Regard rétrospectif : perspectives d'adultes doublement exceptionnels sur leurs expériences éducatives

Titre original en anglais : Looking Back: Twice-Exceptional Adults’ Perspectives on Their Educational Experiences

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

À propos de la mention auteur·ice autiste

Sources de métadonnées utilisées pour cette référence

OpenAlex Crossref
En savoir plus sur les sources utilisées

Townend, G., McGregor, M., Jung, J. Y., Merrington, H., Robinson, A., & Clark, T. (2026). Looking Back: Twice-Exceptional Adults’ Perspectives on Their Educational Experiences. Education Sciences, 16(8), 1254. https://doi.org/10.3390/educsci16081254

Date de publication: 07/08/2026 Ajout dans AutiHub: 23/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Geraldine Townend
  2. Marie McGregor
  3. Jae Yup Jung
  1. Heidi Merrington
  2. Ainslie Robinson *
  3. Trevor Clark

Résumé

La recherche sur les personnes autistes doublement exceptionnelles (2eA) s'est principalement concentrée sur les enfants et les adolescents, laissant une compréhension limitée des réflexions des adultes sur leur scolarité. Cette étude rétrospective qualitative a exploré les obstacles et les facteurs facilitateurs perçus du développement des talents chez 17 adultes autistes intellectuellement doués originaires d'Australie, des États-Unis et du Canada. À l'aide d'entretiens semi-structurés et d'une analyse thématique inductive, les résultats ont révélé deux thèmes généraux : les obstacles au développement des talents et les facteurs facilitateurs du développement des talents. Les obstacles comprenaient l'identification tardive ou absente de la douance et de l'autisme, une programmation inadéquate, des difficultés psychosociales (p. ex., syndrome de l'imposteur, faible concept de soi), des difficultés de fonctionnement exécutif, le harcèlement et des facteurs de stress environnementaux tels que la structure de la classe et la charge sensorielle. Les facteurs facilitateurs comprenaient l'apprentissage autodirigé, des relations de soutien avec les enseignants et les parents, des facteurs psychosociaux tels que la motivation intrinsèque et l'acceptation de soi, ainsi que l'acceptation par la communauté favorisant l'appartenance et le développement identitaire. Les participants ont systématiquement indiqué qu'une identification plus précoce et une différenciation double auraient pu améliorer à la fois les résultats scolaires et psychosociaux. Les résultats soulignent la nécessité d'améliorer la formation professionnelle, les pratiques d'identification systématique et les approches fondées sur les forces et adaptées au contexte afin de soutenir un développement équitable des talents chez les élèves 2eA.

Research on twice-exceptional Autistic (2eA) individuals has predominantly focused on children and adolescents, leaving a limited understanding of adult reflections on schooling. This qualitative retrospective study explored perceived barriers and facilitators to talent development among 17 intellectually gifted Autistic adults from Australia, the United States, and Canada. Using semi-structured interviews and inductive thematic analysis, the findings revealed two overarching themes: barriers to talent development and facilitators of talent development. Barriers included delayed or absent identification of giftedness and autism, inadequate programming, psychosocial challenges (e.g., imposter syndrome, low self-concept), executive functioning difficulties, bullying, and environmental stressors such as classroom structure and sensory load. Facilitators included self-directed learning, supportive relationships with teachers and parents, psychosocial factors such as intrinsic motivation and self-acceptance, and community acceptance that supported belonging and identity development. Participants consistently reported that earlier identification and dual differentiation may have enhanced both academic and psychosocial outcomes. The findings highlight a need for improved professional learning, systematic identification practices, and strengths-based, context-responsive approaches to support equitable talent development for 2eA students.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 01:35.

Références citées
75
Avec un DOI
70
Sans DOI, à partir du texte brut de la bibliographie
5
6 / 75 (8,0 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
3 / 75 (4,0 %)
Références avec noms d’auteurices détectés
72 / 75 (96,0 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
3
Sans identifiant stable
5
Références avec noms bruts d’auteurices restant à vérifier
3
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
255
À partir du DOI ou de métadonnées externes
255
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
5
97 / 255 (38,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 158 / 255 (62,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
21 / 255 (8,2 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 21 / 97 (21,6 %). Personnes distinctes identifiées comme autistes : 14 / 209 (6,7 %).
  1. Lois Baldwin , Susan Baum , Daphne Pereles , Claire Hughes (2015). Twice-exceptional learners: The journey towards a shared vision . Gifted Child Today, 38(4), 206. SAGE Publications.
    Type: Article DOI: 10.1177/1076217515597277 OpenAlex: https://openalex.org/W1408930405
    Crossref OpenAlex
  2. Susan G. Assouline , Megan Foley Nicpon , Lori Dockery (2012). Predicting the academic achievement of gifted students with autism spectrum disorder . Journal of Autism and Developmental Disorders, 42(9), 1781. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-011-1403-x OpenAlex: https://openalex.org/W2002095950
    Crossref OpenAlex
  3. Mary Ruth Coleman , Claire E. Hughes (2009). Meeting the needs of gifted students within an RtI framework . Gifted Child Today, 32(3), 14. SAGE Publications.
    Type: Article DOI: 10.1177/107621750903200306 OpenAlex: https://openalex.org/W1535514482
    Crossref OpenAlex
  4. Susan G. Assouline , Megan Foley Nicpon , Claire Whiteman (2010). Cognitive and psychosocial characteristics of gifted students with written language disability . Gifted Child Quarterly, 54(2), 102. SAGE Publications.
    Type: Article DOI: 10.1177/0016986209355974 OpenAlex: https://openalex.org/W2133683218
    Crossref OpenAlex
  5. Virginia Braun , Victoria Clarke (2006). Using thematic analysis in psychology . Qualitative Research in Psychology, 3(2), 77-101. Informa UK Limited.
    Type: Article DOI: 10.1191/1478088706qp063oa OpenAlex: https://openalex.org/W1979290264
    Crossref OpenAlex
  6. Susan G. Assouline , Claire S. Whiteman (2011). Twice-exceptionality: Implications for school psychologists in the post–IDEA 2004 era . Journal of Applied School Psychology, 27(4), 380. Informa UK Limited.
    Type: Article DOI: 10.1080/15377903.2011.616576 OpenAlex: https://openalex.org/W2041324299
    Crossref OpenAlex
  7. Furkan Atmaca , Mustafa Baloğlu (2022). The two sides of cognitive masking: A three-level Bayesian meta-analysis on twice-exceptionality . Gifted Child Quarterly, 66(4), 277. SAGE Publications.
    Type: Article DOI: 10.1177/00169862221110875 OpenAlex: https://openalex.org/W4286491596
    Crossref OpenAlex
  8. Susan M. Baum , Robin M. Schader , Thomas P. Hébert (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners . Gifted Child Quarterly, 58(4), 311. SAGE Publications.
    Type: Article DOI: 10.1177/0016986214547632 OpenAlex: https://openalex.org/W2003953314
    Crossref OpenAlex
  9. Baio (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and developmental disabilities monitoring network, 11 sites, united states, 2012 . Mmwr Surveillance Summaries, 65, 1.
    Type: Autre
    Crossref
  10. Alissa F. Doobay , Megan Foley-Nicpon , Saba R. Ali , Susan G. Assouline (2014). Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder . Journal of Autism and Developmental Disorders, 44(8), 2026. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-014-2082-1 OpenAlex: https://openalex.org/W2015539241
    Crossref OpenAlex
  11. Susan M. Baum , Robin M. Schader (2021). Twice-Exceptionality . Dans Understanding Twice-Exceptional Learners (pp. 7-31). Routledge.
    Type: Chapitre de livre DOI: 10.4324/9781003239345-2 OpenAlex: https://openalex.org/W4210814610
    Crossref OpenAlex
  12. Margarita Bianco , Douglas E. Carothers , Lydia R. Smiley (2009). Gifted students with Asperger syndrome: Strategies for strength-based programming . Intervention in School and Clinic, 44(4), 206. SAGE Publications.
    Type: Article DOI: 10.1177/1053451208328827 OpenAlex: https://openalex.org/W2081042828
    Crossref OpenAlex
  13. Ruth E. Fassinger (2005). Paradigms, praxis, problems, and promise: Grounded theory in counseling psychology research . Journal of Counseling Psychology, 52(2), 156. American Psychological Association (APA).
    Type: Article DOI: 10.1037/0022-0167.52.2.156 OpenAlex: https://openalex.org/W2081807696
    Crossref OpenAlex
  14. Baum, S. M., Schader, R. M., and Owen, S. V. (2017). To be gifted and learning disabled. Strengths-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and more, Prufrock Press Inc.
    Type: Autre
    Crossref
  15. Françoys Gagné (2004). Transforming gifts into talents: The DMGT as a developmental theory . High Ability Studies, 15(2), 119. Informa UK Limited.
    Type: Article DOI: 10.1080/1359813042000314682 OpenAlex: https://openalex.org/W2150739968
    Crossref OpenAlex
  16. Megan Foley Nicpon , Allison Allmon , Barbara Sieck , Rebecca D. Stinson (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3. SAGE Publications.
    Type: Article DOI: 10.1177/0016986210382575 OpenAlex: https://openalex.org/W2156315379
    Crossref OpenAlex
  17. Virginia Braun , Victoria Clarke (2022). Thematic Analysis: A Practical Guide . QMiP Bulletin, 1(33), 46-50. British Psychological Society.
    Type: Article DOI: 10.53841/bpsqmip.2022.1.33.46 OpenAlex: https://openalex.org/W4315749638
    Crossref OpenAlex
  18. Maria Pereira Da Costa , Todd I. Lubart (2016). Gifted and talented children: Heterogeneity and individual differences . Anales de Psicología, 32(3), 662. Servicio de Publicaciones de la Universidad de Murcia.
    Type: Article DOI: 10.6018/analesps.32.3.259421 OpenAlex: https://openalex.org/W2486114299
    Crossref OpenAlex
  19. Alice Brown , Patrick A. Danaher (2019). CHE principles: Facilitating authentic and dialogical semi-structured interviews in educational research . International Journal of Research & Method in Education, 42(1), 76. Informa UK Limited.
    Type: Article DOI: 10.1080/1743727x.2017.1379987 OpenAlex: https://openalex.org/W2760611552
    Crossref OpenAlex
  20. Geraldine Townend , Raymond Brown (2016). Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students . International Journal of Educational Research, 80, 15. Elsevier BV.
    Type: Article DOI: 10.1016/j.ijer.2016.07.006 OpenAlex: https://openalex.org/W2512829399
    Crossref OpenAlex
  22. Stephanie Watt , Bennie Gow , Kate Norton , Simon F. Crowe (2016). Investigating discrepancies between predicted and observed Wechsler adult intelligence scale-version IV full-scale intelligence quotient scores in a non-clinical sample . Australian Psychologist, 51(5), 380. Informa UK Limited.
    Type: Article DOI: 10.1111/ap.12239 OpenAlex: https://openalex.org/W2517052415
    Crossref OpenAlex
  23. Bryman, A. (2016). Social research methods, Oxford University Press. [5th ed.].
    Type: Autre
    Crossref
  24. Megan Foley-Nicpon , Staci L. Fosenburg , Kristin G. Wurster , Susan G. Assouline (2017). Identifying high ability children with DSM-5 autism spectrum or social communication disorder: Performance on autism diagnostic instruments . Journal of Autism and Developmental Disorders, 47(2), 460. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-016-2973-4 OpenAlex: https://openalex.org/W2553284891
    Crossref OpenAlex
  25. Meghan K Cain , Juhi R Kaboski , Jeffrey W Gilger (2019). Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder . Autism, 23(7), 1663. SAGE Publications.
    Type: Article DOI: 10.1177/1362361318804019 OpenAlex: https://openalex.org/W2908585336
    Crossref OpenAlex
  26. Wendy Holcombe , Margaret Plunkett (2016). The bridges and barriers model for supporting high-functioning students with ASD in mainstream schools . Australian Journal of Teacher Education, 41(9), 27. Edith Cowan University.
    Type: Article DOI: 10.14221/ajte.2016v41n9.2 OpenAlex: https://openalex.org/W2564424796
    Crossref OpenAlex
  27. Charles D. Cederberg , Lianne C. Gann , Megan Foley-Nicpon , Zachary Sussman (2018). ASD screening measures for high-ability youth with ASD: Examining the ASSQ and SRS . Gifted Child Quarterly, 62(2), 220. SAGE Publications.
    Type: Article DOI: 10.1177/0016986217752098 OpenAlex: https://openalex.org/W2790633792
    Crossref OpenAlex
  29. Laura Hull , K.V. Petrides , Carrie T. Allison , P. Smith , Simon Baron-Cohen , Meng-Chuan Lai et al. (2017). "Putting on my best normal": social camouflaging in adults with autism spectrum conditions . J. Autism Dev. Disord., 47(8), 2519. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-017-3166-5 OpenAlex: https://openalex.org/W2616560149
    Crossref OpenAlex
  30. T.P. Clark (2016). Exploring Giftedness and Autism . Routledge.
    Type: Livre DOI: 10.4324/9781315733388 OpenAlex: https://openalex.org/W4230864447
    Crossref OpenAlex
  31. Caroline E. Robertson , Simon Baron-Cohen (2017). Sensory perception in autism . Nature Reviews Neuroscience, 18(11), 671-684. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1038/nrn.2017.112 OpenAlex: https://openalex.org/W2758053316
    Crossref OpenAlex
  33. A Smerbeck (2019). The survey of favorite interests and activities: Assessing and understanding restricted interests in children with autism spectrum disorder . Autism, 23(1), 247. SAGE Publications.
    Type: Article DOI: 10.1177/1362361317742140 OpenAlex: https://openalex.org/W2769288755
    Crossref OpenAlex
  34. Julia Cook , Laura Hull , Laura Crane , Will Mandy (2021). Camouflaging in autism: A systematic review . Clinical Psychology Review, 89(102), 102080. Elsevier BV.
    Type: Article DOI: 10.1016/j.cpr.2021.102080 OpenAlex: https://openalex.org/W3198172085
    Crossref OpenAlex
  35. Julia Cook , Laura Hull , Will Mandy (2024). Improving diagnostic procedures in autism for girls and women: A narrative review . Neuropsychiatric Disease and Treatment, 20, 505. Informa UK Limited.
    Type: Article DOI: 10.2147/ndt.s372723 OpenAlex: https://openalex.org/W4392559206
    Crossref OpenAlex
  36. Megan Foley-Nicpon , Ji Youn Cindy Kim (2018). Identifying and Providing Evidence-Based Services for Twice-Exceptional Students . Dans Handbook of Giftedness in Children (pp. 349-362). Springer International Publishing.
    Type: Chapitre de livre DOI: 10.1007/978-3-319-77004-8_20 OpenAlex: https://openalex.org/W2806098641
    Crossref OpenAlex
  37. Costley (2012). Inclusive education challenges for students with autism spectrum disorder . Journal of Education and Learning, 1, 9.
    Type: Autre
    Crossref
  38. Catherine Lord , Mayada Elsabbagh , Gillian Baird , Jeremy Veenstra‐VanderWeele (2018). Autism spectrum disorder . The Lancet, 392(10146), 508-520. Elsevier BV.
    Type: Article DOI: 10.1016/s0140-6736(18)31129-2 OpenAlex: https://openalex.org/W2886989735
    Crossref OpenAlex
  39. Therese M. Cumming , Jennifer L. Jolly , Aaron Saint-James (2024). Australia at an educational crossroads: special schools and inclusive education . Frontiers in Education, 9. Frontiers Media SA.
    Type: Article DOI: 10.3389/feduc.2024.1422089 OpenAlex: https://openalex.org/W4403080123
    Crossref OpenAlex
  40. Jennifer L. Jolly (2018). A History Of American Gifted Education . Routledge.
    Type: Livre DOI: 10.4324/9781315684451 OpenAlex: https://openalex.org/W2897339252
    Crossref OpenAlex
  41. Kerry Dhakal (2022). NVivo . Journal of the Medical Library Association, 110(2), 270. University Library System, University of Pittsburgh.
    Type: Article DOI: 10.5195/jmla.2022.1271 OpenAlex: https://openalex.org/W4224300552
    Crossref OpenAlex
  42. Jennifer S. Singh , Garrett Bunyak (2019). Autism Disparities: A Systematic Review and Meta-Ethnography of Qualitative Research . Qualitative Health Research, 29(6), 796-808. SAGE Publications.
    Type: Article DOI: 10.1177/1049732318808245 OpenAlex: https://openalex.org/W2902672703
    Crossref OpenAlex
  43. Chris Papadopoulos , Annemarie Lodder , Georgina Constantinou , Gurch Randhawa (2019). Systematic review of the relationship between autism stigma and informal caregiver mental health . Journal of Autism and Developmental Disorders, 49(4), 1665. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-018-3835-z OpenAlex: https://openalex.org/W2903958701
    Crossref OpenAlex
  44. Tracy Finch , J. Mackintosh , Alex Petrou , Helen McConachie , Ann Le Couteur , Deborah Garland et al. (2022). “We couldn’t think in the box if we tried. We can’t even find the damn box”: A qualitative study of the lived experiences of autistic adults and relatives of autistic adults . PLOS ONE, 17(3), e0264932. Public Library of Science (PLoS).
    Type: Article DOI: 10.1371/journal.pone.0264932 OpenAlex: https://openalex.org/W4221104382
    Crossref OpenAlex
  45. I-Chen Wu , C. Owen Lo , Kuei-Fang Tsai (2019). Learning experiences of highly able learners with ASD: Using a success case method . Journal for the Education of the Gifted, 42(3), 216. SAGE Publications.
    Type: Article DOI: 10.1177/0162353219855681 OpenAlex: https://openalex.org/W2954001945
    Crossref OpenAlex
  46. Joshua W. Kirton , Jason R. Soble , Janice C. Marceaux , Johanna Messerly , Kathleen M. Bain , Troy A. Webber et al. (2020). Comparison of models of premorbid IQ estimation using the TOPF, OPIE-3, and Barona equation, with corrections for the Flynn effect . Neuropsychology, 34(1), 43. American Psychological Association (APA).
    Type: Article DOI: 10.1037/neu0000569 OpenAlex: https://openalex.org/W2967919213
    Crossref OpenAlex
  47. Megan Foley‐Nicpon , Susan G. Assouline (2020). High ability students with coexisting disabilities: Implications for school psychological practice . Psychology in the Schools, 57(10), 1615. Wiley.
    Type: Article DOI: 10.1002/pits.22342 OpenAlex: https://openalex.org/W3002739868
    Crossref OpenAlex
  48. Will Mandy (2019). Social camouflaging in autism: Is it time to lose the mask? Autism, 23(8), 1879-1881. SAGE Publications.
    Type: Article DOI: 10.1177/1362361319878559 OpenAlex: https://openalex.org/W2975468007
    Crossref OpenAlex
  49. Jonathan A. Plucker , Carolyn M. Callahan (2021). Critical Issues and Practices in Gifted Education . Routledge.
    Type: Livre DOI: 10.4324/9781003233961 OpenAlex: https://openalex.org/W3170323954
    Crossref OpenAlex
  51. María Tubío Fungueiriño , Sara Cruz , Adriana Sampaio , Angel Carracedo , Montse Fernández Prieto (2021). Social Camouflaging in Females with Autism Spectrum Disorder: A Systematic Review . Journal of Autism and Developmental Disorders, 51(7), 2190-2199. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-020-04695-x OpenAlex: https://openalex.org/W3085436973
    Crossref OpenAlex
  52. Jaime A. Castellano , Kimberley L. Chandler (2022). Identifying and Serving Diverse Gifted Learners . Routledge.
    Type: Livre DOI: 10.4324/9781003265412 OpenAlex: https://openalex.org/W4205518325
    Crossref OpenAlex
  53. M. D. Thomas , N. Sugden , A. McGrath , P. Rohr , C. Weekes , C. E. Skilbeck (2022). Investigating the test of premorbid functioning (TOPF) in predicting wechsler abbreviated scale of intelligence—Second edition (WASI-II) scores in an Australian sample . Neuropsychological Rehabilitation, 32(6), 847. Informa UK Limited.
    Type: Article DOI: 10.1080/09602011.2020.1842213 OpenAlex: https://openalex.org/W3099333315
    Crossref OpenAlex
  54. Megan Foley-Nicpon , Akorede Teriba (2022). Policy considerations for twice-exceptional students . Gifted Child Today, 45(4), 212. SAGE Publications.
    Type: Article DOI: 10.1177/10762175221110943 OpenAlex: https://openalex.org/W4295873344
    Crossref OpenAlex
  55. Nicole E. Rosen , Catherine Lord , Fred R. Volkmar (2021). The Diagnosis of Autism: From Kanner to DSM-III to DSM-5 and Beyond . Journal of Autism and Developmental Disorders, 51(12), 4253-4270. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-021-04904-1 OpenAlex: https://openalex.org/W3130188805
    Crossref OpenAlex
  56. Lucy H Waldren , Rachel A Clutterbuck , Punit Shah (2021). Erroneous NICE guidance on autism screening . The Lancet. Psychiatry, 8(4), 276. Elsevier BV.
    Type: Article DOI: 10.1016/s2215-0366(21)00065-1 OpenAlex: https://openalex.org/W3139304763
    Crossref OpenAlex
  57. Françoys Gagné (2020). Differentiating Giftedness from Talent . Routledge.
    Type: Livre DOI: 10.4324/9781003088790 OpenAlex: https://openalex.org/W4253911856
    Crossref OpenAlex
  58. Samuel L. Odom , Laura J. Hall , Kristi L. Morin , Bonnie R. Kraemer , Kara Hume , Nancy S. McIntyre et al. (2021). Educational interventions for children and youth with autism: A 40-year perspective . Journal of Autism and Developmental Disorders, 51(12), 4354. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-021-04990-1 OpenAlex: https://openalex.org/W3152530713
    Crossref OpenAlex
  59. Nicholas Gelbar , Alexandra A. Cascio , Joseph W. Madaus , Sally M. Reis (2022). A systematic review of the research on gifted individuals with autism spectrum disorder . Gifted Child Quarterly, 66(4), 266. SAGE Publications.
    Type: Article DOI: 10.1177/00169862211061876 OpenAlex: https://openalex.org/W4200192076
    Crossref OpenAlex
  62. David D. Eisenstat , Dan Goldowitz , Tim F. Oberlander , Jerome Y. Yager (2023). Neurodevelopmental Pediatrics . Springer International Publishing.
    Type: Livre DOI: 10.1007/978-3-031-20792-1 OpenAlex: https://openalex.org/W4321504773
    Crossref OpenAlex
  63. Annika Jaros , William J. Chopik (2026). Record of the past or reflection of the present? Fluctuations in recollections of childhood adversity and fluctuations in adult relationship circumstances . Child Abuse & Neglect, 173, 107873. Elsevier BV.
    Type: Article DOI: 10.1016/j.chiabu.2025.107873 OpenAlex: https://openalex.org/W7125485861
    Crossref OpenAlex
  64. Jae Yup Jung , Rahmi Luke Jackson , Geraldine Townend , Marie McGregor (2022). Equity in gifted education: The importance of definitions and a focus on underachieving gifted students . Gifted Child Quarterly, 66(2), 149. SAGE Publications.
    Type: Article DOI: 10.1177/00169862211037945 OpenAlex: https://openalex.org/W4205351220
    Crossref OpenAlex
  65. Jennifer L. Jolly , Lucy Barnard-Brak (2024). Special Education Status and Underidentification of Twice-Exceptional Students: Insights from ECLS-K Data . Education Sciences, 14(10), 1048. MDPI AG.
    Type: Article DOI: 10.3390/educsci14101048 OpenAlex: https://openalex.org/W4402866073
    Crossref OpenAlex
  66. Joseph Madaus , Sally Reis , Nicholas Gelbar , Julie Delgado , Alexandra Cascio (2022). Perceptions of factors that facilitate and impede learning among twice-exceptional college students with autism spectrum disorder . Neurobiology of Learning and Memory, 193, 107627. Elsevier BV.
    Type: Article DOI: 10.1016/j.nlm.2022.107627 OpenAlex: https://openalex.org/W4280611311
    Crossref OpenAlex
  67. Slavica Maksimović , Maša Marisavljević , Nina Stanojević , Milica Ćirović , Silvana Punišić , Tatjana Adamović et al. (2023). Importance of Early Intervention in Reducing Autistic Symptoms and Speech–Language Deficits in Children with Autism Spectrum Disorder . Children, 10(1), 122. MDPI AG.
    Type: Article DOI: 10.3390/children10010122 OpenAlex: https://openalex.org/W4313826306
    Crossref OpenAlex
  68. Sally M. Reis , Joseph W. Madaus , Nicholas Gelbar , Lawrence J. Miller (2024). Strength-based strategies for twice-exceptional high school students with autism spectrum disorder . Teaching Exceptional Children, 57(1), 24. SAGE Publications.
    Type: Article DOI: 10.1177/00400599221108899 OpenAlex: https://openalex.org/W4283797116
    Crossref OpenAlex
  69. Carolyn Anne Minnie (2024). Transition from primary to secondary school from the perspectives of students with autism spectrum disorder and concomitant intellectual giftedness . Australasian Journal of Special and Inclusive Education, 48(1), 16. Cambridge University Press (CUP).
    Type: Article DOI: 10.1017/jsi.2023.14 OpenAlex: https://openalex.org/W4389138938
    Crossref OpenAlex
  70. Roberta Minutoli , Chiara Marraffa , Chiara Failla , Giovanni Pioggia , Flavia Marino (2026). Female gender and autism: underdiagnosis and misdiagnosis – clinical and scientific urgency . Frontiers in Psychiatry, 16, 1704579-1704579. Frontiers Media SA.
    Type: Article DOI: 10.3389/fpsyt.2025.1704579 OpenAlex: https://openalex.org/W7118192277
    Crossref OpenAlex
  71. Fernanda Hellen Ribeiro Piske , Kristina Henry Collins , Karen B. Arnstein (2022). Critical Issues in Servicing Twice Exceptional Students . Springer International Publishing.
    Type: Livre DOI: 10.1007/978-3-031-10378-0 OpenAlex: https://openalex.org/W4312234645
    Crossref OpenAlex
  72. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice, SAGE Publications. [4th ed.].
    Type: Autre
    Crossref
  73. Geraldine Townend , Marie McGregor , Dennis Alonzo , Hoa T. M. Nguyen (2024). What would it take? Enhancing outcomes for high-ability students with disability . Frontiers in education, Vol. 9, 1322872. Frontiers Media SA.
    Type: Article DOI: 10.3389/feduc.2024.1322872 OpenAlex: https://openalex.org/W4391571646
    Crossref OpenAlex
  74. Lucy H. Waldren , Lucy A Livingston , Rachel A. Clutterbuck , Esther Walton , Mitchell J. Callan , Punit Shah (2025). The importance of using an optimal cutoff value for the 10-item autism-spectrum quotient (AQ10) . Psychological Assessment, 37(4), 180. American Psychological Association (APA).
    Type: Article DOI: 10.1037/pas0001339 OpenAlex: https://openalex.org/W4407702035
    Crossref OpenAlex
  75. Geraldine Townend , Dennis Alonzo , Sally Knipe , Sally Baker (2025). What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students? Frontiers in education, Vol. 10, 1536485. Frontiers Media SA.
    Type: Article DOI: 10.3389/feduc.2025.1536485 OpenAlex: https://openalex.org/W4413362993
    Crossref OpenAlex