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Developmental milestones as early indicators of twice-exceptionality
Brandon LeBeau1, Katherine Schabilion1, Susan G Assouline1
1University of Iowa, United States.
Neurobiology of Learning and Memory
|July 31, 2022
Summary
Early developmental milestones like counting and reading can predict the number of disabilities in twice-exceptional individuals. This aids early intervention for those with high cognitive abilities and disabilities.
Area of Science:
- Neurodevelopmental Disorders
- Educational Psychology
- Clinical Psychology
Background:
- Twice-exceptional individuals possess high cognitive abilities alongside diagnosed disabilities.
- Early intervention is crucial but challenging due to high abilities masking disabilities.
- Understanding predictive factors for multiple diagnoses is essential.
Purpose of the Study:
- To investigate if parent-reported developmental milestones predict the number of diagnosed disabilities.
- To explore predictors for Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD).
Main Methods:
- Utilized a clinical sample of approximately 1,300 individuals.
- Employed a Bayesian cumulative logistic model.
- Controlled for IQ and age in the analysis.
Main Results:
- Early milestones, specifically the age of learning to count and read, significantly predicted the number of diagnoses.
- These milestones offered informed predictions within the clinical sample.
Conclusions:
- Developmental milestones serve as valuable early indicators for the number of potential diagnoses in twice-exceptional individuals.
- Findings have implications for early identification and intervention strategies for practitioners.
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