Twice-Exceptional Individuals: Cognitive and Social Developmental Challenges in the Context of Autism Spectrum Disorder

Abstract

High abilities/giftedness (HA/G) associated with Autism Spectrum Disorder (ASD) form an atypical developmental profile, combining exceptional skills with cognitive, emotional, and social challenges. This combination has attracted increasing interest, as it requires specific interventions that consider the uniqueness of these individuals. This study aimed to analyze the impacts of high abilities on the cognitive and social development of children diagnosed with ASD. It is a descriptive study with a qualitative approach, conducted at a support center for people with disabilities, located in João Pessoa, Brazil. Data collection was carried out through the application of a semi-structured questionnaire directed at children with ASD and high abilities, as well as their mothers. Six people participated in the study: three male children aged 9, 12, and 13, all enrolled in regular schools, and their mothers. The results revealed that all the children showed signs of emotional distress and reported acting impulsively, without reflecting before making decisions. Behaviors that violated social norms were observed, such as aggressive, disobedient, and destructive attitudes, causing harm in interpersonal relationships and within the school environment. It was found that psychological suffering directly interferes with these children’s ability to form healthy social bonds. Despite their above-average cognitive abilities, emotional and social challenges are evident and require specialized attention. It is concluded that individuals with ASD and high abilities need ongoing support to develop not only their talents but also their socioemotional skills. It is essential that specialized educational services consider the complexity of this profile, promoting integrated strategies that support their well-being and inclusion.