• Autism;
  • follow-up;
  • intelligence

Abstract Fifty-eight high-functioning autistic children were assessed during preschool and early school years and followed over a period of 8 years. Early and current psychometric and language tests, parent interviews concerning autistic symptomatology, and direct observations were examined as predictors of the Vineland Adaptive Behavior Scales and scores on standardized achievement tests. Verbal skills emerged as the strongest predictor of social-adaptive functioning Clear, positive relationships also emerged between intellctual functioning, and academic attainment Early non-verbal IQ. also showed a positive relationship with outcome. Academic performance appeared considerably stroager than in earher studies.