The Effectiveness Of A Learning Tool Based On Concurrent Thinking To Treat The Distraction Of The Gifted With A Double Exception

Abstract

Gifted students get high scores on IQ tests, and achieve achievement scores that place
them 2-5% above their peers, so we find paradoxically that the gifted suffers from
distraction disorders, and this has sparked the thinking of scientists and researchers.
Double-exceptional students are defined as gifted, concurrently disordered students who
score 120 and above on intelligence tests and advanced scores on tests of creative
thinking, synchronous reasoning, critical thinking, and academic achievement.
Identifying students with a double exception is not easy, as it requires an awareness of
the unique relationship between the two sides of the exception, as well as knowledge and
ability to use detection and diagnostic procedures that provide alternative perspectives
for giftedness and disorders. This complicates detection and diagnostic procedures (AlSamadi 2015)