Resumo

FOLEY-NICPON, Megan  e  ASSOULINE, Susan G.. Fostering the needs of gifted students with autism spectrum disorder: diagnostic, therapeutic, and psycho-educational approaches. Psicoperspectivas (Valpso., En línea) [online]. 2010, vol.9, n.2, pp.202-223. ISSN 0718-6924.

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. 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-tiered approach where cognitive and academic strengths are programmed for while simultaneously addressing the students' constellation of individual communication, social, and behavioral difficulties.

Palavras-chave : autism spectrum disorder; gifted students; twice-exceptional; Asperger Syndrome.

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