Abstract

Students with double exceptionality are those who present two out of the ordinary conditions: one associated with outstanding skill and the other associated with a disability. This study sought to determine a profile of executive functioning and subjective well-being of students with double exceptionality (DE) which presented both above-average intelligence and Autism Spectrum Disorder (ASD). The results were compared with a control group of equally numbered students. The students were paired by sex, age, and socio-economic level. Through a quantitative, descriptive, comparative and cross-cutting method, 10 males were evaluated: five DE students (M=12.65 [4.18]) and five control group Students (M=12.48 [4.10]). The results of executive functioning show that DE Students present higher performance in Fluid Reasoning (p=0.04) and, according to teachers' perception, a better Inhibitory Control (p=0.04). Although no other significative differences were found between groups, DE students' profile did show a deficiency in executive functioning, but only in its behavioral manifestation. Results associated with subjective well-being didn't show any significative differences between groups. DE students' profile reflects that they maintain moderate satisfaction with life and higher positive affect than negative.