By K.N.
It is not uncommon for people living on the Autism Spectrum to possess seemingly contradictory and unusual abilities. In some individuals abilities can mask disability, and vice versa.
Twice-exceptional is a term used to describe individuals of high cognitive ability who are also living with a disability. Twice-exceptional is a diverse and poorly-understood umbrella category, used to describe individuals who present with a variety of exceptional abilities, along with co-morbid developmental disabilities and specific learning disorders. (1) Empirical research on characteristics of high-ability individuals living with ASD is in its infancy. Until recently, empirical research on Autism focused almost entirely on individuals with intellectual disability and individuals with High-Functioning Autism. (1)
Twice-exceptional people with ASD are a distinct and poorly understood group. The bulk of research on characteristics of twice-exceptional individuals living on the Autism Spectrum has largely been limited to case-studies and vignettes, providing a small sample, and resulting in a lack of consistent data. (1) Making generalizations about this specific population is difficult, and it is important to keep in mind that high-ability people with ASD are a diverse group.
Recent investigations into the coping mechanisms used by twice-exceptional youth with ASD reveal insights into adaptive skills used by this population. Interestingly, twice-exceptional youth living with ASD may be able to compensate by using cognitive abilities, to navigate social situations and to adapt to challenges in daily life. (1) High-cognitive ability may enable ASD youth to articulate their challenges, such as mental health concerns, difficulties with focus and other challenges encountered in daily life. They may be able to articulate their concerns, and seek help from others. (2) However, this does not mean that high-ability youth with ASD do not struggle.
In one study, scientists examined coping mechanisms and psychosocial characteristics, in high-ability youth with and without ASD. The study found that young people with ASD were less able to cope with environmental demands, and showed more psychological vulnerability, as compared to the non-ASD group. This suggests high ability people with ASD may still require additional support and guidance. (1)
Self-Concept
Historically, research on twice-exceptionality in ASD has largely focused on people’s cognitive abilities, overlooking first-person accounts of psychosocial functioning and self-perception in this group. (2) Recently, there has been more interest in examining how twice-exceptionality may affect people’s self- esteem and self-perception. Self- concept is defined as a set of personal beliefs about the self, and relates to one’s self-esteem and a sense of identity. Self- concept consists of cognitive and emotional aspects of a person’s own interpretation of their life experiences. How a person sees themselves emerges from a person’s social context. The social environment is crucial in providing feedback, which helps a person create a coherent sense of self. (2)
The presence of twice-exceptionality means that an individual has an unusual neurocognitive profile, with areas of marked strength as well as areas of challenges. In a social-context, people living with twice-exceptionality and ASD may present to others as having contradictory traits. This may result in inconsistent and contradictory feedback.
There is evidence that high-ability youth with ASD may struggle with seeing how others see them, and some tend to have a positive illusory bias, in terms-of their self-concept (meaning the general human tendency to see oneself in an overly positive manner and not be as aware of our own challenges as we are of other’s challenges). Although high cognitive ability enables people to have greater self-awareness and insight, they may still experience significant challenges in understanding other’s perspective. (2)
Is high cognitive ability sufficient to becoming successful?
Cognitive ability is only one of many ingredients necessary for success. An ability to understand oneself and other people is without a doubt a fundamental aspect necessary for success. For individuals living on the spectrum a supportive environment plays a crucial role in an individual’s success. Success is also determined by the level of a person’s confidence in themselves, their self-esteem and their psychological health.
Twice-exceptional children grow up. The reality for many twice-exceptional adults living on the spectrum is a struggle with unemployment, mental-illness and navigating relationships. However, the future looks bright, as more research is being devoted to understanding the psychosocial needs of twice-exceptional people with ASD and designing interventions to help them reach their full potential.
REFERENCES:
- Doobay AF, Foley-Nicpon M, Ali SR, Assouline SG. Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder. Journal of autism and developmental disorders. 2014 Aug 1;44(8):2026-40.
- Foley-Nicpon M, Assouline SG, Fosenburg S. The relationship between self-concept, ability, and academic programming among twice-exceptional youth. Journal of Advanced Academics. 2015 Nov;26(4):256-73.