Date of Award


Document Type

Dissertation in Practice

Degree Name


Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Norma L. Hafenstein, Ph.D.

Second Advisor

Paul Michalec

Third Advisor

Susan M. Baum


ADHD, Asynchrony, Gifted, Identification, Preadolescent, Twice-exceptional


The purpose of this collective case study was to examine the perceived developmental transitions of preadolescent, twice-exceptional students to understand both the supports and barriers from the perspective of parents, teachers, and psychologists. The case for this study, located in a western U.S. state, was a private school educating twice-exceptional students. The research questions guiding the study included the following: How do parents perceive growth in both academic and psychosocial development? How do educators perceive growth in both academic and psychosocial development? What are the supports that promote successful developmental transitions? What are the barriers that inhibit successful developmental transitions? The goal of this study was to provide the information necessary for parents, teachers, and administrators to determine appropriate goals, classroom placement, accommodations, and targeted interventions. Primary data sources included interviews with educators, parents, and a psychologist who works with twice-exceptional students and their families, a campus observation, and artifacts. Results of this study revealed that communication can act as both a support and a barrier to successful developmental transitions. Differentiating both process and product in the classroom, providing the appropriate physical environment, and explicitly teaching social and emotional learning language all contribute to successful development transitions.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Karen B. Arnstein


Received from ProQuest

File Format




File Size

318 p.


Developmental psychology, Gifted education, Special education