L'identification des compétences exceptionnelles chez les enfants autistes d'âge scolaire : prévalence, idées reçues et concordance des perspectives des informateurs

Titre original en anglais : The identification of exceptional skills in school‐age autistic children: Prevalence, misconceptions and the alignment of informant perspectives

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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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

Date de publication: 09/05/2023 Ajout dans AutiHub: 23/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Trevor Clark
  2. Jae Yup Jung
  3. Jacqueline Roberts
  4. Ainslie Robinson *
  5. Patricia Howlin

Résumé

Résumé Contexte Bien que l'autisme soit couramment décrit en termes de déficits, de nombreuses personnes autistes se sont révélées posséder des compétences exceptionnelles. L'évolution vers une approche fondée sur les forces dans le domaine de l'autisme nécessite une meilleure compréhension de ces compétences. Objectifs Cette étude a examiné (1) les taux de compétences exceptionnelles chez des enfants autistes d'âge scolaire tels que rapportés par les parents et les enseignants, (2) les associations entre les compétences exceptionnelles, la sévérité de l'autisme et la déficience intellectuelle, et (3) les corrélations entre les rapports des parents et des enseignants concernant les compétences exceptionnelles. Méthode Les parents et les enseignants de 76 enfants fréquentant des écoles spécialisées dans l'autisme en Australie ont rempli des questionnaires en ligne. Par la suite, 35 parents et enseignants ayant identifié leur enfant comme possédant une ou plusieurs compétences exceptionnelles ont été interrogés par un psychologue clinicien. Résultats Quarante parents (53 %) et 16 enseignants (21 %) ont rapporté que leur enfant possédait au moins une compétence exceptionnelle (la concordance entre les rapports des parents et des enseignants était faible ; κ = .03, p = .74). En comparaison, les évaluations du psychologue clinicien ont identifié 22 enfants (29 %) comme possédant au moins une telle compétence. Aucune relation statistiquement significative n'a été identifiée entre les compétences exceptionnelles, la sévérité de l'autisme et la déficience intellectuelle. Conclusion Bien que différentes compétences exceptionnelles aient été identifiées, indépendamment du fonctionnement intellectuel des enfants ou de la sévérité de leur autisme, les parents et les enseignants variaient considérablement dans leurs évaluations de ces compétences. En outre, les taux de prévalence identifiés des compétences exceptionnelles ne concordaient pas toujours avec les taux identifiés dans des études antérieures. Les résultats de l'étude soulignent la nécessité d'un consensus définitionnel sur les différents types de compétences exceptionnelles, ainsi que l'importance d'approches à critères multiples et à instruments multiples dans l'identification des compétences exceptionnelles chez les enfants autistes.

Abstract Background Although autism is commonly described in terms of deficits, many autistic individuals have been found to demonstrate exceptional skills. The shift to a strengths‐based approach in the field of autism necessitates increased understanding of these skills. Aims This study examined (1) rates of exceptional skills in autistic school‐age children as reported by parents and teachers, (2) associations between exceptional skills, autism severity and intellectual disability and (3) correlations between parent and teacher reports of exceptional skills. Method Parents and teachers of 76 children attending autism‐specific schools in Australia completed online questionnaires. Thereafter, 35 parents and teachers who identified their child as having one or more exceptional skills were interviewed by a clinical psychologist. Results Forty parents (53%) and 16 (21%) teachers reported that their child had at least one exceptional skill (agreement between the parent and teacher reports was low; κ =.03, p =.74). In comparison, clinical psychologist assessments identified 22 children (29%) as having at least one such skill. No statistically significant relationships were identified between exceptional skills, autism severity and intellectual disability. Conclusion While different exceptional skills were identified, regardless of children's intellectual functioning or autism severity, parents and teachers varied substantially in their evaluations of these skills. Furthermore, the identified prevalence rates of exceptional skills did not always align with the rates identified in previous studies. The study findings highlight the need for definitional consensus on different types of exceptional skills, and the importance of multiple criteria/multi‐instrument approaches in the identification of exceptional skills in autistic children.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 01:40.

Références citées
112
Avec un DOI
96
Sans DOI, à partir du texte brut de la bibliographie
14
5 / 112 (4,5 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
4 / 112 (3,6 %)
Références avec noms d’auteurices détectés
108 / 112 (96,4 %)
Sans nom d’auteurice détecté
4
Sans titre structuré
3
Sans identifiant stable
11
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
3
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
340
À partir du DOI ou de métadonnées externes
340
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
131 / 340 (38,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 209 / 340 (61,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
47 / 340 (13,8 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 47 / 131 (35,9 %). Personnes distinctes identifiées comme autistes : 43 / 302 (14,2 %).
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