Twice-exceptionality is characterized as the presence of high performance concomitantly with deficiencies or incompatible conditions. An example is when giftedness manifest associated with neurodevelopmental disorders. This study is a clinical case report referring to the evaluative and interventional process of a 9- year-old child with the paradoxical combination of giftedness associated with dyslexia. It aims to compare the performance in phonological processing, reading and writing before and after phonological remediation. In the first assessment, the child demonstrated alphabetic level in reading, a transition phase between syllabic-alphabetic and alphabetical writing levels, and below-expected performance in phonological processing skills. After intervention, the results showed consistent improvements in phonological processing, the consolidation of alphabetical writing and orthographic reading level. In general, children with isolated dyslexia have persistent difficulties in several skills after intervention. The evolution shown after phonological remediation, especially at reading level, shows different characteristics than expected. Thus, it can be concluded that twice-exceptionality may have favored the overcoming of some of the shown difficulties more successfully. Studies on these combined conditions can contribute to a better understanding of this framework during the development of learning and to formulate specialized interventions.
A dupla-excepcionalidade é caracterizada pela presença de alto desempenho concomitante a deficiências ou condições incompatíveis, como é o caso de altas habilidades associadas a transtornos do neurodesenvolvimento. Esse estudo é um relato de caso clínico referente ao processo avaliativo e interventivo de uma criança de 9 anos com a combinação paradoxal de altas habilidades associadas à dislexia. O objetivo foi comparar o desempenho nas tarefas de processamento fonológico, leitura e escrita pré e pós remediação fonológica. Na primeira avaliação, a criança apresentou nível alfabético na leitura, fase de transição entre os níveis silábico-alfabético e alfabético na escrita e desempenho abaixo do esperado nas habilidades do processamento fonológico. Após a intervenção, houve melhora em habilidades do processamento fonológico, consolidação da escrita alfabética e do nível ortográfico de leitura. Em geral, crianças com dislexia isolada apresentam dificuldades persistentes em várias habilidades após intervenção. A evolução demonstrada após a remediação fonológica, principalmente no nível de leitura, mostra características diferentes do esperado. Assim, pode-se concluir que a dupla-excepcionalidade pode ter favorecido a superação de algumas de suas dificuldades de forma mais exitosa. Estudos sobre estas condições combinadas podem contribuir para a melhor compreensão deste quadro durante o desenvolvimento da aprendizagem e para a formulação de intervenções especializadas.

Families of gifted students may have poorer well-being due to difficulties in parenting. Emotional intelligence could help parents manage negative emotions and improve their self-esteem, and perceived social support and stress could mediate this relationship. The objective of this study was to analyze these variables by testing a mediation model in parents of gifted children and parents in general.
Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested.
Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen\'s d = 0.75; p < .01) and less social support from their friends (Cohen\'s d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and well-being. For parents of gifted students, there was partial mediation of social support through positive affect.
Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents\' well-being.

BACKGROUND: This study explores the intricate web of symptoms experienced by academically gifted high school students, focusing on procrastination, rumination, perfectionism, and cognitive flexibility. The well-being of these gifted adolescents remains a pivotal concern, and understanding the dynamics of these symptoms is vital.
METHODS: A diverse sample of 207 academically gifted high school students from Mashhad, Iran, participated in this study. Using convenience sampling, participants from grades 10, 11, and 12 were included, with detailed assessments conducted through questionnaires measuring the mentioned symptoms.
RESULTS: Our network analysis uncovers compelling insights into the interplay of these symptoms: Procrastination, though moderately central, exerts significant influence within the network, underscoring its relevance. Cognitive flexibility, while centrally positioned, curiously exhibits a negative influence, potentially serving as a protective factor. Negative perfectionism emerges as the keystone symptom, with both high centrality and a positive influence. Rumination displays substantial centrality and a positive influence, indicating its role in symptom exacerbation. Positive perfectionism, moderately central, lacks direct influence on other symptoms.
CONCLUSIONS: This network analysis provides a nuanced understanding of the relationships among procrastination, rumination, perfectionism, and cognitive flexibility in academically gifted adolescents. Negative perfectionism and cognitive flexibility emerge as critical factors deserving attention in interventions aimed at enhancing the well-being of this unique group. Further research should explore causal relationships to refine targeted interventions.

BACKGROUND: The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen\'s theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates.
METHODS: The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28.
RESULTS: The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported.
CONCLUSIONS: The study\'s limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.

In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the assessment protocols used to identify them. Findings suggest that despite having processing deficits associated with dyslexia, G-D students\' gifted strengths, especially those relating to oral language, may enable them to compensate for their reading difficulties, at least to an extent that they fail to meet standard diagnostic criteria. However, G-D students also perform poorly on word-level reading, reading fluency and spelling tasks when compared with both control groups and their gifted, non-dyslexic peers, providing clear evidence of impaired achievement. Findings from this review highlight the need for (a) a more nuanced approach to the assessment of students presenting with highly discrepant profiles and (b) future research into both the cognitive and academic profiles and the instructional needs of this highly able yet poorly understood group of students, whose potential may be masked and thus underestimated in the school setting.

Despite the abundant literature on intelligence and high potential individuals, there is still a lack of international consensus on the terminology and clinical characteristics associated to this population. It has been argued that unstandardized use of diagnosis tools and research methods make comparisons and interpretations of scientific and epidemiological evidence difficult in this field. If multiple cognitive and psychological models have attempted to explain the mechanisms underlying high potentiality, there is a need to confront new scientific evidence with the old, to uproot a global understanding of what constitutes the neurocognitive profile of high-potential in gifted individuals. Another particularly relevant aspect of applied research on high potentiality concerns the challenges faced by individuals referred to as \"twice exceptional\" in the field of education and in their socio-affective life. Some individuals have demonstrated high forms of intelligence together with learning, affective or neurodevelopmental disorders posing the question as to whether compensating or exacerbating psycho-cognitive mechanisms might underlie their observed behavior. Elucidating same will prove relevant to questions concerning the possible need for differential diagnosis tools, specialized educational and clinical support. A meta-review of the latest findings from neuroscience to developmental psychology, might help in the conception and reviewing of intervention strategies.

\'Giftedness\' in children relates to high potential, whereas \'talent\' relates to high achievement. The concept of giftedness can be perplexing for those involved in caring for and supporting a gifted child.
This article provides a starting point for primary healthcare providers in supporting gifted children by outlining a range of issues that may impact on these children.
Gifted children are a heterogeneous population; giftedness occurs on a continuum. Giftedness can also co-occur with disabilities. Evidence-informed strategies to provide support to gifted children need to be considered.

OBJECTIVE: Executive functions (EFs) play a key role in cognitive and behavioral functioning. Their multiple forms and implications for daily life behaviors mean they are sometimes equated with intelligence. Several elements even suggest that intellectually gifted children (IGC) may present better executive functioning than typical developing children (TDC, children with intelligence in the average range). However, no study has ever completely tested this hypothesis by a comprehensive assessment of EFs in IGC.
METHODS: Results of 30 IGC and 35 TDC aged from 6 to 16 years old were compared through a comprehensive assessment of EFs (inhibition, flexibility, and planning), comprising performance-based and daily life measures.
RESULTS: IGC did not differ from TDC in EF performance-based measures. However, they scored higher in parents\' and some teachers\' ratings, suggesting higher indicators of difficulties in daily life.
CONCLUSIONS: Contrary to expectations, high intellectual level does not appear to be associated with superior EFs. Surprisingly, parents and teachers of IGC reported more complaints about their executive functioning in everyday life. We put forward different hypotheses to explain this contrast. Further research is needed to better understand this phenomenon, in which neuropsychology has a fundamental role to play.

Giftedness is a multidimensional condition. It is increasingly put forward that gifted children (GC) could be a population at high risk for sleep problems. The current study investigated GC and typically developing children for their habitual sleep, night-to-night sleep variability, and parental reports of child sleep.
The sample consisted of 62 GC (31 girls; mean age = 9.63 ± 1.71 years) and 62 typically developing children (31 girls; mean age = 9.68 ± 1.68 years). Groups were age and sex matched. Giftedness was identified using Renzulli\'s 3-factor definition of giftedness. Sleep duration, quality, and night-to-night variability were assessed using actigraphy. Parents were asked to complete the short-form version of the Children\'s Sleep Habits Questionnaire to report on their child\'s sleep. Groups were compared with independent sample t-tests and chi-square analyses.
GC displayed lower sleep efficiencies, more wake time after sleep onset, and more night-to-night sleep variability than typically developing children. GC were found to experience less social jetlag compared to typically developing children, and they also showed more clinically significant sleep problems as reported by parents.
Sleep maintenance and stability tend to be challenged in GC. While there is growing evidence that greater sleep variability is associated with poorer physical and emotional health, studies have yet to examine these associations in GC specifically to get a better understanding of giftedness. Overall, there is a need for research focused on both predictors and consequences of sleep patterns and sleep variability in GC.
Bastien L, Théoret R, Bernier A, Godbout R. Habitual sleep and intraindividual variability of sleep in gifted children: an actigraphy study. J Clin Sleep Med. 2023;19(5):925-934.

Neurological uniqueness, maladaptive behaviours, as well as atypical sleep patterns are reported to be defining characteristics of giftedness, but this has received little empirical support. We studied the polysomnography recorded sleep of gifted and typically-developing children together with features of maladaptive behaviours. The association of sleep macrostructure and sleep instability with maladaptive behaviours was also investigated in gifted children. In all, 19 gifted children (74% boys) and 17 typically-developing children (76% boys) aged 6-12 years were studied. Giftedness was identified using Renzulli\'s three-factor definition. The microarousal index, number of awakenings, and number of Stage shifts between sleep stages throughout the night were computed as sleep instability parameters. Maladaptive behaviours were assessed using the Child Behaviour Checklist. We found significantly more Stage N1 and less Stage N3 in gifted children compared to typically-developing children. More Stage N1 sleep was correlated with more externalising problems and less Stage N3 sleep was correlated with more internalising problems. Gifted children also displayed more rapid eye movement (REM) sleep, but this was not significantly correlated with behavioural scales. Gifted children displayed two opposing trends of sleep instability: more instability involving N1 sleep and less instability involving N2, N3 and REM sleep. More total Stage shifts were correlated with more internalising and externalising problems. The results of this study provide initial evidence of polysomnography-based characteristics of giftedness. Further studies are needed to explore common pathways linking sleep alterations and maladaptive behaviours in children with giftedness.