ERIC Number: EJ1078404
Record Type: Journal
Publication Date: 2015-Nov
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1932-202X
EISSN: N/A
The Relationship between Self-Concept, Ability, and Academic Programming among Twice-Exceptional Youth
Foley-Nicpon, Megan; Assouline, Susan G.; Fosenburg, Staci
Journal of Advanced Academics, v26 n4 p256-273 Nov 2015
Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning disability (SLD; n = 11). Self-concept and ability measures were administered as a part of comprehensive evaluations to assess for co-existing high ability and disability. Despite the presence of a disability, overall self-concept profiles were in the average range, suggesting either co-occurring high ability serves as a protective mechanism or a possible positive illusory bias among participants. There was no relationship between ability, educational services, and self-concept, implying that high cognitive ability and related educational interventions are independent of how twice-exceptional students feel about themselves. Findings raise questions about the precision of traditional identification models in selecting twice-exceptional students for participation in gifted education programming.
Descriptors: Self Concept, Academic Ability, Exceptional Child Research, Profiles, Cognitive Ability, Student Participation, Intelligence Tests, Cognitive Measurement, Gifted Disabled, Comorbidity, Learning Disabilities, Intervention, Related Services (Special Education), Self Concept Measures, Correlation, Predictor Variables, Children, Adults, Achievement Tests, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Adult Intelligence Scale; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: CFDA 84.206A