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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 0000-0002-1265-8761), Susan G. Assouline, Megan Foley-Nicpon (ORCID 0000-0002-8677-3578), Ann Lupkowski-Shoplik (ORCID 0000-0001-7512-3679), Katherine Schabilion (ORCID 0000-0003-1142-4821)
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
FullText Text:
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PubType: Academic Journal
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  Data: Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students
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  Data: <searchLink fieldCode="AR" term="%22Brandon+LeBeau%22">Brandon LeBeau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1265-8761">0000-0002-1265-8761</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+G%2E+Assouline%22">Susan G. Assouline</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Foley-Nicpon%22">Megan Foley-Nicpon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8677-3578">0000-0002-8677-3578</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ann+Lupkowski-Shoplik%22">Ann Lupkowski-Shoplik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7512-3679">0000-0001-7512-3679</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katherine+Schabilion%22">Katherine Schabilion</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1142-4821">0000-0003-1142-4821</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Quarterly%22"><i>Gifted Child Quarterly</i></searchLink>. 2025 69(3):237-254.
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  Data: 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
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  Data: <searchLink fieldCode="SU" term="%22Wechsler+Adult+Intelligence+Scale%22">Wechsler Adult Intelligence Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Intelligence+Scale+for+Children%22">Wechsler Intelligence Scale for Children</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Preschool+and+Primary+Scale+of+Intelligence%22">Wechsler Preschool and Primary Scale of Intelligence</searchLink>
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  Data: 10.1177/00169862241302813
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  Data: 0016-9862<br />1934-9041
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: EJ1474926
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