Journal of Autism and Developmental Disorders

, Volume 42, Issue 9, pp 1781–1789 | Cite as

Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder

  • Susan G. AssoulineEmail author
  • Megan Foley Nicpon
  • Lori Dockery
Original paper


We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables.


Autism Cognitive ability Academic achievement Gifted 



The authors gratefully acknowledge the students and parents who participated in the research through the Assessment and Counseling Clinic of The University of Iowa Belin-Blank Center for Gifted and Talented Education. The authors gratefully acknowledge the support of the Belin-Blank Center.


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Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  • Susan G. Assouline
    • 1
    Email author
  • Megan Foley Nicpon
    • 1
  • Lori Dockery
    • 1
  1. 1.Department of Quantitative and Psychological FoundationsCollege of Education, The University of IowaIowa CityUSA

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