The Autism Society Event and Education Recordings Archive

Accurately dissociating giftedness and autism spectrum disorder (ASD) is a challenge because few professionals are trained in giftedness/dual-diagnosis and popular diagnostic tools are weak in identifying ASD. This session explains twice-exceptionality, examines how changes in DSM5 impact twice-exceptional children, and explores a reliable dimensional alternative to current diagnostic tools. Historically, there has been much confusion surrounding traits of giftedness, autism, and ADHD, making it very difficult to dissociate these labels. Recent changes in DSM5 further increase the confusion among these traits especially with regard to behaviors, emotional expressions, and social relatedness. Clearly, accurately identifying the presence of giftedness and/or an autism spectrum disorder is a challenge because the two can easily be confused, especially when so few professionals are trained in giftedness and dual-diagnosis and when the diagnostic tools for autism are admittedly weak in identifying high functioning individuals.

Besides IQ, children with high functioning autism/Aspergers syndrome share a significant number of strengths with children who are gifted, such as excellent memory skills, focused interests, extensive knowledge, and a strong vocabulary. Another important similarity is in development:  both populations show uneven development—a confusing mix of skills and deficits—and they are often out of synch with their peers. They seem to be wired differently and have developmental trajectories that differ from the norm. In fact, important similarities in behaviors and personalities exist between these groups, adding to the necessity of fostering a “whole child” approach—identifying both strengths and weaknesses, when diagnosing children who possess traits of both giftedness and autism.

Still, sometimes being gifted effectively hides learning and mental health conditions.  At the same time, many gifted children experience the world through heightened sensitivities or “overexciteablilities,” which can be mistaken for behaviors identical to those associated with HFA/AS, ADHD, and related conditions. Unfortunately, very few psychologists, psychiatrists, pediatricians, educators, and other professionals receive training about characteristics of giftedness and how these characteristics can resemble or mask disorders.

Clearly, traits of giftedness and disability are often misunderstood in twice-exceptional children, underscoring the need for a “whole child” approach in diagnosis to account for both the strengths and weaknesses. Unfortunately, the widespread reliance upon a categorical approach to diagnosis and the use of checklists to determine whether a child “has” a certain disorder contributes to misdiagnosis, missed diagnosis, and even missed giftedness in twice-exceptional children.

 Join us as we explain twice-exceptionality (giftedness and ASD), examine changes in DSM5 and how these impact twice-exceptional children, and explore a proven dimensional diagnostic tool that is an alternative to the checklists of symptoms now in use with DSM5. A successful life outcome depends upon taking a whole child approach in diagnosis to determine the best interventions, therapies, and education for our wonderfully original and talented twice-exceptional children.

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