The Testing Psychologist Podcast
Jun 22, 2026 · 1 hr 2 min · 16 segments
Would you rather read the transcript? Click here. In this episode, I sit down with Dr. Megan Helmen to delve into the complex clinical landscape…
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Megan HelmenGuest
Jeremy SharpHost
I would love to hear just your definition of 2E at this point in our understanding.

So when I say 2E, we're referring to twice exceptional, meaning there's two areas of exceptional functioning, some that are well above the mean and some that are below the mean.

And giftedness, I like to think of from both a quantitative and qualitative perspective.

So quantitatively is what we usually think about as psychologists in the testing field.

We think about our bell curve and we get some training, I would argue a lot more training on the lower end of the curves and people we would identify as having an intellectual disability whose reasoning capabilities and skill acquisition pace and style are two standard deviations below the mean or lower.

And giftedness, oftentimes if I'm going to have to stand on a certain number, which of course there's no solid agreement on this, but generally we think about two standard deviations on the other end of the mean.

And if you can appreciate that that group is just as far from the norm as... people who are intellectually disabled, but in the other direction, then you can start to think about how their way of experiencing the world, processing information, reasoning, thinking, interacting is going to be qualitatively different.

From a qualitative perspective, the most concise definition I've ever heard is more moreness.

But there's just more noticing, you know, more practicing, more questioning, more curiosity, more exploration, more thirst for knowledge.

oftentimes just that rapid web-like thinking patterns connecting the dots more quickly than other people do so it's like the students who are hearing a concept for the first time get it right away and then are quickly associating it with what else they know and what interesting questions they'd like to ask about it while everyone else is still going through those six seven eight you know, learning trials to kind of process the information.

And that aligns fairly neatly with the NAGC definition, which talks about a difference in processing style that requires a different set of approaches educationally and can often come with some of these qualitative differences.

And it's primarily focused on the educational sector, but it's one place to find some information as a psychologist, if you're interested.

And so thinking about twice exceptionality, we're thinking about someone who has an area of intellectual giftedness and a developmental disability.

I would love to hear just your definition of 2E at this point in our understanding.

So when I say 2E, we're referring to twice exceptional, meaning there's two areas of exceptional functioning, some that are well above the mean and some that are below the mean.

And giftedness, I like to think of from both a quantitative and qualitative perspective.

So quantitatively is what we usually think about as psychologists in the testing field.

We think about our bell curve and we get some training, I would argue a lot more training on the lower end of the curves and people we would identify as having an intellectual disability whose reasoning capabilities and skill acquisition pace and style are two standard deviations below the mean or lower.

And giftedness, oftentimes if I'm going to have to stand on a certain number, which of course there's no solid agreement on this, but generally we think about two standard deviations on the other end of the mean.

And if you can appreciate that that group is just as far from the norm as... people who are intellectually disabled, but in the other direction, then you can start to think about how their way of experiencing the world, processing information, reasoning, thinking, interacting is going to be qualitatively different.

From a qualitative perspective, the most concise definition I've ever heard is more moreness.

But there's just more noticing, you know, more practicing, more questioning, more curiosity, more exploration, more thirst for knowledge.

oftentimes just that rapid web-like thinking patterns connecting the dots more quickly than other people do so it's like the students who are hearing a concept for the first time get it right away and then are quickly associating it with what else they know and what interesting questions they'd like to ask about it while everyone else is still going through those six seven eight you know, learning trials to kind of process the information.

And that aligns fairly neatly with the NAGC definition, which talks about a difference in processing style that requires a different set of approaches educationally and can often come with some of these qualitative differences.

And it's primarily focused on the educational sector, but it's one place to find some information as a psychologist, if you're interested.

And so thinking about twice exceptionality, we're thinking about someone who has an area of intellectual giftedness and a developmental disability.
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