Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students
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| Title: | Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students |
|---|---|
| Language: | English |
| Authors: | Brandon LeBeau (ORCID |
| Source: | Gifted Child Quarterly. 2025 69(3):237-254. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Twice Exceptional, Acceleration (Education), Academically Gifted, Intelligence Quotient, Age Differences, Academic Achievement, Mental Disorders, Depression (Psychology), Anxiety, Gifted Education, Socioeconomic Status, Gender Differences, Intellectual Disciplines, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Learning Disabilities, Students with Disabilities, Individual Characteristics, Ethnicity, Racial Differences, Children, Adolescents |
| Assessment and Survey Identifiers: | Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, Wechsler Preschool and Primary Scale of Intelligence |
| DOI: | 10.1177/00169862241302813 |
| ISSN: | 0016-9862 1934-9041 |
| Abstract: | 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. The clinical sample of 1,189 subjects was used to explore the research questions. 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 (SLDs) 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474926 |
| Database: | ERIC |
| Abstract: | 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. The clinical sample of 1,189 subjects was used to explore the research questions. 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 (SLDs) 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. |
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| ISSN: | 0016-9862 1934-9041 |
| DOI: | 10.1177/00169862241302813 |
