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Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals' ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism and giftedness have been studied separately in the fields of education and psychology for more than half a century. Although the study of giftedness with ASD has begun to increase in recent years, no empirical study to date has focused on education professionals who successfully referred this student population for specialized services. The present mixed methods study examined perceptions and experiences of education professionals who successfully referred gifted students with ASD for specialized services. Survey research probed training, experience, and credentials, as well as perceptions about twice exceptionality. Semi-structured interviews investigated observed behaviors prompting their student's referral for specialized services, experiences with their gifted students with ASD, and evidence they found influential in identifying their student as gifted. These elements combined to provide not only a conceptualization of the gifted student with ASD, but a conception of the education professional who worked with them. The results of this study will inform research, pre-service coursework, and professional development in meeting the needs of this special population of gifted student. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The purpose of this chapter is not to catalog research on individual social or emotional traits associated with gifted individuals; such summaries will be found in subsequent chapters. Rather, it is to offer a survey of theoretical frameworks through which those traits can be more effectively understood and addressed. The following section highlights several theories of social or emotional development that have found use in recent years among gifted educators, as well as recent research drawing on those frameworks. It is not a comprehensive list, but it represents a cross-section of popular acceptance, recent development, and depth of application. The greater intent is to demonstrate how placing traits of giftedness in a theoretical context can help us formulate better service. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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This chapter discusses the promotion of optimal mind-sets among gifted children. Students need to hear the message that effort increases their ability. Discussing the developmental nature of giftedness and the maleability of the brain with students helps to promote this message. Equally important is the mind-set parents and teachers hold, as well as the ways they encourage students to excel. The key is to separate the recognition of the talent from the attribution for how the talent came to fruition. Challenging curriculum supports growth mind-sets. When work is not challenging, gifted students earn good grades without putting forth substantial effort. Researchers and practitioners have speculated on the possible negative effects of being able to earn high grades with limited effort, and a fixed mind-set may be one of them. A challenging curriculum helps students learn to recover from setbacks and understand the importance of effort. Having a mind-set that does not foster coping with setbacks inhibits the movement from ability to eminence. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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The material in this chapter results from a comprehensive review of the scientific literature in psychology that draws from these five views of giftedness and talent development as well as research on expertise, high performance, creativity, motivation, and human development. The outcome of the Subotnik et al. analysis is a framework that includes the following central points: (a) giftedness is not static but maleable and needs to be developed; (b) it is more useful to consider giftedness as domain specific rather than global; (c) psychosocial skills play an outsize role in optimal development; and (d) the desired outcome of gifted education is to provide the skills, knowledge, and opportunities needed for talent to be developed to optimal levels of performance or creative productivity at each phase, which includes eminence for those individuals who wish to and are able to pursue that goal. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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