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Foley-Nicpon, Megan; Assouline, Susan G.; Fosenburg, Staci – Journal of Advanced Academics, 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…
Descriptors: Self Concept, Academic Ability, Exceptional Child Research, Profiles