Developmental milestones as early indicators of twice-exceptionality

Brandon LeBeau; Katherine Schabilion; Susan G. Assouline; Megan Foley Nicpon; Alissa F. Doobay; Duhita Mahatmya

doi:10.1016/j.nlm.2022.107671

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Developmental milestones as early indicators of twice-exceptionality

Journal article

Peer reviewed

Developmental milestones as early indicators of twice-exceptionality

Brandon LeBeau, Katherine Schabilion, Susan G. Assouline, Megan Foley Nicpon, Alissa F. Doobay and Duhita Mahatmya

Neurobiology of learning and memory, Vol.194, pp.107671-107671

10/01/2022

DOI: 10.1016/j.nlm.2022.107671

PMID: 35908656

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Abstract

Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail.

Behavioral Sciences

Life Sciences & Biomedicine

Neurosciences

Neurosciences & Neurology

Psychology

Psychology, Multidisciplinary

Science & Technology

Social Sciences

Details

Title: Subtitle: Developmental milestones as early indicators of twice-exceptionality
Creators: Brandon LeBeau - University of Iowa
Katherine Schabilion - University of Iowa
Susan G. Assouline - University of Iowa
Megan Foley Nicpon - University of Iowa
Alissa F. Doobay - University of Iowa
Duhita Mahatmya - University of Iowa
Resource Type: Journal article
Publication Details: Neurobiology of learning and memory, Vol.194, pp.107671-107671
DOI: 10.1016/j.nlm.2022.107671
PMID: 35908656
NLM abbreviation: Neurobiol Learn Mem
ISSN: 1074-7427
eISSN: 1095-9564
Publisher: Elsevier
Number of pages: 10
Grant note: 594788 / Simons Foundation (SFARI Explorer)
Language: English
Date published: 10/01/2022
Academic Unit: Belin-Blank Center; Iowa Neuroscience Institute; Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
Record Identifier: 9984371080002771

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