Emotional and Behavioral Difficulties of Twice-Exceptional and Gifted Children: Giftedness, Children, Neurodevelopmental Disorders

Abstract

The current chapter attempts to highlight the concept of giftedness. Gifted children have been characterized by most societies as human resources that contribute to culture in many ways. Research about gifted and highly talented students points to the great diversity among this heterogeneous group. This specific issue underlies the significant difficulty and complexity of defining the phenomenon of giftedness with certainty. As the literature suggests, these children often demonstrate socioemotional difficulties or challenging behaviors in classroom settings. The current chapter emphasizes several intervention strategies, which teachers might utilize for effectively dealing with challenging behaviors of gifted and twice-exceptional children, with specific reference to the school environment.