Gifted and Twice-Exceptional (2e) Evaluations for Children

Intellectual giftedness refers to advanced cognitive or intellectual abilities (IQ) compared to what are considered “normal” among same-age peers. Criteria for “advanced” vary by state, organization, and provider, and there is no commonly accepted definition of giftedness. Generally, individuals with a full-scale IQ (FSIQ) composite score at or above the 98^th percentile are considered gifted. However, a single score is insufficient for capturing a person’s overall reasoning abilities or potential. Accurate determination of giftedness entails in-depth examination of index and subtest scores, along with careful consideration of unique traits and characteristics, that are compared to other aspects of a child’s development.

Twice-exceptionality (2e) refers to individuals whose cognitive profile is characterized by significant asynchrony – with some scores reaching the gifted range, and others being significantly lower. The term 2e describes individuals with highly advanced abilities in some areas or domains, along with deficits or disorders in others. For example, a 2e child with highly gifted fluid reasoning may be simultaneously constrained by weak or impaired working memory, verbal reasoning, or processing speed.  Also, individuals with gifted IQ scores may be considered 2e if their intellectual potential is limited or distorted by ADHD or executive functioning deficits, a language or processing disorder, or autism. In general, a 2e individual exhibits an extremely asynchronous profile that manifests as diverse, inconsistent, or irregular performance.  Furthermore, the struggles of 2e children often mask their gifts (and vice versa), resulting in an “average” overall profile that conceals both strengths and weaknesses.  

Giftedness and 2e look different in every child. Although giftedness and 2e have many common traits, the presentation of each student’s strengths and weaknesses overlap with temperament, age, learning environment, and other factors to create an infinite number of unique profiles. Some individuals are gifted “across the board” with all cognitive scores at or above the 98^th percentile. Other children demonstrate highly advanced abilities in some areas, along with average or below average abilities or skills in other areas. Because every child is as unique as their fingerprints, a specialized evaluation will take into account individual differences and the impacts of gifts, challenges, and other circumstances. 

Importantly, while definitions of giftedness vary by state and school district, schools typically emphasize academic achievement as a primary criterion for identifying “gifted and talented” students. In other words, many schools make this determination based on high grades in reading, writing, or math – rather than by using an assessment of intellectual functioning (IQ). As a result, the intellectual gifts of 2e learners with average or below average grades often remain unidentified, and many of these children come to attribute their academic or social struggles with being “weird”, “dumb”, “lazy”, or “problem” kiddos.  According to some studies, 25% of gifted people are underachievers, and as many as 20% of high school dropouts may be gifted.

Signs and symptoms of giftedness and 2e can include (but are not limited to) the following:

Giftedness

• Exceptional problem-solving and critical thinking abilities (including “outside the box” thinking)
• Rich imagination and creativity
• Need for constant mental stimulation
• Deep curiosity
• Strong opinions or sense of justice
• Extraordinary memory
• Early reading
• Math proficiency
• Early developmental milestones (talking in full sentences, rich vocabulary, asking advanced questions at a young age)
• Mature conversations and social interactions (socially aware, can follow adult dialogues, identify change in tone, comprehend complex issues, sophisticated wit/humor)
• Emotionally perceptive or sensitive (pick up on others’ feelings and empathize with them; emotionally intense) 
• Follow complex directions
• Feel (or are described) like an outsider, or someone who doesn’t belong
• Surprising awareness of surroundings and interest in the larger world

Twice-Exceptionality (2e)

• Include the above traits of giftedness, along with any of the following:
• Inconsistent performance that varies between exceptional reasoning and creativity (at times) along with slower processing, delayed learning, or appearance of “laziness” (at other times)
• Underachievement in school
• Stressed, bored, or uninterested by school
• Self-esteem problems
• Perfectionistic
• Breeze through early learning, but struggle later on due to lack of study skills/work ethic
• Signs of learning, processing, or visuomotor disorders
• Social difficulty (possibly due to introversion, asynchronous development, or autism)

Any school-aged student who exhibits traits or characteristics of giftedness or 2e (see above) can benefit from an evaluation of cognitive functioning (IQ). Results are not only useful for making decisions about school choice, grade-level, or curricula; they also help to inform parents, teachers, other providers, and (most importantly) the child about how and why this young person thinks, learns, and perceives the world.

Children as young as 2 years of age can be evaluated, although at Individual Matters we typically work with students who are at least 5. Early identification of giftedness or 2e is important for guiding parents to appropriate educational supports, as well as for correctly interpreting and nurturing the unique personalities of their children. 

Gifted and 2e evaluations should be completed by a psychologist with specialized training in advanced development, IQ test interpretation, and the unique presentation of gifted kids.  Having dedicated nearly two decades to studying and assessing child development and learning, Dr. Katen has both the credentials and experience to evaluate gifted and 2e children.

Identification of giftedness and 2e should include, at a minimum, standardized assessment of cognitive functioning (IQ) by means of a gold-standard measure (e.g., Wechsler Intelligence Scales), parent questionnaires, and careful review of history and records by a psychologist. Measures of academic achievement can round out the evaluation and provide additional data about the child’s strengths; however, academic success is only one indication of advanced abilities. Giftedness and 2e should not be identified from checklists, screeners, or academic testing alone. 

In a clinical setting, a psychologist experienced in neuropsychological and cognitive assessment will identify gifted intellectual abilities through administration and analysis of a standardized IQ test (e.g. Wechsler Intelligence Scales). A single test score cutoff (such as a full-scale IQ) is rarely appropriate for describing an individual’s overall cognitive functioning. Instead, a skilled evaluator will compare composite and subtest scores with patterns of performance, along with test observations, background information, and parent or teacher perspectives, to make an informed determination. 

School-based identification of “gifted and talent” (G/T) students vary by state and school district.  Determination is typically based on how the child is performing and behaving in the classroom and uses criteria such as grades, musical or artistic talent, or psychomotor ability. Individuals identified as “G/T” by their school may be eligible for specialized coursework or enrichment opportunities, including an advanced learning plan.  
Some school districts utilize an assessment of reasoning and problem-solving (such as the Cognitive Abilities Test, or CogAT). However, the CogAT is not an IQ test – it focuses specifically on reasoning skills that are related to school performance. The CogAT is administered to K-12 students to better understand their academic potential – not to comprehensively measure their intelligence.  Furthermore, the CogAT is a screener that is often administered in a group format; as a result, scores may not capture the unique abilities of a child (and can actually disqualify 2e kiddos from gifted programming). 

If your child exhibits characteristics of giftedness or 2e, a good first step is to consult with a clinical psychologist who specializes in child development, neuropsychological evaluation, and gifted learners. This consultation should clarify the evaluation purpose and process, outline the scope and cost, and identify goals and potential outcomes. You should feel comfortable with the provider, understand their philosophy about child development and learning, and clearly understand the evaluation process and associated costs. This is also the time to ask questions. If you don’t feel good after the consultation, consider shopping around for other providers and options.

Approaches to supporting giftedness and 2e are unique for each child – this is why individualized evaluation is so important. Every child’s cognitive and academic profile is one-of-a-kind, just like their fingerprints.  When the process begins with a quality evaluation, you can be sure you are on the right track to helping your child.