Accompanying Talent in Students with Autism Spectrum Disorders: Psychoeducational and Therapeutic PerspectivesGifted students diagnosed with Autism Spectrum Disorder (ASD) present multifaceted needs that span a wide range of areas, from academic to social

Abstract

Gifted students diagnosed with Autism Spectrum Disorder (ASD) present multifaceted needs that span a wide range of areas, from academic to social and emotional domains. These students often exhibit disparate profiles, combining high cognitive abilities with significant challenges in areas such as social interaction and communication. This poses a unique challenge for educational and health professionals, who must develop diagnostic and therapeutic approaches that adequately address these differences. This article aims to review the most recent evidence-based approaches for the identification, intervention, and education of gifted students with ASD. The most promising interventions include behavioral and cognitive-behavioral therapeutic approaches. However, research on the effectiveness of these interventions in gifted students remains limited. In the psychoeducational field, the most effective interventions focus on leveraging the students' cognitive strengths while addressing their social, communicative, and behavioral difficulties. This dual approach is critical for fostering the overall development and well-being of these students.