CoChat
Sign Up
Cited by 299Education, Achievement, and GiftednessDevelopmental and Educational NeuropsychologyDisability Education and Employment

Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going?

Foley Nicpon, Megan, Allmon, Allison, Sieck, Barbara, Stinson, Rebecca D.·2011·Gifted Child Quarterly
DOI 10.1177/0016986210382575
Open this paper in CoChat — free account

Abstract

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. Putting the Research to Use The purpose of this article is to provide a comprehensive summary of the last 20 years of empirical research examining gifted students with specific learning disabilities, Attention-Deficit/Hyperactivity Disorder, or autism spectrum disorders. Scholars can extrapolate from this summary a research agenda that will move the field forward in the pursuit of empirically validated identification and intervention techniques with twice-exceptional learners. Educators are encouraged to use this information when developing gifted identification protocols in schools, accommodation plans for twice-exceptional students, and interventions that target specific strength and growth areas. Finally, parents of twice-exceptional learners can reference the empirical studies summarized as they search for research-based approaches to helping their child.

Integrity signals

Registry

Crossref · 10.1177/0016986210382575

Cites

87 of 87 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • ADHD, ASD, and learning disabilities are the three diagnoses most often reported in comorbidity with giftedness.

    “According to clinical records, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and learning disabilities are the three diagnoses most often reported in comorbidity with giftedness [9, 10].”

    From Behavioral and Socio-Emotional Disorders in Intellectual Giftedness: A Systematic Review (2024) · cites this paper as [10]

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D.
Affiliations
  • The University of Iowa, Iowa City, IA, USA,
  • University of Iowa (US)
ORCID
Venue
Gifted Child Quarterly
Publisher
SAGE Publications
Published
2010-10-13
Volume
55
Issue
1
Pages
3-17
ISSN
  • 0016-9862 (ISSN-L)
  • 1934-9041
DOI
10.1177/0016986210382575
OpenAlex
W2156315379
Cited by
299
References
87
Citations by year
2026: 28 · 2025: 35 · 2024: 18 · 2023: 22 · 2022: 25 · 2021: 20 · 2020: 17 · 2019: 14 · 2018: 22 · 2017: 15 · 2016: 15 · 2015: 26 · 2014: 14 · 2013: 16 · 2012: 5
FWCI
11.65
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Gifted Child Quarterly (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Safety Research › Disability Education and Employment
Keywords
twice-exceptional students, gifted students with disabilities, specific learning disabilities, attention deficit hyperactivity disorder, autism spectrum disorder, gifted identification, diagnostic assessment, accommodation, intervention, research agenda

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review