Articles are listed in descending order by year (most recent first), and then by first author's last name.
Speirs Neumeister, K. L. (2023). Maximizing the potential of twice-exceptional learners: Creating a framework of stakeholder supports. Gifted Child Quarterly, 68(1), 19–33.
https://doi.org/10.1177/00169862231193699
Through a qualitative case study approach, this study sought to understand how an independent school for gifted learners supports parents, teachers, and students in maximizing the potential of twice-exceptional learners. Findings indicated that the school’s success in working with twice-exceptional learners could be attributed to a triangular framework of supports created for all three stakeholder groups—twice-exceptional learners, their parents, and their teachers—that facilitated both academic achievement and social and emotional well-being. The framework of support arose from the school’s cultivation of a culture of acceptance of twice-exceptionality coupled with a belief in a team approach to problem-solving. A detailed discussion of the framework of supports is provided, and implications for working with twice-exceptional learners and avenues for future research are discussed.
LeBeau, B. C., Assouline, S. G., Foley-Nicpon, M., Lupkowski-Shoplik, A., & Schabilion, K. (2023). Likelihood of whole-grade or subject acceleration for twice-exceptional students. University of Iowa.
Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood of subject or whole-grade acceleration, considering IQ, age, and achievement differences across diagnosis types and demographics. Subject-based acceleration is more likely for students with diagnoses of depression or anxiety, gifted program participation, or medium socioeconomic status. Males with specific learning disabilities (SLD) are less likely to be subject-based accelerated. Whole-grade acceleration was likelier for students diagnosed with anxiety. At the same time, those with medium or low socioeconomic status, and ADHD, ASD, or SLD diagnoses, were less likely to be whole-grade accelerated.
Wellisch, M. (2021). Parenting with eyes wide open: Young gifted children, early entry and social isolation. Gifted Education International, 37(1), 3–21.
https://doi.org/10.1177/0261429419899946
This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children’s giftedness, the parents’ role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were under- stood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services.
Josephson, J., Wolfgang, C., & Mehrenberg, R. (2018). Strategies for Supporting Students Who Are Twice-Exceptional. Journal of Special Education Apprenticeship, 7(2). Retrieved January 29, 2019, from http://www.josea.info
Students with disabilities have complex learning needs. It wasn't until the 2004 reauthorization of the Individuals with Disabilities in Education Act (IDEA) that federal attention was pointed towards students who are both gifted "and" have a disability. This concept, known as twice-exceptionality, is a difficult concept to fully comprehend as the characteristics of these students can be complicated. Reis, Baum, and Burke (2014) define twice-exceptional (2e) students as those who have simultaneous characteristics of a gifted student and a student with a disability. In this article, the authors identify evidence-based strategies that teachers should consider when supporting and instructing 2e students in the elementary, middle, and secondary grades. After a brief explanation of each strategy, examples of specific classroom applications of these ideas are shared.
Foley-Nicpon, M., Assouline, S. G., & Fosenburg, S. (2015). The Relationship Between Self-Concept, Ability, and Academic Programming Among Twice-Exceptional Youth. Journal of Advanced Academics, 26(4), 256-273.
Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning disability (SLD; n = 11). Self-concept and ability measures were administered as a part of comprehensive evaluations to assess for co-existing high ability and disability. Despite the presence of a disability, overall self-concept profiles were in the average range, suggesting either co-occurring high ability serves as a protective mechanism or a possible positive illusory bias among participants. There was no relationship between ability, educational services, and self-concept, implying that high cognitive ability and related educational interventions are independent of how twice-exceptional students feel about themselves. Findings raise questions about the precision of traditional identification models in selecting twice-exceptional students for participation in gifted education programming.
Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311–327.
https://doi.org/10.1177/0016986214547632
This study sought to understand the experiences of a cohort of students who entered a strengths-based private school for twice-exceptional students during middle school and successfully completed graduation requirements. Using a case study design, the researchers analyzed data collected from student and teacher interviews, parent focus groups, educational records, and psychological reports. Findings indicate areas of change and development across cognitive, emotional/behavioral, and social domains and identified five factors underlying student growth: psychological safety, tolerance for asynchrony, time, positive relationships, and the consistent use of a strengths-based, talent-focused philosophy. Data also revealed four benefits from the talent development opportunities offered by the school. Participating in talent development activities enabled students to become part of a social group; to overcome some social, emotional, and cognitive challenges in context; to develop ongoing mentor and professional relationships with people in talent areas; and to develop expertise in an area of talent. This research supports the incorporation of a strengths-based, talent-focused approach for twice-exceptional learners.
Baum, S. M., Schader, R. M., Hebert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311-327.
This study sought to understand the experiences of a cohort of students who entered a strengths-based private school for twice-exceptional students during middle school and successfully completed graduation requirements. Using a case study design, the researchers analyzed data collected from student and teacher interviews, parent focus groups, educational records, and psychological reports. Findings indicate areas of change and development across cognitive, emotional/behavioral, and social domains and identified five factors underlying student growth: psychological safety, tolerance for asynchrony, time, positive relationships, and the consistent use of a strengths-based, talent-focused philosophy. Data also revealed four benefits from the talent development opportunities offered by the school. Participating in talent development activities enabled students to become part of a social group; to overcome some social, emotional, and cognitive challenges in context; to develop ongoing mentor and professional relationships with people in talent areas; and to develop expertise in an area of talent. This research supports the incorporation of a strengths-based, talent-focused approach for twice-exceptional learners.
Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners' perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247–262.
https://doi.org/10.1177/0016986213501076
This mixed-methods study investigates the perspectives of twice-exceptional students on learning strategies that have been recommended for them in the literature. Have the strategies recommended in the literature been implemented? Do students perceive the strategies to be beneficial in helping them learn? Participants represented a broad range of coexisting exceptionalities and ranged in age from 10 to 23 years. While mainly qualitative, this study was informed by a survey adapted from the Possibilities for Learning survey. Qualitative in-depth interviews provided rich descriptions of which learning strategies were facilitators and barriers. Findings indicated that participants perceived that their overall school experiences failed to assist them in learning to their potential, although they were able to use their strengths to circumvent their weaknesses. Implications for teachers included allowing twice-exceptional learners more ownership over their learning and more choice and flexibility in topic, method of learning, assessment, pace, and implementation of group collaboration.
Berninger, V. W., & Abbott, R. D. (2013). Differences Between Children With Dyslexia Who Are and Are Not Gifted in Verbal Reasoning. Gifted Child Quarterly, 57(4), 223-233. doi:10.1177/0016986213500342
New findings are presented for children in Grades 1 to 9 who qualified their families for a multigenerational family genetics study of dyslexia (impaired word decoding/spelling) who had either superior verbal reasoning ("n" = 33 at or above 1 2/3 standard deviation, superior or better range; 19% of these children) or average verbal reasoning ("n" = 31 below population mean but above -2/3 standard deviation, average range; 18% of these children). Evidence-based rationale and results supporting the tested hypotheses are provided: (a) twice exceptional students with superior verbal reasoning and dyslexia significantly outperformed those with average verbal reasoning and dyslexia on reading, spelling, morphological, and syntactic skills, (b) but not on verbal working memory behavioral markers of genetically based dyslexia related to impaired phonological and orthographic word-form storage and processing, naming orthographic symbols (phonological loop), writing orthographic symbols (orthographic loop), and supervisory attention (focus, switch, sustain, or monitor attention). Superior verbal reasoning may mask dyslexia if only very low achievement is used to identify this disorder of oral word reading and written spelling. Instruction for twice exceptional students who have dyslexia, but are also verbally gifted, should focus not only on oral word reading and written spelling but also on the impaired working memory components within intellectually engaging lesson sets. These findings for gifted students with dyslexia are situated within the broader context of the many kinds of twice exceptionalities related to specific learning disabilities that exist in school-age children and youth.
Mccallum, R. S., Bell, S. M., Coles, J. T., Miller, K. C., Hopkins, M. B., & Hilton-Prillhart, A. (2013). A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm. Gifted Child Quarterly, 57(4), 209-222. doi:10.1177/0016986213500070
The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to Intervention paradigm. When gifted status is tentatively defined as high performance (i.e., 84th percentile and higher) on a Monitoring Instructional Responsiveness reading probe, 5.48% of students exhibited deficits in (math) performance consistent with a significant discrepancy between reading and math (i.e., reading score -- math score); 4.83% exhibited a discrepancy in reading (i.e., math score -- reading). These values are based on "observed" scores using the following formula to define a discrepancy: 1.5(SD) × SEe. Only 2.1% exhibited a math discrepancy and 1.13% a reading discrepancy based on "predicted" scores, which takes regression to the mean into account. Using various cut score criteria, practitioners can select from less than 1% to about 10% for screening purposes. When using predicted (rather than observed) scores and more stringent cut score criteria, percentages decline, as expected. Recommendations for using this process for screening are provided, as are implications for best practice, particularly the impact of using more or less conservative criteria for screening twice exceptional students.
Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-Exceptional Learners: Who Needs to Know What? Gifted Child Quarterly, 57(3), 169-180.
Twice-exceptionality is gaining increasing recognition in the gifted education literature, but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals' experience working with this population of learners. Three-hundred and seventeen individuals completed an online "Twice-Exceptional Needs Assessment", which consisted of 14 questions assessing issues pertaining to twice-exceptionality knowledge and experience, as well as knowledge of policies relevant to both gifted and special education. Results indicated that educators were more familiar with standards within their specific area of expertise (e.g., gifted or special education) and that fewer professionals were familiar with the use of Response to Intervention with twice-exceptional children. Gifted education professionals had significantly more knowledge and experience with twice-exceptionality than did professionals in other domains. We conclude with implications for educators and recommendations for expanding professional understanding of twice-exceptionality outside the field of gifted education to meet twice-exceptional students' multifaceted needs.
Assouline, S. G., Nicpon, M. F., & Dockery, L. (2012). Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders,42(9), 1781-1789. doi:10.1007/s10803-011-1403-x
We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables.
Schultz, S. M. (2012). Twice-Exceptional Students Enrolled in Advanced Placement Classes. Gifted Child Quarterly, 56(3), 119-133. doi:10.1177/0016986212444605
Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in Advanced Placement (AP) and for-college-credit classes. The supports and barriers for students with disabilities participating in AP and for-college-credit classes were identified. Additionally, participants included six college students who had taken AP and/or for-college-credit classes while still in high school. The results of this study indicated that school culture and early placement decisions affect enrollment in AP and for-college-credit classes for the twice-exceptional student. Inconsistencies between students' goals and transition planning and inconsistent implementation of test and environmental accommodations were documented. (Contains 3 tables.)
Assouline, S. G., & Whiteman, C. S. (2011). Twice-Exceptionality: Implications for School Psychologists in the Post-Idea 2004 Era. Journal of Applied School Psychology, 27(4), 380-402.
Increased awareness of twice-exceptional students is important for all educators and psychologists; however, for school psychologists, improved understanding of twice-exceptionality will enhance their unique role in assessing twice-exceptional students and in recommending appropriate interventions in schools. In this article, the authors address giftedness and disability as separate topics and then connect them as they relate to twice-exceptionality. The authors explore twice-exceptionality in 3 separate case studies, with a specific focus on attention-deficit/hyperactivity disorder, autism spectrum disorder, and specific learning disability. The article includes a discussion of the Individuals With Disabilities Education Act 2004, specifically as it relates to specific learning disability and giftedness. The authors conclude with 10 recommended practices that include the importance of a comprehensive evaluation to understand a student's strengths and weaknesses as well as the critical nature of differential diagnosis as a foundation for making recommendations for intervention.
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17.
Gifted students with coexisting disabilities,
also known as twice-exceptional, are increasingly recognized in America’s
schools. This increasing awareness needs to be met with equal enthusiasm for
empirical investigation into the identification and treatment needs of this
group of students. In this article, a 20-year review of the empirical
literature examining twice-exceptionality, specifically gifted students with
learning disabilities, attention deficit hyperactivity disorder, or autism
spectrum disorder, was conducted. Research strongly suggests that gifted
students can have a coexisting disability and that comprehensive,
individualized approaches toward diagnosis are necessary. Less is known about
effective treatments and interventions that simultaneously highlight strengths
and accommodate for areas of growth. Future research directions are offered
that ideally will encourage scholars to discover more about effective
diagnostic and intervention techniques for this very important group of gifted
learners.
Barber, C., & Mueller, C. T. (2011). Social and Self-Perceptions of Adolescents Identified as Gifted, Learning Disabled, and Twice-Exceptional. Roeper Review, 33(2), 109-120. doi:10.1080/02783193.2011.554158
The purpose of this study is to examine the social and self-perceptions of twice-exceptional "students", those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed. (Contains 3 tables and 1 figure.)
Assouline, S. G., Nicpon, M. F., & Whiteman, C. (2010). Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability. Gifted Child Quarterly, 54(2), 102-115.
https://doi.org/10.1177/0016986209355974
Gifted and talented students who also have a specific learning disability (SLD) are typically referred to as twice-exceptional and are among the most underserved students in our schools. Previous special education laws promoted a wait-to-fail approach; therefore, gifted students with SLD often were overlooked because their average academic performance was not "failure" enough. The flip side to this was the fact that students' giftedness, as measured by general ability tests, often was masked by average, yet relatively weak, academic achievement. They were not only waiting to fail, they were failing to flourish. The authors present the data gathered from 14 gifted students with SLD, specifically a disorder of written expression. Students were determined to be gifted if they earned a score of 120 (Superior) on the Verbal Scale of a cognitive ability test. They were considered to have a written language disability through an evaluation of their written language skills. The average Verbal IQ for the group was close to a standard score of 130, whereas the average Written Language Score was close to a standard score of 99. In addition to the cognitive profile for these students, the authors obtained measures of their psychosocial functioning. On average, parents, teachers, and students reported typical adaptive behavior, yet group elevations also were present on several clinical scales. The authors' main conclusion is that a comprehensive assessment plays a critical role in (a) determining whether a student is twice-exceptional, (b) identifying the possibility of psychosocial concerns, and (c) developing educational recommendations. Putting the Research to Use: The results from our empirical study suggest that only through a comprehensive evaluation, which includes both individualized achievement and ability tests and allows for an analysis of the performance discrepancy between the two, is it possible to discover cognitively gifted students with a disorder of written expression. Diagnostic/identification procedures that do not include a comprehensive evaluation place gifted students at serious risk for "missed" diagnosis and ultimately, missed opportunity for intervention. The missed diagnosis arises from the observation that their written work is average relative to that of their peers. Equally important is the concern that some very capable students may be over-looked for screening for gifted programming because their achievement is average. Educators of students who appear to have high verbal ability while simultaneously demonstrating difficulty completing written assignments--and may even appear to be lazy or unmotivated--have a responsibility to further investigate the students' difficulties and strengths. (Contains 5 tables.)
Bianco, M. (2010). Strength-Based RTI: Conceptualizing a Multi-Tiered System for Developing Gifted Potential. Theory into Practice, 49(4), 323-330. Retrieved from http://www.jstor.org/stable/40890964
This article explores the possibilities of a strength-based Response to Intervention (RTI) model for developing and identifying gifted potential. Although much has been written about the promises and challenges of RTI in recent years, the utility of RTI for meeting the needs of gifted learners has not been fully explored. This article seeks to address this void by examining RTI's potential to meet the unique learning needs of gifted and talented students, discuss challenges teachers might face, and invite gifted education advocates and researchers to explore and expand on this dialogue.
Chamberlin, S. A., Buchanan, M., & Vercimak, D. (2007). Serving Twice-Exceptional Preschoolers: Blending Gifted Education and Early Childhood Special Education Practices in Assessment and Program Planning. Journal for the Education of the Gifted, 30(3), 372-394. doi:10.1177/016235320703000305
This article addresses considerations for assessment and intervention planning in serving twice-exceptional preschool children. The authors propose blending recommended assessment practices in early childhood gifted education and early childhood special education in a comprehensive assessment process. In doing so, unique needs of twice-exceptional preschool children may be better met. Interviewing family members and other caregivers to determine strengths and needs in daily routines and observing young children in play are two practices that provide critical information about the preschool child's developmental status, family priorities, and daily life. The authors conclude that routines-based assessment (RBA) and play-based assessment (PBA) provide perspectives that standardized assessments alone cannot provide and that RBA and PBA may be especially effective in identifying and subsequently meeting the needs of twice-exceptional preschool children. (Contains 1 endnote.)
Gross, M. U. M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and non acceleration. Journal for the Education of the Gifted, 29(4), 404–429.
A 20-year longitudinal study has traced the academic, social, and emotional development of 60 young Australians with iQs of 160 and above. Significant differences have been noted in the young people’s educational status and direction, life satisfaction, social relationships, and self-esteem as a function of the degree of academic acceleration their schools permitted them in childhood and adolescence. the considerable majority of young people who have been radically accelerated, or who accelerated by 2 years, report high degrees of life satisfaction, have taken research degrees at leading universities, have professional careers, and report facilitative social and love relation- ships. Young people of equal abilities who accelerated by only 1 year or who have not been permitted acceleration have tended to enter less academically rigorous college courses, report lower levels of life satisfaction, and in many cases, experience significant difficulties with socialization. Several did not graduate from college or high school. Without exception, these young people possess multiple talents; however, for some, the extent and direction of talent development has been dictated by their schools’ academic priorities or their teachers’ willingness or unwillingness to assist in the development of particular talent areas.
Reis, S., & Ruban, L. (2005). Services and Programs for Academically Talented Students with Learning Disabilities. Theory Into Practice, 44(2), 148-159. Retrieved from http://www.jstor.org/stable/3497033
Since the creation of the major legislative efforts related to students with disabilities and gifted students, and the initial work completed on twice-exceptional students (i.e., students who have both giftedness and learning disabilities), researchers and professionals have tried to identify the characteristics, needs, and appropriate services for this special population of students. An accumulated research base supports the need for a continuum of service options and intervention strategies for gifted students who may have mild, moderate, or more severe learning disabilities. This article provides a discussion of the intervention services for these students, emphasizing the importance of developing a wide range of compensation strategies, attending to their social and emotional needs, identifying elements of supportive environments, and providing talent development opportunities for students with learning disabilities who also have diverse gifts.
Weinfeld, R., Barnes-Robinson, L., Jeweler, S., & Shevitz, B. R. (2005). Enabling or Empowering? Adaptations and Accommodations for Twice-Exceptional Students. TEACHING Exceptional Children Plus, 2(1). Retrieved February 28, 2019, from http://escholarship.bc.edu/education/tecplus
In order for gifted/learning disabled (GT/LD) students to effectively gain access to enriched and accelerated instruction, they often need to have appropriate adaptations and accommodations. Teachers, parents, and students have strong opinions and beliefs that influence which, if any, adaptations and accommodations they believe to be appropriate. As a result of two decades of experience with GT/LD students, the authors recognized that there is a difference in perception regarding the appropriateness of adaptations and accommodations, as well as differing beliefs about whether these adaptations and accommodations enable or empower students. This article addresses the different perceptions that parents, students, and teachers have regarding appropriate accommodations for twice-exceptional students. By collecting and analyzing data on attitudes toward appropriate adaptations and accommodations, the authors have developed guidelines for providing them to GT/LD students and action plans that empower these students to be successful learners. (Contains 7 figures.)
