Amati, V., Meggiolaro, S., Rivellini, G., & Zaccarin, S. (2018). Social relations and life satisfaction: The role of friends. Genus, 74(7). https://doi.org/10.1186/s41118-018-0032-z
Google Scholar

Attwood, A. (1997). Asperger's syndrome: A guide for parents and professionals. Jessica Kingsley Publishers.
Google Scholar

Bala, J. (2020). An overview of longitudinal research designs in social sciences. Studies in Indian Politics, 8(1), 105–114. https://doi.org/10.1177/2321023020918068
Google Scholar

Berns, A. J. (2016). Perceptions and experiences of friendship and loneliness in adolescent males with high cognitive ability and autism spectrum disorder (Doctoral dissertation, University of Iowa, Iowa, United States). https://doi.org/10.17077/etd.mhtd12zn
Google Scholar

Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30(3), 282–286. https://doi.org/10.1177/002221949703000304
Google Scholar

Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and complimentary between qualitative and quantitative approaches. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19(4), 99–104.
Google Scholar

Conejeros-Solar, M. L., Gómez-Arizaga, M. P., Schader, R. M., Baum, S. M., Sandoval-Rodríguez, K., & Henríquez, S. C. (2021). The other side of the coin: Perceptions of twice-exceptional students by their close friends. Sage Open, 11(2). https://doi.org/10.1177/21582440211022234
Google Scholar

Curtin, A., & Hall, K. (2018). Research methods for pedagogy: Seeing the hidden and hard to know. International Journal of Research & Method in Education, 41(4), 367–371. https://doi.org/10.1080/1743727X.2018.1495366
Google Scholar

Dare, L., & Nowicki, E. (2015). Twice-exceptionality: Parents’ perspectives on identification. Roeper Review, 37(4), 208–218. https://doi.org/10.1080/02783193.2015.1077911
Google Scholar

Elkind, J. (1973). The gifted child with learning disabilities. Gifted Child Quarterly, 17(2), 96–97. https://doi.org/10.1177/001698627301700202
Google Scholar

Eren, F., Çete, A. Ö., Avcil, S., & Baykara, B. (2018). Emotional and behavioral characteristics of gifted children and their families. Noro Psikiyatri Arsivi, 55(2), 105–112. https://doi.org/10.5152/npa.2017.12731
Google Scholar

Flick, U. (2007). Managing quality in qualitative research. SAGE Publications, Ltd. https://doi.org/10.4135/9781849209441
Google Scholar

Foley-Nicpon, M., & Assouline, S. G. (2020). High ability students with coexisting disabilities: Implications for school psychological practice. Psychology in the Schools, 57(10), 1615–1626. https://doi.org/10.1002/pits.2234
Google Scholar

Foley-Nicpon, M., Assouline, S. G., Kivlighan, M., & Fosenburg, S. (2017). The effects of a social and talent development intervention for high ability youth with social skill difficulties. High Ability Studies, 28(1), 1–20. https://doi.org/10.1080/13598139.2017.1298997
Google Scholar

Foley-Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A. (2012). Self-esteem and self-concept examination among gifted students with ADHD. Journal for the Education of the Gifted, 35(3), 220–240. https://doi.org/10.1177/0162353212451735
Google Scholar

Fosenburg, S. (2018). Investigating friendship qualities in high ability or achieving, typically-developing, ADHD, and twice-exceptional youth (Doctoral dissertation, University of Iowa). https://doi.org/10.17077/etd.hh343cqn
Google Scholar

Fosenburg, S. (2018). Investigating friendship qualities in high ability or achieving, typically-developing, ADHD, and twice-exceptional youth (Doctoral dissertation, University of Iowa). https://doi.org/10.17077/etd.hh343cqn
Google Scholar

Gelbar, N., Cascio, A. A., & Madaus, J. (2021). A systematic review of research on gifted individuals with autism spectrum disorder. Gifted Child Quarterly, 66(4), 266–276.
Google Scholar

Gelbar, N., Cascio, A., Madaus, J., & Reis, S. (2022). Accessibility service providers’ perceptions of college students with autism spectrum disorder. Frontiers in Education, 7, 994527. https://doi.org/10.3389/feduc.2022.994527
Google Scholar

Gelbar, N., Madaus, J. W., Dukes, L., et al. (2020). Self-determination and college students with disabilities: Research trends and construct measurement. Journal of Student Affairs Research and Practice, 57(2), 163–181.
Google Scholar

Gibbs, G. R. (2007). Analyzing qualitative data. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208574
Google Scholar

Gierczyk, M., & Hornby, G. (2021). Twice-exceptional students: Review of implications for special and inclusive education. Education Sciences, 11(2), 85. https://doi.org/10.3390/educsci11020085
Google Scholar

Gomez-Arizaga, M. P., & Conejeros-Solar, M. L. (2021). Gifted and twice-exceptional children in the south of the world: Chilean students’ experiences within regular classrooms. In S. R. Smith (Ed.), International handbook of giftedness & talent development in the Asia-Pacific. Springer International Handbooks of Education. https://doi.org/10.1007/978-981-13-3021-6_8-1
Google Scholar

Gomez, R., Stavropoulos, V., Vance, A., & Griffiths, M. D. (2020). Gifted children with ADHD: How are they different from non-gifted children with ADHD? International Journal of Mental Health and Addiction, 18, 1467–1481. https://doi.org/10.1007/s11469-019-00125-x
Google Scholar

Gross, M. (1998). The ‘me’ behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20(3), 167–174. https://doi.org/10.1080/02783199809553885
Google Scholar

Happé, F. (2018). Why are savant skills and special talents associated with autism? World Psychiatry: Official Journal of the World Psychiatric Association (WPA), 17(3), 280–281. https://doi.org/10.1002/wps.20552
Google Scholar

Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2009). Savant skills in autism: Psychometric approaches and parental reports. Philosophical Transactions of the Royal Society B, 364, 1359–1367. https://doi.org/10.1098/rstb.2008.0328
Google Scholar

Jarvin, F., & Subotnik, R. F. (2010). Wisdom from conservatory faculty: Insights on success in classical music performance. Roeper Review, 32, 78–87. https://doi.org/10.1080/02783191003587868
Google Scholar

Kesner, R. (2002). The twice exceptional child: A principal's dilemma. Streamlined Seminar, 20(4).
Google Scholar

Kopp, S., Kelly, K. B., & Gillberg, C. (2010). Girls with social and/or attention impairments: A descriptive study of 100 clinic attenders. Journal of Attention Disorders, 14(2), 167–181. https://doi.org/10.1177/1087054709332458
Google Scholar

Kvale, S. (2007). Analyzing interviews. In Doing interviews (pp. 102–119). SAGE Publications. https://doi.org/10.4135/9781849208963
Google Scholar

Lee, K. M., & Olenchak, R. (2015). Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis: Identification, performance, outcomes, and interventions. Gifted Education International, 31(3), 185–199. https://doi.org/10.1177/02614294145307
Google Scholar

Lockwood, E. G., Milner, V., Spain, D., Happé, F., & Colvert, E. (2021). Barriers to autism spectrum disorder diagnosis for young women and girls: A systematic review. Review Journal of Autism and Developmental Disorders, 8(4), 454–470. https://doi.org/10.1007/s40489-020-00225-8
Google Scholar

Lovecky, D. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15(1), 18–25. https://doi.org/10.1080/02783199209553451
Google Scholar

Łukasiewicz-Wieleba, J. (2018). Rozpoznawanie potencjału oraz wzmocnienia i ograniczenia rozwoju zdolności dzieci w narracjach rodziców. Warszawa: Wydawnictwo APS
Google Scholar

Madaus, J., Reis, S., Gelbar, N., Delgado, J., & Cascio, A. (2022). Perceptions of factors that facilitate and impede learning among twice-exceptional college students with autism spectrum disorder. Neurobiology of Learning and Memory, 193, 107627. https://doi.org/10.1016/j.nlm.2022.107627
Google Scholar

Madaus, J., Tarconish, E., Langdon, S., & Gelbar, N. (2022). High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions. Frontiers in Psychology, 13, 995356.
Google Scholar

Meyer, C. B. (2001). A case in case study methodology. Field Methods, 13(4), 329–352.
Google Scholar

Monahan, J. L., Lombardi, A. R., Madaus, J. W., Carlson, S. R., Freeman, J., & Gelbar, N. W. (2020). A systematic literature review of college and career readiness frameworks for students with disabilities. Journal of Disability Policy Studies, 31(3), 131–140. https://doi.org/10.1177/1044207320919404
Google Scholar

Moon, S. (2002). Gifted children with attention-deficit/hyperactivity disorder. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 193–201). Prufrock Press Inc.
Google Scholar

Neihart, M. (2000). Gifted children with Asperger's Syndrome. Gifted Child Quarterly, 44, 222–230. https://doi.org/10.1177/0016986200044004
Google Scholar

Neihart, M. (2003). Gifted children with attention deficit hyperactivity disorder (ADHD). ERIC Document.https://eric.ed.gov/?id=ED482344 [Accessed: January 16, 2024].
Google Scholar

Pfeiffer, S. (2015). Gifted students with a coexisting disability: The twice exceptional. Estudos de Psicologia, 32(4), 717–727. https://doi.org/10.1590/0103-166X2015000400015
Google Scholar

Pfeiffer, S. I., & Foley-Nicpon, M. (2018). Knowns and unknowns about students with disabilities who also happen to be intellectually gifted. In APA Educational Psychology Handbook: Vol. 3. Applications.https://doi.org/10.1093/oso/9780190645472.003.0006
Google Scholar

Priya, A. (2021). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318
Google Scholar

Reis, S. M., Neu, T. W., & McGuire, J. M. (1997). Case studies of high-ability students with learning disabilities who have achieved. Exceptional Children, 63(4), 463–479. https://doi.org/10.1177/001440299706300403
Google Scholar

Reis, S., Gelbar, N., & Madaus, J. (2022). Pathways to academic success: Specific strength-based teaching and support strategies for twice-exceptional high school students with autism spectrum disorder. Gifted Education International, 39(3), 378–400.
Google Scholar

Robinson, A., & Shore, B. M. (2009). Best practices in gifted education. In B. A. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (Vol. 1, pp. 89–92). Thousand Oaks, CA: Corwin-Sage.
Google Scholar

Ronksley-Pavia, M. (2015). A model of twice-exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood. Journal for the Education of the Gifted, 38(3), 318–340. https://doi.org/10.1177/01623532155924
Google Scholar

Rubenstein, L. D., Schelling, N., Wilczynski, S. M., & Hooks, E. N. (2015). Lived experiences of parents of gifted students with autism spectrum disorder: The struggle to find appropriate educational experiences. Gifted Child Quarterly, 59(4), 283–298. https://doi.org/10.1177/0016986215592193
Google Scholar

Schuwerk, T., Sodian, B., & Paulus, M. (2016). Cognitive mechanisms underlying action prediction in children and adults with autism spectrum condition. Journal of Autism and Developmental Disorders, 46(12), 3623–3639. https://doi.org/10.1007/s10803-016-2899-x
Google Scholar

Silverman, L. K. (1989). Invisible gifts, invisible handicaps. Roeper Review, 12, 37–41.
Google Scholar

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. (2015b). From traditional perspectives on giftedness to embracing talent development: A transition based on scholarship in psychological science. Psychologia Wychowawcza, 8, 9–19.
Google Scholar

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2015a). Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains. High Ability Studies, 26(2), 195–210.
Google Scholar

Šuligoj, A. (2014). Examining teachers’ perceptions about specific characteristics of twice-exceptional students. Analecta Cracoviensia, 46, 255–277. https://doi.org/10.15633/acr.966
Google Scholar

Taylor, C. L., Zaghi, A. E., Kaufman, J. C., Reis, S. M., & Renzulli, J. S. (2020). Characteristics of ADHD related to executive function: Differential predictions for creativity-related traits. Journal of Creative Behavior, 54(2), 350–362. https://doi.org/10.1002/jocb.377
Google Scholar

Țepordei, A. M., Zancu, A. S., Diaconu-Gherasim, L. R., Crumpei-Tanasă, I., Măirean, C., Sălăvăstru, D., & Labăr, A. V. (2023). Children's peer relationships, well-being, and academic achievement: The mediating role of academic competence. Frontiers in Psychology, 14, 1174127. https://doi.org/10.3389/fpsyg.2023.1174127
Google Scholar

Wang, C. W., & Neihart, M. (2015). How do supports from parents, teachers, and peers influence academic achievement of twice-exceptional students. Gifted Child Today, 38(3), 148–159. https://doi.org/10.1177/1076217515583742
Google Scholar

Wiley, K. (2020). The social and emotional world of gifted students: Moving beyond the label. Psychology in the Schools, 57(3), 1528–1541. https://doi.org/10.1002/pits.22340
Google Scholar

Yewchuk, C., & Lupart, J. (1988). Gifted handicapped: A desultory duality. In K. Heller, F. Mönks, & A. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 709–725). London: Pergamon Press.
Google Scholar

Аkhmetzyanova, A. I., & Artemyeva, T. V. (2020). Features of interaction of children with developmental disorders with peers and adults. Utopía y Praxis Latinoamericana, 25(2). https://doi.org/10.5281/zenodo.3815250
Google Scholar