Exceptional skills in autism refer to abilities that are significantly above average, often in specific areas such as memory, art, music, or calculation. These skills can be categorized as savant skills, relative strengths, or giftedness.
Despite popular media portrayals, not all autistic individuals possess exceptional skills. The myth that all autistic people have a special skill or “superpower” is a misconception that can lead to unrealistic expectations and overshadow the diverse range of abilities and challenges experienced by those on the autism spectrum.
Recognizing and nurturing the unique strengths of each individual is important, while also providing support for areas of difficulty and other autistic traits.
Clark, T., Jung, J. Y., Roberts, J., Robinson, A., & Howlin, P. (2023). The identification of exceptional skills in school‐age autistic children: Prevalence, misconceptions and the alignment of informant perspectives. Journal of Applied Research in Intellectual Disabilities, 36(5), 1034-1045. https://doi.org/10.1111/jar.13113
Key Points
- The identification of exceptional skills (i.e., savant skills, relative strengths, and giftedness) in autistic school-age children was examined by gathering data from parents, teachers, and a clinical psychologist.
- The rates of exceptional skills varied significantly between parent reports (53% identified at least one exceptional skill), teacher reports (21%), and clinical psychologist assessments (29%).
- No significant relationships were found between the presence of exceptional skills and autism severity or intellectual disability.
- The study highlights the need for definitional consensus on exceptional skills, and the importance of using multiple criteria and instruments to identify them in autistic children.
Rationale
While autism has historically been conceptualized in terms of deficits, there has recently been a shift to a strengths-based, neurodiversity perspective that recognizes many autistic individuals possess exceptional skills (Bal et al., 2022; Donaldson et al., 2017).
Such skills are often categorized as savant skills, relative strengths, or giftedness (Clark, 2019). However, prevalence estimates vary widely across studies, ranging from 10-63% for savant skills for example (Bennett & Heaton, 2012; Howlin et al., 2009; Meilleur et al., 2015; Rimland, 1978).
Furthermore, while some research suggests exceptional skills are independent of IQ and autism severity (Clark, 2001; Treffert, 2012), other studies have found contradictory results (Howlin et al., 2009; Miller 1999).
Given discrepancies in previous findings, lack of consensus on definitions, and importance of identifying strengths to optimize outcomes for autistic individuals, further research using multiple informants is needed to clarify the nature and prevalence of exceptional skills in this population.
Method
The study was conducted in two stages:
- Parents and teachers of 76 autistic children attending specialized schools completed online questionnaires about the child’s exceptional skills. Autism severity was assessed using the Social Responsiveness Scale.
- A clinical psychologist reviewed the questionnaire data and conducted follow-up interviews with a subset of 35 parents and teachers who reported the child had exceptional skills. The psychologist made an overall assessment by integrating all available information.
Procedure
In Stage 1, parents and teachers independently completed online questionnaires indicating if the child had savant skills, relative strengths, and/or giftedness based on provided definitions. They gave qualitative descriptions if responding “yes.”
In Stage 2, the clinical psychologist reviewed cognitive ability scores from school records or additional testing, examined questionnaire responses, and interviewed selected parents and teachers to gather more details. The psychologist then made a determination about the presence and type of exceptional skills for each child.
Sample
- Participants were 76 parents and 76 specialist teachers reporting on 76 autistic children (88% male) aged 6-17 years old (M=9.26, SD=3.19) attending autism-specific schools in Australia.
- 46% had an intellectual disability diagnosis.
- Language levels were 62% fluent speech, 25% phrase speech, 13% nonverbal.
- Mean autism severity score was 71.05 (SD=10.02).
Statistical measures
Descriptive statistics were used to examine rates of exceptional skills based on each informant.
Independent samples t-tests compared autism severity scores between children with and without exceptional skills.
Chi-square tested the association between exceptional skill presence and intellectual disability status. Inter-rater agreement was assessed using Cohen’s kappa.
Results
- 53% of parents and 21% of teachers reported the child had at least one exceptional skill. Agreement between informants was poor (κ=.03).
- The clinical psychologist determined 29% of children had an exceptional skill – 11% with savant skills, 18% with relative strengths, 0% with giftedness. No child was found to have more than one type.
- There were no significant differences in autism severity scores between children with vs without exceptional skills based on SRS-2 total scores (p=.80), Social Communication and Interaction index (p=.73), or Restricted Interests and Repetitive Behaviors index (p=.09).
- Exceptional skill presence was not significantly associated with intellectual disability status (p=1.0).
Insight
This study provides valuable insight into the complexities of identifying exceptional skills in autistic children.
The marked discrepancy in rates reported by parents, teachers, and an expert psychologist suggests exceptional skills may be overlooked in this population, especially in specialized school settings where such abilities might not be expected or prioritized. Relying on a single informant or method appears insufficient.
The lack of agreed-upon definitions and objective criteria for savant skills, relative strengths, and giftedness also clearly impacts identification. Parent and teacher descriptions often did not align with the definitions provided.
Developing consistent, operationalized criteria will be an important next step, ideally incorporating input from the autism community.
Promisingly, the findings support the idea that exceptional skills occur across the autism spectrum, independent of symptom severity and cognitive functioning.
This reinforces the importance of adopting a strengths-based lens and proactively seeking to identify and nurture exceptional abilities as part of a comprehensive approach to educating autistic students.
Future research should aim to include multiple converging measures, informants, and settings to identify exceptional skills.
Larger and more diverse samples would enhance generalizability.
Qualitative methods could provide richer insight into how skills manifest and are perceived.
Longitudinal studies could help clarify developmental trajectories.
Most importantly, autistic individuals’ self-perceptions of their own abilities and support needs should be centered.
Strengths
This study had several methodological strengths, including:
- Data gathered from multiple key informants (parents, teachers, psychologist)
- Used a standardized measure (SRS-2) to quantify autism severity
- Included children across the spectrum of language and cognitive abilities
- Provided clear definitions of savant skills, relative strengths, and giftedness to informants
- Two-stage design allowed for both broad screening and in-depth follow-up
- Psychologist assessments integrated data from records, questionnaires, and interviews
- Tested relationships between exceptional skills and key child characteristics
Limitations
This study also had some methodological limitations, including:
- A modest sample size (n=76) and narrow age range (6-17 years) which limits generalizability
- Participants were from specialized autism schools, so may not represent the broader population
- Definitions of exceptional skills lacked objective, measurable criteria
- Teacher and psychologist awareness/training regarding exceptional skills was not specified
- Questionnaire descriptions were often brief and nonspecific
- Child self-reports and direct skill-based assessments were not included
- Cross-sectional design precludes causal inferences
The restricted sample and lack of skill-based measures constrain the conclusions that can be drawn about the true prevalence and nature of exceptional skills.
Results may not generalize to autistic individuals in mainstream school settings or adults. Reliance on informant report introduces potential for bias or missed abilities not observed in the contexts assessed.
Future studies should aim to include more representative samples and direct assessments of skills.
Implications
This study has important implications for practice and research.
The high degree of inconsistency between parents, teachers, and a psychologist in identifying exceptional skills signals a strong need for better training, assessments, and interdisciplinary collaboration.
Clearly, many autistic children have significant strengths that may be underrecognized and undersupported, especially in specialized settings.
Proactively screening for and seeking to develop exceptional skills – as defined by consistent, measurable criteria – should be prioritized as part of strengths-based, individualized programming for all autistic students. This will require a cultural shift away from deficit-based paradigms.
At a systems level, schools should institute universal screening using multiple validated methods to identify students who may require additional challenge or accommodations to develop exceptional abilities.
Professionals will need ongoing training to enhance their ability to recognize and nurture unique strengths. Collaboration between educators, psychologists, families, and autistic individuals is essential.
A key research priority should be achieving consensus on clear, objective definitions and assessments for savant skills, relative strengths, and giftedness. This will likely require a combination of normative skill-based measures, autistic self-advocates’ perspectives, and clinical expertise.
Identifying and developing exceptional skills can enhance self-esteem, motivation, educational and occupational outcomes for autistic individuals.
A strengths-based model aligns with neurodiversity-affirming values and leverages autistic individuals’ full potential.
While much work remains, this study moves the field closer to accurately identifying and supporting the exceptional abilities of autistic children.
References
Primary reference
Clark, T., Jung, J. Y., Roberts, J., Robinson, A., & Howlin, P. (2023). The identification of exceptional skills in school‐age autistic children: Prevalence, misconceptions and the alignment of informant perspectives. Journal of Applied Research in Intellectual Disabilities, 36(5), 1034-1045. https://doi.org/10.1111/jar.13113
Other references
Bal, V. H., Wilkinson, E., & Fok, M. (2022). Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths. Autism, 26(1), 62-74. https://doi.org/10.1177/13623613211020618
Bennett, E., & Heaton, P. (2012). Is talent in autism spectrum disorders associated with a specific cognitive and behavioural phenotype? Journal of Autism and Developmental Disorders, 42, 2739–2753. https://doi.org/10.1007/s10803-012-1533-9
Clark, T. R. (2004). The application of savant and splinter skills in the autistic population through curriculum design: A longitudinal multiple-replication case study.
Clark, T. (2019). A curriculum to support students with autism and special talents and abilities. The SAGE Handbook of Autism and Education, 315-321.
Donaldson, A. L., Krejcha, K., & McMillin, A. (2017). A strengths-based approach to autism: Neurodiversity and partnering with the autism community. Perspectives of the ASHA Special Interest Groups, 2(1), 56-68. https://doi.org/10.1044/persp2.SIG1.56
Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2009). Savant skills in autism: Psychometric approaches and parental reports. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1522), 1359–1367. https://doi.org/10.1098/rstb.2008.0328
Meilleur, A. A. S., Jelenic, P., & Mottron, L. (2015). Prevalence of clinically and empirically defined talents and strengths in autism. Journal of Autism and Developmental Disorders, 45(5), 1354–1367. https://doi.org/10.1007/s10803-014-2296-2
Miller, L. K. (1999). The savant syndrome: intellectual impairment and exceptional skill. Psychological Bulletin, 125(1), 31. https://doi.org/10.1037/0033-2909.125.1.31
Rimland, B. (1978). Savant capabilities of autistic children and their cognitive implications. In G. Serban (Ed.), Cognitive defects in the development of mental illness (pp. 43–65). Brunner/Mazel.
Treffert, D. A. (2010). Islands of genius: The bountiful mind of the autistic, acquired, and sudden savant. Jessica Kingsley Publishers.
Keep Learning
Here are some suggested Socratic questions for a college class to discuss based on this paper:
- How do varying definitions and criteria for exceptional skills impact identification rates? What are the key elements that should be included in a comprehensive definition of savant skills, relative strengths, and giftedness?
- Why might parents, teachers, and psychologists differ in their perceptions of a child’s exceptional skills? How can we reconcile and integrate these multiple perspectives to achieve more accurate identification?
- The study found no relationship between exceptional skill presence and autism severity or IQ. How does this fit with prevailing stereotypes and media portrayals of autistic savants? What are the implications of these results for strength-based approaches to educating autistic students across the spectrum?
- Imagine you are an school psychologist tasked with screening autistic students for exceptional skills. What types of data would you collect and from whom? What challenges might you anticipate and how would you address them?
- Currently, there are no widely agreed upon assessments for exceptional skills in autism. What do you think are the most important considerations in developing a valid and reliable assessment battery? What elements should it include?
- How might identifying and nurturing exceptional skills impact educational placement and programming decisions for autistic students? What supports would need to be in place to simultaneously develop strengths while addressing challenges?
- The neurodiversity movement emphasizes a shift away from deficits to focus on autistic individuals’ abilities. Do you think the identification of exceptional skills aligns with a neurodiversity framework? Why or why not? Are there any potential drawbacks to focusing on exceptional skills?
- No students in this study were identified as both gifted and autistic (“twice-exceptional”) based on the criteria used. Why do you think this was the case? What unique challenges might twice-exceptional autistic students face in having their abilities recognized and nurtured?
