Gifted and twice-exceptional learners often face significant barriers in high-stakes testing environments, where their depth of thought and tendency toward overthinking are misaligned with exam structures built for speed, simplicity, and uniformity. While traditional solutions such as study guides, test-anxiety interventions, and Universal Design for Learning (UDL) frameworks provide partial support, they do not address the behavioral patterns of overthinking during performance. This gap contributes to underachievement, heightened anxiety, and inequitable outcomes for some of the most cognitively capable learners.The Behavioral Neurodivergent Learning Model (BNLM) is a first-of-its-kind framework that reconceptualizes overthinking as a measurable behavior that can be shaped into a strength. Drawing from radical behaviorism, metacognition, and emotional regulation, BNLM integrates private events (e.g., internal dialogue) with task-specific performance strategies. Anchored by the Overthinker’s Study Toolkit™, the model includes practical tools such as the Overthinker’s Decoder Sheet, 3-Bucket Confidence Tracker, Confidence Anchors, and the Rule of ONE—each designed to interrupt unproductive spirals and redirect cognitive intensity into effective exam behaviors.This white paper outlines the scope of the problem, situates BNLM alongside existing models such as UDL, CBT, and neurodivergent-informed supports, and proposes BNLM as an integrated, research-ready system. Expected outcomes include reduced test anxiety, improved recall accuracy, higher pass rates on certification exams, and long-term transferable skills in decision-making and self-regulation. Future research will focus on pilot studies, controlled comparisons, and longitudinal analysis to validate BNLM’s impact and broaden its application across educational and professional contexts.
Luis Andrés García Velázquez (Sun,) studied this question.