Twice Exceptionality and Autism

Autism Spectrum Disorder (ASD) and Twice Exceptionality (2e)

Giftedness and disabilities tend to be viewed as mutually exclusive, but alas this is not the case!

Have you noticed that your child demonstrates strengths in one area and weaknesses in another?

Perhaps they are in elementary school completing high school level math but have underdeveloped social skills.

It is possible that your child falls into the category of "twice exceptional" (2e).

Have you noticed that your child demonstrates strengths in one area and weaknesses in another? It is possible that your child falls into the category of "twice exceptional" (2e)

In this short article we will explore 2e children, where exceptional abilities and unique challenges intertwine.

Twice Exceptional

Children with autism may struggle with a wide array of challenges, from sensory sensitivities, under-developed verbal and non-verbal communication, difficulty engaging in back and forth conversation, reduced social initiation, and unusual social interaction.

This blend of disability and giftedness may be conceptualized as ‘peaks and valleys’.

With that said, these same children may exhibit exceptional intellectual capabilities, creativity, academic talent, or expertise in a specific domain like music.

These children are referred to as twice exceptional (2e).

Typically, these children are far ahead intellectually, but behind socially and emotionally.

Additionally, while the term can refer to any deficiency, 2e is typically used in the context of school and tends to refers to students with learning disabilities or any other disability interfering with the student’s ability to learn effectively in a traditional school environment (i.e. dyslexia, ADHD, autism spectrum disorder and so forth).

This blend of disability and giftedness may be conceptualized as ‘peaks and valleys’.

For example, a 2e child may excel in math (a ‘peak’), but struggle with processing speed or following directions (a ‘valley’).

This introduces parents of 2e children with new challenges and considerations to be aware of.

Identification Challenge and ‘Masking’

Possessing these ‘peaks and valleys’, makes identifying 2e children challenging.

The wide array of conflicting symptoms of autism contradict each other, such that disability may be ‘masked’ by giftedness and vice versa. 

There are three general groupings of 2e children:

1. Children whose giftedness masks their disability. They are  identified as gifted but not as having an identified disability. In this case children may be regarded as underachievers or lazy, and go unnoticed for possible special educational evaluations.

2. Those whose disability masks their giftedness. They are identified as having a disability but not as gifted. In this case, the child’s giftedness is unrecognized, meaning all services the child receives solely targets their disability. This many times leaves the child unchallenged and bored at school.

3. Those who are not formally identified as gifted or as having a disability. Their giftedness and disability mask one another and are not readily apparent. These children may appear “average”, never being evaluated for special education for either disability or giftedness.

2e children are at greater risk for social/emotional/behavioral issues.

Social Emotional Concerns

Inhabiting such a unique position, 2e children are at greater risk for social/emotional/behavioral issues.

With their giftedness, disability or both generally going unidentified, 2e children tend to go unsupported, creating a frustrating situation of sensing capability yet also feeling held back.

All children grow gradually and at their own pace, but this is especially true for 2e children.

This feeling of being misunderstood and mismatched leads to anxiety, depression, low self-esteem, emotional dysregulation, and behavioral problems.

In addition, 2e students often have a difficult time with peer relations due to asynchronous development, which leads to inappropriate engagement and isolation.

How to Help 2e Children

Identification

To start, get your child evaluated!

A psychoeducational or neuropsychological evaluation is beneficial in understanding your child’s strengths and weaknesses and ensuring that services are tailored to their specific needs.

Services

2e children may benefit from a combination of gifted and special education, which challenges their strengths and offers remediation in areas of deficiency, in order to succeed and be supported.

Speak with your child’s school to see what programs are available and if it is possible to offer a more personalized curriculum and services.

Awareness and Expectations

All children grow gradually and at their own pace, but this is especially true for 2e children.

As parents of 2e children, it is important to fully embrace and be aware of the asynchronous development of your children (i.e., academically advanced but emotionally immature), as well as setting realistic goals and expectations your child can reach.

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Conclusion

Raising a 2e child presents its share of challenges and joys.

By understanding their specific needs and providing consistent support, parents can help cultivate a well-rounded and thriving individual.

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This article was written and contributed to apricott's resources by Dr. Rachel Shafrir, PsyD, NCSP and Ohad Fedida, B.A.

Citations

Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-Exceptional Learners: The Journey Toward a Shared Vision. Gifted Child Today Magazine, 38(4), 206–214.

Rice, C.E., Carpenter, L.A., Morrier, M.J. et al. Defining in Detail and Evaluating Reliability of DSM-5 Criteria for Autism Spectrum Disorder

(ASD) Among Children. J Autism Dev Disord (2022). https://doi.org/10.1007/s10803-021-05377-y

Shafrir, R. B. (2021). A survey of New Jersey school psychologists’ knowledge of twice exceptional students [Rutgers University - Graduate School of Applied and Professional Psychology]. https://doi.org/10.7282/t3-7wh6-v385‍