Category: Twice-Exceptionality/Nontraditional

Parents of twice-exceptional (2e) children often hear contradictory labels — brilliant yet disruptive, empathetic yet unaware. These mixed perceptions shape behavior: negative expectations can prompt self-sabotage, while understanding, appreciation, and support encourage effort, participation, and confidence, helping the child meet expectations and succeed.

This post urges compassion for children with invisible disabilities like ADHD and recommends proactive supports rather than punitive discipline. It presents the PRAISE mnemonic—personal connection, reframe, anticipate, incentives and choices, sense of humor, exercise—and practical strategies to build skills, self-esteem, and positive behavior.

The article examines the apparent rise in twice-exceptional (2e) students—children with high intellectual potential and disabilities—considering research, changes in assessment and identification practices, and environmental factors such as diet. It highlights diagnostic challenges, possible over-identification, and the need for awareness, support, and further study.

Psychologist Rose Blackett outlines strategies for identifying twice-exceptional (2E) students, advising oral assessment, scribes, extended time, non-verbal screening like Raven’s Matrices, and attention to short-answer performance. She urges educators to recognize hidden disabilities that mask giftedness and to adapt assessments accordingly.

Gifted children can display behaviors that resemble ADHD — hyperactivity, inattention from boredom or over-focus — and may also have true ADHD. Pediatricians should assess for both giftedness and executive-function symptoms, ask contextual questions, and refer or evaluate appropriately to ensure accurate diagnosis and support.