“…However, our knowledge about the condition and the population is still quite limited due to the complexity of the phenomenon and the heterogeneity of the group. We define 2e as “giftedness coexisting with a disability at least in one developmental area, both of which are evidenced by professional assessment and require special support services” (Atmaca et al, in press). Assessment techniques, interventions, or educational approaches developed solely for giftedness or disability are not adequate for individuals with 2e (Assouline et al, 2009; Cederberg et al, 2018; Foley-Nicpon et al, 2017).…”
We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies ( n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence Quotient (FSIQ; g = −0.62), working memory ( g = −0.79), and processing speed ( g = −0.75). Individuals with 2e who have attention-deficit/hyperactivity disorder have a distinct profile in which only processing speed differs from individuals with giftedness ( g = −0.55). Results suggest that using a single Intelligence Quotient (IQ) score in the identification process will be misleading. Moreover, IQ may mask the strengths or weaknesses of individuals with 2e.
“…However, our knowledge about the condition and the population is still quite limited due to the complexity of the phenomenon and the heterogeneity of the group. We define 2e as “giftedness coexisting with a disability at least in one developmental area, both of which are evidenced by professional assessment and require special support services” (Atmaca et al, in press). Assessment techniques, interventions, or educational approaches developed solely for giftedness or disability are not adequate for individuals with 2e (Assouline et al, 2009; Cederberg et al, 2018; Foley-Nicpon et al, 2017).…”
We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies ( n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence Quotient (FSIQ; g = −0.62), working memory ( g = −0.79), and processing speed ( g = −0.75). Individuals with 2e who have attention-deficit/hyperactivity disorder have a distinct profile in which only processing speed differs from individuals with giftedness ( g = −0.55). Results suggest that using a single Intelligence Quotient (IQ) score in the identification process will be misleading. Moreover, IQ may mask the strengths or weaknesses of individuals with 2e.
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