School Counselors’ Practices that Enable Academically Talented High School Students with Autism Spectrum Disorder to Achieve

Abstract

This qualitative study investigated the perceptions of 10 high school counselors who worked with students identified both as having autism spectrum disorder and as academically gifted, operationally defined as 2eASD. Using thematic analysis, we conducted individual interviews to develop an understanding of the counselors’ perceptions of their roles and successful practices in working with 2eASD students. School counselors reported using various differentiated, research-based practices with students identified as 2eASD. These strength-based and individualized counseling practices included opportunities for these students to participate in advanced classes and interest-based activities. Each of the school counselors recommended, for example, participation in extra-curricular activities and provided various broad types of social and emotional support. Half of the school counselors suggested applications to local, less competitive colleges for these capable students. The sample of school counselors often described their use of Multi-Tiered System of Supports, including Tier 2 targeted and Tier 3 individualized supports, grounded in the American School Counselor Association National Model. We conclude this article by discussing these findings and providing implications for school counselors working with this population of students in the future.