Journal article
Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students
The Gifted child quarterly, Vol.69(3), pp.237-254
07/2025
DOI: 10.1177/00169862241302813
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.
Details
- Title: Subtitle
- Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students
- Creators
- Brandon LeBeau - University of IowaSusan G. Assouline - University of IowaMegan Foley-Nicpon - University of Iowa, Psychological and Quantitative FoundationsAnn Lupkowski-Shoplik - University of IowaKatherine Schabilion - University of Iowa
- Resource Type
- Journal article
- Publication Details
- The Gifted child quarterly, Vol.69(3), pp.237-254
- DOI
- 10.1177/00169862241302813
- ISSN
- 0016-9862
- eISSN
- 1934-9041
- Publisher
- SAGE PUBLICATIONS INC
- Grant note
- Simons Foundation (SFARI Explorer): 594788
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a grant from the Simons Foundation (SFARI Explorer 594788 to JJM).
- Language
- English
- Electronic publication date
- 01/08/2025
- Date published
- 07/2025
- Academic Unit
- Belin-Blank Center; Iowa Neuroscience Institute; Psychological and Quantitative Foundations
- Record Identifier
- 9984774250902771
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