Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students

Susan G. Assouline; Maryann Hebda; Katie Schabilion; Megan Foley Nicpon; Madison Trog; Duhita Mahatmya; Saba Ali

doi:10.1080/13598139.2026.2675520

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Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students

Journal article

Peer reviewed

Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students

Susan G. Assouline, Maryann Hebda, Katie Schabilion, Megan Foley Nicpon, Madison Trog, Duhita Mahatmya and Saba Ali

High ability studies

05/30/2026

DOI: 10.1080/13598139.2026.2675520

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Abstract

Investigations of twice-exceptionality often center on specific diagnoses (e.g., attention-deficit/hyperactivity disorder [ADHD], specific learning disabilities [SLD], or autism spectrum disorder [ASD]). Although informative, a diagnostic focus does not capture the heterogeneity of twice-exceptionality. The current study used Latent Profile Analysis (LPA) with a retrospective dataset (2009-2019) of psychoeducational evaluations from a university-based specialized clinic. Participants included neurotypical learners without diagnoses and neurodivergent learners identified as twice-exceptional. Our diagnostic-agnostic approach identified meaningful patterns of strengths and challenges across a broad range of cognitive abilities. Measures included ability, achievement, and behavior for 1,094 students aged 4-18. Five profiles emerged: Exceptional Achiever-Behavioral Strengths (EA-BS), Exceptional Achiever-Discrepant Behavior (EA-DB), High Achiever-Behavioral Challenges (HA-BC), High-Average Achiever-Discrepant Behavior (HAA-DB), and Low-Average Achiever-Behavioral Challenges (LAA-BC). Covariate analyses found females were more likely to be in EA-BS; students in gifted and/or accelerated programs were more likely to be in exceptional or high-achieving profiles; and individuals with ADHD, ASD, and/or SLD were more likely to be in profiles with behavioral challenges and comparatively lower achievement. The profiles highlight patterns of strengths and challenges that complement diagnoses and may lead to targeted recommendations for home and school.

Psychology

Social Sciences

Education & Educational Research

Education, Special

Psychology, Educational

Details

Title: Subtitle: Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students
Creators: Susan G. Assouline - University of Iowa
Maryann Hebda - Texas A&M University
Katie Schabilion - University of Iowa
Megan Foley Nicpon - University of Iowa
Madison Trog - University of Iowa
Duhita Mahatmya - University of Iowa
Saba Ali - University of Iowa
Resource Type: Journal article
Publication Details: High ability studies
DOI: 10.1080/13598139.2026.2675520
ISSN: 1359-8139
eISSN: 1469-834X
Publisher: Taylor & Francis
Number of pages: 25
Grant note: S206A220021 / U.S. Department of Education, Office of Elementary and Secondary Education, Jacob K. Javits Gifted and Talented Students Education Program
Language: English
Electronic publication date: 05/30/2026
Academic Unit: Psychiatry; Graduate College Admin and Gen; Belin-Blank Center; Iowa Neuroscience Institute; Center for Social Science Innovation; Psychological and Quantitative Foundations
Record Identifier: 9985174496602771

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