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ANALYSIS OF AUTISM INCIDENCE IN
HIGH IQ SOCIETIES
ANÁLISIS DE LA INCIDENCIA DEL AUTISMO EN
SOCIEDADES CON ALTO COEFICIENTE INTELECTUAL
Fabiano de Abreu Agrela Rodrigues
Califórnia University FCE, Portugal
Flávio Henrique dos Santos Nascimento
Universidade Federal de Campina Grande (UFCG), UFPI, Brasil
Gizela Silva
University of Minho, Portugal
Hitty-Ko Kamimura
Centro Universitário Central Paulista (UNICEP), Brasil
Luiza Oliveira Zappalá
FMD - PUC Minas, Brasil
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DOI: https://doi.org/10.37811/cl_rcm.v8i3.11179
Analysis of Autism Incidence in High IQ Societies
Fabiano de Abreu Agrela Rodrigues1
deabreu.fabiano@hotmail.com
https://orcid.org/0000-0002-5487-5852
Post-Phd in Neuroscience - California
University FCE
Aveiro - Portugal
Flávio Henrique dos Santos Nascimento
flaviodonascimento@hotmail.com
https://orcid.org/0009-0007-3760-2936
Bachelor's degree in medicine from
Universidade Federal de Campina Grande
(UFCG), with medical residency in
psychiatry from UFPI
Piauí - Brazil
Gizela Silva
gizelasilva@hotmail.com
https://orcid.org/0009-0002-5523-7542
Master in educational psychology -
University of Minho
Maia – Portugal
Luiza Oliveira Zappalá
luizaozappala@gmail.com
https://orcid.org/0009-0008-7809-9676
Estudante na FMD - PUC Minas
Minas Gerais- Brasil
Hitty-Ko Kamimura
ti@cpah.com.br
https://orcid.org/0009-0004-4738-9655
Bachelor's degree in Pharmacy from Centro
Universitário Central Paulista (UNICEP)
Brazil
ABSTRACT
This study investigates the prevalence of autistic traits among individuals with high IQ,
specifically in populations whose admission to high-IQ societies requires a score in the
98ᵗʰ percentile or above. The investigation incorporates a meticulous bibliographic review,
complemented by interviews with representatives from high-IQ societies such as Intertel, Infinity
International Society (IIS), ePiq, and ISI Society. These societies report the absence of an explicit
criterion for autism diagnosis during the admission process, which is based solely on supervised
psychometric IQ tests. Nonetheless, these organizations acknowledge a notable incidence of
IQ reports coinciding with preexisting autism diagnoses but do not believe they constitute the
majority or even half of the individuals. A survey conducted with members of the “Gifted” group,
represented by high-IQ individuals from various nationalities with a predominance of Europeans
and Brazilians, revealed that while the majority of participants had taken IQ tests, those diagnosed
with autism did not constitute the majority. This phenomenon suggests a significant barrier in the
comprehensive assessment of autism in contexts where the primary focus is intelligence
measurement. This study implies the need for a deeper integration of neuropsychological
diagnoses into the admission processes of these societies for a more precise mapping of the
intersections between high IQ and autistic traits.
Keywords: Intelligence Quotient, Autism, High-IQ Societies, Incidence, Prevalence,
Neuropsychological Diagnosis, Neuropsychological Assessment
1
Autor principal
Correspondencia: deabreu.fabiano@hotmail.com
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Análisis de la Incidencia del Autismo en Sociedades con Alto
Coeficiente Intelectual
RESUMEN
Este estudio investiga la prevalencia de rasgos autistas entre personas con un coeficiente
intelectual alto, específicamente en poblaciones cuya admisión a sociedades con un coeficiente
intelectual alto requiere una puntuación en el percentil 98ᵗʰ o superior. La investigación incorpora
una meticulosa revisión bibliográfica, complementada con entrevistas a representantes de
sociedades de alto coeficiente intelectual como Intertel, Infinity International Society (IIS), ePiq
e ISI Society. Estas sociedades informan de la ausencia de un criterio explícito para el diagnóstico
de autismo durante el proceso de admisión, que se basa únicamente en pruebas psicométricas de
coeficiente intelectual supervisadas. No obstante, estas organizaciones reconocen una incidencia
notable de informes de coeficiente intelectual que coinciden con diagnósticos de autismo
preexistentes, pero no creen que constituyan la mayoría ni siquiera la mitad de los individuos.
Una encuesta realizada entre miembros del grupo de los “superdotados”, representado por
individuos con alto coeficiente intelectual de diversas nacionalidades, con predominio de
europeos y brasileños, reveló que si bien la mayoría de los participantes habían realizado pruebas
de coeficiente intelectual, los diagnosticados con autismo no constituían la mayoría. . Este
fenómeno sugiere una barrera importante en la evaluación integral del autismo en contextos donde
el enfoque principal es la medición de la inteligencia. Este estudio implica la necesidad de una
integración más profunda de los diagnósticos neuropsicológicos en los procesos de admisión de
estas sociedades para un mapeo más preciso de las intersecciones entre el alto coeficiente
intelectual y los rasgos autistas.
Palabras clave: Cociente de Inteligencia, Autismo, Sociedades con Alto CI, Incidencia,
Prevalencia, Diagnóstico Neuropsicológico, Evaluación Neuropsicológica
Artículo recibido 03 abril 2024
Aceptado para publicación: 06 mayo 2024
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INTRODUCTION
The intersection between high Intelligence Quotient (IQ) and Autism Spectrum Disorder (ASD)
is a common curiosity, which has propelled this scientific investigation of substantial interest and
intricate complexity. The significant incidence of individuals diagnosed with ASD in populations
characterized by an IQ in the upper 98ᵗʰ percentile prompts a thorough examination of the
correlations between high cognitive abilities and autistic characteristics. This study aims to unveil
whether individuals on the spectrum, particularly those who require level 1 support as per the
DSM5 classification, demonstrate a prevalence of higher IQ compared to the population average,
hypothesizing that such phenomena may result from neural compensatory mechanisms.
Furthermore, the research addresses the proportion of autistic individuals in high-IQ societies,
exploring whether the majority of members of these societies could be classified within the
autistic spectrum. The research also extends to the analysis of individuals who, despite having
undergone IQ tests, have not been evaluated for ASD, raising the hypothesis of possible
underdiagnosis in this highly intellectual segment. This inquiry was motivated by a preliminary
observation that many active members in the social networks of these communities express traits
or are diagnosed with autism, expanding hypotheses about the prevalence of autistic traits in high
cognition niches.
In this context, the present analysis employs a rigorous methodological approach, aiming to
elucidate these complex dynamics and contribute to a deeper understanding of the interactions
between high intellectual abilities and ASD. By integrating quantitative and qualitative data, it
intends to provide a holistic perspective devoid of biases, which demystifies misconceptions and
reveals the nuances of this intricate relationship between autism and high IQ. This research not
only aims to contribute to the academic literature but also to provide arguments for more effective
inclusion policies and adapted educational practices that recognize and value cognitive diversity
in high-performing intellectual societies.
DEVELOPMENT
To unravel the complex interactions between high IQ and ASD, it is crucial to explore various
dimensions that contribute to the observed prevalence of autistic traits in individuals with high IQ.
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This multifaceted analysis will initially address the significant proportion of individuals who, in
addition to exhibiting high intellectual capacities, are diagnosed with autism. We will investigate
the neuropsychological mechanisms that may facilitate the concurrent manifestation of these
characteristics, considering theories suggesting specific brain compensations in individuals on the
autistic spectrum.
Furthermore, the study will also investigate the segment of individuals with high IQ who, for
various reasons, may not have been assessed for autism. This includes a discussion on the barriers
to diagnosis and possible discrepancies in the perception of needs for support or adaptations,
especially in environments that predominantly value intellectual performance.
Additionally, the phenomenon of individuals with high intellectual abilities who choose not to
seek diagnostic evaluations will be examined, whether due to lack of access, associated stigma,
or the perception that their abilities compensate for potential challenges in other areas. Through
this detailed and objective examination, this paper aims to provide an accurate insight into the
dynamics between high IQ and autism, highlighting not only the overlaps but also the distinct
nuances that characterize this relationship.
Possible Causes
The significant prevalence of individuals with ASD in high-IQ societies with higher percentile
requirements raises substantial questions about the underlying neuropsychological and socio‒
environmental interactions. A critical analysis of this phenomenon requires an understanding of
multiple factors that may contribute to such association, starting with the frequency and intensity
with which the families of these individuals seek a comprehensive diagnosis.
Search for Comprehensive Diagnosis
Families of individuals with ASD often seek detailed neuropsychological assessments to better
understand the capabilities and needs of their loved ones. In this comprehensive process, IQ tests
are frequently administered as a crucial component of diagnosis, highlighting potential
exceptional cognitive abilities. The administration of these tests can not only identify autistic
individuals with high IQ but also promote the search for high-IQ societies that offer an
environment of interaction where demands for a deep understanding of intellectual abilities are
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predominant. This practice assists in the discovery of these individuals and fosters more effective
educational and supportive planning.
A critical aspect in this context is access to mental health resources that enable a detailed
diagnosis. Environments where these resources are widely available and assessments are
encouraged, there is a greater propensity to identify high cognitive abilities together with ASD.
Thus, the prevalence of autistic individuals with high IQ in specialized societies may reflect not
only an intrinsic predisposition but also a higher likelihood of diagnosis due to better accessibility
and acceptance of mental health services.
These findings indicate that the association between high IQ and ASD in high-IQ societies may
be, in part, a consequence of more comprehensive diagnostic practices, suggesting the need for
health policies that promote inclusive and accessible neuropsychological assessments, aiming for
a better understanding of individual capabilities across all cognitive and behavioral spectrums.
This approach is crucial for demystifying the relationship between ASD and high IQ and ensuring
that all individuals receive the necessary support to reach their full potential (Takayanagi et al.,
2021).
Compensatory Brain Development in Individuals with Level 1 Autism
Individuals classified with Level 1 ASD, who require mild support, may demonstrate a
remarkable phenomenon of compensatory brain development, particularly in cognitive areas
involved in logical reasoning and problem-solving. These abilities are often assessed in IQ tests,
suggesting that certain brain regions may develop enhanced functions to compensate for
deficiencies in other areas (Yeung, Lee & Chan, 2019). This compensatory mechanism may
provide individuals with Level 1 ASD superior abilities in logical and analytical tasks, which
often results in high scores on IQ tests (Belmonte, M.K., & Yurgelun-Todd, D.A., 2003).
Scientific literature proposes that neuroplasticity, the brain’s ability to reorganize itself by
forming new neural connections, plays a crucial role in this compensatory process. Brain areas
responsible for complex cognitive functions may be particularly plastic in response to cognitive
challenges or specific neurological deficiencies. In individuals with Level 1 ASD, this
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reorganization can result in exceptional abilities in domains that heavily rely on logical and
analytical reasoning (National Institute on Aging, s.d.).
Therefore, while these compensatory mechanisms provide advantages in certain cognitive areas,
they also reflect the complexity of brain development in individuals with ASD.
IQ tests have historically been valued as predictive tools for academic and professional potential;
however, there are limitations when considering the complexity of human intelligence. These
assessments fail to measure crucial dimensions such as emotional and social intelligence, as well
as creativity, aspects that are essential for full adaptation and success in multifaceted social
environments (Mayer, J.D., Salovey, P., & Caruso, D.R., 2004).
Emotional intelligence, which involves the ability to perceive, integrate, understand, and regulate
emotions (Salovey, P., & Mayer, J.D., 1990), is particularly underrepresented in traditional
IQ tests. Similarly, creativity, which implies the ability to transcend traditional ideas to create
new forms, methods, and interpretations, is not adequately assessed by these instruments
(Schumacher, L., Wheeler, J.V. and Carr, A.S., 2009). These gaps in the assessment process may
result in an inadequate representation of the true capabilities of individuals with high IQ,
particularly those on the autistic spectrum, who may possess distinct abilities not captured by
conventional tests (Parker, J. D. A., Saklofske, D. H., Wood, L. M., & Collin, T., 2009).
The homogenization of individuals with high IQ in a single environment, based solely on
their cognitive abilities, may generate mistaken impressions of uniformity, obscuring
significant divergences in other areas of intelligence. This can be beneficial for the
interaction of autistic individuals, by providing an environment where cognitive abilities
are valued and emotional and creative differences are less emphasized. However, this can
also perpetuate misunderstandings and stereotypes among peers, exacerbating perceptions
of difference where, in fact, complementary competencies exist (Baron-Cohen, S., 2002).
In this way, the inadequacy of traditional IQ tests, which typically measure logical,
mathematical, verbal reasoning, and working memory abilities, to encompass all facets of
human intelligence, highlights the need to develop more comprehensive assessment
methods. In this context, the DWRI test becomes an example of a more comprehensive
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instrument. Designed to measure not only the domains traditionally assessed by IQ tests,
the DWRI also includes evaluations of emotional and social intelligences. This test seeks
to offer a more complete view of individual capabilities, promoting more effective
inclusion and social interaction among individuals with high IQ, whether autistic or not.
By incorporating assessments of emotional and social competencies, the DWRI addresses
the need for an assessment model that recognizes the complexity of human intelligence
(Rodrigues, 2022).
In a recent dialogue with representatives from the ISI Society, an organization notorious
for its rigorous admission criteria that include not only the demonstration of a high IQ but
also evidence of creative achievements, an intriguing theme emerged. This society has
observed a striking discrepancy between the volume of applications and the actual approval
rates. It is reported that, despite many applicants possessing a high IQ, a significant
proportion lacks the necessary evidence of creativity. Such a phenomenon prompts
reflections on the limitations of traditional intelligence metrics, which often fail to capture
the complexity of creative thinking and emotional and social skills. The literature
corroborates this observation, highlighting that superior cognitive abilities do not, in
isolation, guarantee creative competencies or success in environments that require
emotional intelligence (Kaufman, J.C. & Plucker, J.A., 2011; Sternberg, R.J., 2003).
Neurobiology and Genomics of Neuroplasticity
In individuals with ASD, particularly those who require mild support, there is a clear divergence
in the development of certain brain regions compared to neurotypical individuals. Traditionally,
brain areas most affected in autistic individuals include regions associated with social processing
and communication, such as the orbitofrontal cortex and the fusiform region, essential for
interpreting facial expressions and perceiving emotions (Pelphrey, K. A., & Carter, E. J., 2008).
Additionally, areas involved in sensory integration, such as the posterior somatosensory cortex,
often show alterations, which may contribute to the atypical sensory sensitivity observed in many
autistic individuals (Marco, E. J., Hinkley, L. B., Hill, S. S., & Nagarajan, S. S., 2011).
pág. 95
However, other areas of the brain demonstrate notable compensatory activity that may contribute
to advanced cognitive abilities, often reflected in IQ tests. This compensation predominantly
occurs in the dorsolateral prefrontal cortex, a crucial region for logical reasoning, planning, and
problem-solving. This area shows intensified activity and may even develop additional
connections to compensate for deficiencies in social and sensory processing areas (Minshew, N.
J., & Williams, D. L., 2007).
Neuroscientifically, this compensation is supported by neuroplasticity — the brain’s ability to
adapt its structure and function in response to challenges or injuries. In autistic individuals, a
hypercapacity is observed in regions involved in analytical and detailed thinking, processes highly
valued in conventional IQ tests. This includes mathematical abilities, pattern recognition, and
visuospatial skills, often associated with a higher density of neuronal connections in parts of the
parietal lobe (Courchesne, E., & Pierce, K., 2005).
Moreover, research identifies a significant role of neurotransmitters, such as glutamate and
serotonin, in modulating neuroplasticity in these areas. Anomalies in glutamate pathways, for
example, may alter neural connectivity and plasticity, enhancing cognitive function in less
affected areas.
Therefore, while areas of deficiency in individuals with ASD impact social and sensory skills,
compensation in regions of the prefrontal and parietal cortex allows many autistic individuals to
excel in structured and logical tasks, standing out in components of IQ tests that measure abstract
reasoning and problem-solving abilities.
Research on the prevalence of individuals with Level 1 ASD who also exhibit high abilities or
giftedness reveals a complex interaction between ASD diagnosis and IQ measurements. Studies
indicate that, in the 95‒98ᵗʰ percentiles, the proportion of autistic individuals with high abilities
is statistically equivalent to that found in the neurotypical population with high IQ (Jones, C.R.G.,
& Swettenham, J., 2014).
The explanation for this observation may lie in the specific neurobiology of autism, where certain
cognitive characteristics, such as hyperfocus and exceptional memory for details, may enhance
analytical and problem-solving abilities, characteristics often assessed in IQ tests (Happé, F., &
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Frith, U., 2006). Additionally, the nature of IQ tests, which prioritize logical‒mathematical tasks
and visuospatial patterns, may coincide with the areas enhanced in many individuals on the
autistic spectrum, facilitating high performances (Baron-Cohen, S., Ashwin, E., Ashwin, C.,
Tavassoli, T., & Chakrabarti, B., 2009).
However, it is crucial to consider that increased IQ does not necessarily translate into
comprehensive functional improvements or a higher quality of life for individuals with autism, as
they may face significant challenges in areas not measured by traditional IQ tests, such as
emotional intelligence and social skills (Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen,
D., 2002). This discrepancy highlights the need for a more comprehensive assessment of
capabilities, considering both cognitive abilities and interpersonal and adaptive challenges.
Lack of IQ Testing in Population with High Intellectual Potential
The absence of IQ testing among segments of the population with high intellectual potential,
particularly among women, constitutes a significant gap in the recognition and representation of
these individuals in high-IQ societies. Studies indicate that a variety of barriers, including limited
access to tests, associated high costs, and the persistence of gender stereotypes, can substantially
contribute to this underrepresentation.
These barriers not only hinder the identification and development of intellectual talents in women
but also perpetuate historical imbalances in academic and professional environments, where
individuals with high IQs are often valued and promoted. The literature suggests that gender
stereotypes, in particular, play a crucial role in discouraging women from seeking IQ tests,
emphasizing the perception that areas requiring high cognitive abilities are predominantly
masculine. Additionally, the issue of economic and geographical access to IQ testing centers,
especially in less developed regions, highlights the structural inequalities that limit the
participation of talented individuals from diverse socioeconomic backgrounds.
Therefore, to address these discrepancies and broaden inclusion in high-IQ societies, it is
imperative to implement policies that facilitate access to IQ tests that are financially accessible
and culturally sensitive, as well as educational campaigns to dismantle harmful gender
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stereotypes. Increasing the visibility and recognition of women with high IQs could not only
enrich these societies but also promote a culture of equity and intellectual excellence.
RESULTS
The study involved 50 participants from two distinct communities: “Gifted Debate Brazil” and
“Gifted Debate International”, with an equitable distribution of 22 Brazilians and 28 individuals
from countries such as Germany, Norway, Denmark, USA, Canada, Singapore, Spain, France,
Austria, Bulgaria, Japan, and South Korea. The “Gifted Debates” are WhatsApp groups dedicated
to research and discussions, composed of members from high-IQ societies with entry
requirements in the 98‒99.93ᵗʰ percentiles.
Responses to the survey were converted into percentages to facilitate the analysis and
understanding of the data:
• I have been diagnosed with autism: 5 participants (10%)
• I have been diagnosed without autism: 45 participants (90%)
• I took the IQ test only, but I don’t know if I am autistic: 7 participants (14%)
• I took the IQ test only, but I don’t believe I am autistic: 6 participants (12%)
• I took the IQ test and assessed other conditions, except autism: Response not
provided.
• I believe there are more autistic individuals than non-autistic individuals in high-IQ
societies: 1 participant (2%)
• I believe there are fewer autistic individuals than non-autistic individuals in high-
IQ societies: 49 participants (98%)
• I believe that the majority of individuals active in the social media groups of these
high-IQ societies are autistic: 20 participants (40%)
• I believe that the minority of individuals active in the social media groups of these
high-IQ societies are autistic: 30 participants (60%)
These results offer a comprehensive insight into the perceptions and experiences of members of
these high-IQ societies regarding autism and its diagnosis. There is a considerable variation in
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beliefs and personal diagnoses, reflecting the complexity of interactions between high IQ and
autistic spectrum characteristics. The analysis also reveals a significant awareness of the nuances
of being autistic or not in elevated social contexts, as well as a divergence in perceptions about
the prevalence of autism within these specialized communities.
CONCLUSIONS
This study was conducted with the purpose of clarifying misconceptions about the intersection
between autism and high IQ, especially in contexts of high-IQ societies. It incorporated
interviews with members and administrators of renowned high-IQ societies, such as Intertel, IIS,
ePiq, and ISI Society. Additionally, a survey was conducted in the “Gifted Debate” groups. The
study also relied on an extensive literature review, exploring academic publications relevant to
the topic.
The results indicate that autistic individuals constitute a minority in high-IQ societies but are
notably active on social media platforms. The study identified that the significant presence of
autistic individuals with high IQ can be attributed to two main factors: the active search for autism
diagnoses, which often include IQ tests; and the pursuit of inclusion in high-IQ societies by these
individuals as part of a strategy for socialization and integration, either initiated by family
members or by their own decision, aiming for therapy and self-understanding.
Another relevant finding is that many individuals potentially eligible for a diagnosis of high IQ
choose not to undergo testing due to the absence of perceived cognitive needs or the cost of tests.
Additionally, we highlight the need for more professionals properly trained to conduct
comprehensive neuropsychological assessments, and suggest high-IQ societies to adopt more
rigorous practices to encourage comprehensive assessments, such as the implementation of tests
similar to the DWRI, which could provide more accurate diagnoses.
The analysis also revealed an underrepresentation of women in these societies, pointing to gender
barriers in undergoing IQ testing. Additionally, the overlap between brain regions involved in the
skills measured in IQ tests and areas showing neural compensation in autistic individuals was
discussed, highlighting that conventional IQ tests do not encompass aspects such as emotional,
social, and creative intelligence.
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This research provides valuable insights into the dynamics between high IQ and autism,
challenging stereotypes and encouraging more informed dialogue and inclusive practices in high-
IQ societies.
Contribution Statement
Rodrigues, F. A. A. conceived, owned, and created the concept, wrote and revised the manuscript.
Guided the team in data collection and revised the paper.
Kamimura, H. revised, complemented and translated the paper.
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