoperspectivas. Individuo y Sociedad; Vol. 9, No. 2 (2010): Liderazgo y Mejora Educativa; 202-223 |
| spellingShingle | Megan Foley; The University of Iowa Susan Assouline; The University of Iowa Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches |
| title | Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches |
| title_full | Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches |
| title_fullStr | Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches |
| title_full_unstemmed | Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches |
| title_short | Fostering the Needs of Gifted Students with Autism Spectrum Disorder: Diagnostic, Therapeutic, and Psycho-Educational Approaches |
| title_sort | fostering the needs of gifted students with autism spectrum disorder: diagnostic, therapeutic, and psycho-educational approaches |
| url | http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/87 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80463 |