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Direct linkBrandon LeBeau; Susan G. Assouline; Megan Foley-Nicpon; Ann Lupkowski-Shoplik; Katherine Schabilion – Gifted Child Quarterly, 2025
Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood…
Descriptors: Twice Exceptional, Acceleration (Education), Academically Gifted, Intelligence Quotient
Peer reviewedPhilippine Geelhand; Fanny Papastamou; Solène Jaspard; Mikhail Kissine – Autism: The International Journal of Research and Practice, 2025
Recent accounts of social difficulties in autism suggest that autistic and non-autistic individuals mutually misunderstand each other. This assumption aligns with findings that mixed-neurotype interactions are less efficient than same-neurotype interactions. However, it remains unclear whether different outcomes between mixed- and same-neurotype…
Descriptors: Adults, Autism Spectrum Disorders, Verbal Communication, Oral Language
Joseph C. Y. Lau; Emily Landau; Qingcheng Zeng; Ruichun Zhang; Stephanie Crawford; Rob Voigt; Molly Losh – Autism: The International Journal of Research and Practice, 2025
Many individuals with autism experience challenges using language in social contexts (i.e., pragmatic language). Characterizing and understanding pragmatic variability is important to inform intervention strategies and the etiology of communication challenges in autism; however, current manual coding-based methods are often time and labor…
Descriptors: Artificial Intelligence, Models, Pragmatics, Language Variation
