Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students

Investigations of twice-exceptionality often center on specific diagnoses (e.g., attention-deficit/hyperactivity disorder [ADHD], specific learning disabilities [SLD], or autism spectrum disorder [ASD]). Although informative, a diagnostic focus does not capture the heterogeneity of twice-exceptionality. The current study used Latent Profile Analysis (LPA) with a retrospective dataset (2009–2019) of psychoeducational evaluations from a university-based specialized clinic. Participants included neurotypical learners without diagnoses and neurodivergent learners identified as twice-exceptional. Our diagnostic-agnostic approach identified meaningful patterns of strengths and challenges across a broad range of cognitive abilities. Measures included ability, achievement, and behavior for 1,094 students aged 4–18. Five profiles emerged: Exceptional Achiever–Behavioral Strengths (EA–BS), Exceptional Achiever–Discrepant Behavior (EA–DB), High Achiever–Behavioral Challenges (HA–BC), High-Average Achiever–Discrepant Behavior (HAA–DB), and Low-Average Achiever–Behavioral Challenges (LAA–BC). Covariate analyses found females were more likely to be in EA–BS; students in gifted and/or accelerated programs were more likely to be in exceptional or high-achieving profiles; and individuals with ADHD, ASD, and/or SLD were more likely to be in profiles with behavioral challenges and comparatively lower achievement. The profiles highlight patterns of strengths and challenges that complement diagnoses and may lead to targeted recommendations for home and school.