Neurodivergent · Gifted · Twice-Exceptional · Profoundly Gifted
Cross-Domain Integration for Your Neurodivergent Child's Asynchronous Development
Tens of thousands spent on assessments. Hundreds of hours case-managing your child's education. Mountains of data that no one reads holistically. How do you bridge all these fragments to help your child truly thrive?
We provide what's been missing: a cross-domain educational integration and data science leader who deeply understands complex 2e profiles. We are STEM geeks who tease apart and integrate academics and psychometrics to build truly individualized educational strategies. We connect the nuanced data that others can't (or won't).
"Your child's life should be defined by their exceptional strengths and learning interests, not their differences or disabilities. We don't wait for them to fail. We build from what's already extraordinary."
Why We Exist: The Leadership Vacuum
Every stakeholder in your child's education operates from a different objective function (what they're optimizing for), and none of them are optimized for your child thriving.
"We spent tens of thousands of dollars on neuropsychology assessments and school evaluations to get answers. But the one thing missing was a cross-domain leader who could integrate the nuanced data and truly build an educational program for her 2e profile."Parent, California, Feb. 2025
Parents
Objective: Child thrives and achieves potential across ALL areas of development
Challenge: The more asynchronous a child's development, the more complex it is to find any single school or program that comprehensively satisfies their needs.
Public Schools
Objective: Teach groups of students to meet grade-level standards
Challenge: Students who don't track normative academic standards fall through the cracks. Individualized programming doesn't scale.
Private Schools
Objective: Maintain institutional standards and reputation
Challenge: Most use acceptance criteria that explicitly or implicitly exclude neurodivergent students.
IDEA Legal Advocacy
Objective: Demonstrate significant deficits (1.5+ grade levels) to qualify for services
Challenge: The framework is deficit-focused by design. It struggles with 2e needs because many don't show grade-level deficits.
The Result: If educational advocacy was a game, it would be a horrible game. One in which the MVP (your child) is never comprehensively served. Every stakeholder optimizes for something other than your child's holistic thriving.
The Case Manager Burden
Parents of 2e children find themselves forced into a complex and frustrating role they never signed up for: case manager of their child's fragmented care.
You coordinate between:
- Neuropsychologists (private-sector) who assess clinically but don't implement educational strategies or therapeutic services
- School staff who implement education but don't understand the diagnoses. Ideally, school staff should understand the impact of diagnoses on a student's learning. They often don't.
- Educational therapists who treat symptoms in isolation but don't see the full educational context
- Tutors who teach subject matter but don't understand the underlying neurocognitive profile
- Lawyers and advocates who fight for deficit-based services but are unable to conceptualize strength-based education within IDEA's framework
Each stakeholder sees one slice. No one integrates the whole. You're left trying to lead this band of professionals who are thinking in their own silos, with their own constraints. You want your kid to thrive. That's not asking for the moon. But the system forces you to become the integration leader yourself. The cross-domain integration leader doesn't exist unless you become that leader. That's why we exist.
The 2e Paradox: Who We Serve
We serve families of neurodivergent children whose asynchronous development defies standard approaches. These are children who are gifted in one domain while struggling in another, sometimes within the same subject. Their strengths mask their weaknesses. Their challenges hide their brilliance. They need cross-domain integration, not fragmented interventions.
Asynchronous Development
A 2e student's progress is individually asynchronous: gifted and accelerated in one domain, struggling significantly in another. A 9th grader with dyslexia may complete college-level calculus while struggling with written expression in the same course.
Bidirectional Masking
Strengths mask weaknesses: high ability in one area hides significant needs. Weaknesses mask strengths: struggles prevent recognition of exceptional abilities. The result? The child looks "average" while significant challenges lurk beneath the surface.
Context-Dependent Ability
The same child shows radically different capabilities depending on context. A child who "can't focus" for 20 minutes on worksheets may hyperfocus for 4 hours on a coding project. This isn't contradiction; it's the 2e profile in action.
Gifted & Profoundly Gifted
High-ability learners who need acceleration and appropriate challenge. Their intensity requires programs that match their cognitive capacity, not grade-level busywork that breeds disengagement.
- Subject/grade acceleration
- Radical acceleration planning
- Early college pathways
- Intellectual peer matching
Twice-Exceptional (2e)
Gifted students with co-occurring differences: ADHD, autism, dyslexia, anxiety. Their complex profiles require strength-based integration across domains, not isolated deficit remediation that ignores their exceptional abilities.
- Cross-domain profile integration
- Strength-based IEP/GIEP goals
- Masking identification
- Asynchronous development planning
Neurodivergent Learners
Students with ADHD, autism, learning disabilities, and anxiety who need comprehensive support that honors how their unique minds work. Building from strengths rather than remediating deficits.
- Comprehensive IEP development
- Proactive behavioral planning
- Context-aware accommodations
- Provider coordination
What We Do: Cross-Domain Integration
Your child's neuropsychologist assesses cognition. The school measures academics. The therapist addresses behavior. The tutor teaches content. But who integrates it all? We do. We're the cross-domain leader who sees how executive function deficits interact with giftedness, how sensory needs affect social development, and how context-dependent attention manifests differently across settings.
Comprehensive Data Integration
Neuropsych says one thing. School says another. Therapy notes sit in a drawer. Each provider sees one slice. We gather every data point (cognitive, academic, social-emotional, behavioral, medical) and integrate them into one coherent profile. We see the masking others miss.
Strength-Based Planning
The default approach waits for your child to fail, then remediates deficits. We invert this paradigm. We identify exceptional strengths and use them to scaffold areas of challenge before crisis occurs. A child who thinks in systems can dictate while ideas flow. We build from what works.
Meeting Representation
IEP meetings often pit deficit-focused school assessments against parent observations, with neither side speaking the same language. We bridge that gap, translating your child's complex profile into terms schools understand while ensuring strengths drive every conversation.
Assessment Translation
A CEFI score of 61. A processing speed of 116. A visual-motor gap of 58 percentiles. What do they mean together? We translate technical scores into plain language and show how they connect across domains. That "attention problem" is actually context-dependent hyperfocus.
Parent Coaching & Empowerment
You became your child's case manager by default. We help you step out of that role, not by taking over, but by building your capacity. You'll learn to integrate data, coordinate providers, and advocate from deep understanding rather than exhausted frustration.
Proactive Anticipation
2e children don't develop on predictable schedules. Their asynchronous profiles mean some skills surge while others plateau. We monitor patterns and anticipate (not react to) transitions. We prepare receiving teams before day one, adjust strategies before grades slip.
From Masked Struggles to Thriving
A twice-exceptional 8th grader transforms their educational trajectory through cross-domain data integration and strength-based advocacy.
The Profile
A gifted middle schooler with ADHD, anxiety, and suspected autism presenting with severe asynchronous development. The student significantly exceeded grade-level standards in mathematics while consistently failing to meet language arts benchmarks. School refusal and escalating anxiety had led to crisis, yet existing supports were inadequate.
The Challenge
The student's gifted processing strengths were masking their learning disabilities. Traditional assessments showed "average" performance overall, hiding the dramatic gap between exceptional mathematical reasoning and significant language-based challenges. The district's initial response: no IEP eligibility.
Our Approach
We integrated 423 pages of assessment data, including the district's 77-page Multidisciplinary Assessment (MDA) report, clinical neuropsychology evaluations, and medical documentation. Using sophisticated psychometric analysis and data science methodology, we demonstrated the bidirectional masking that was hiding this student's true profile.
The Advocacy
Through skillful advocacy grounded in integrated data, we secured the student's IEP by documenting how their learning disabilities were being significantly masked by their gifted processing strengths. We then refined the IEP to add services aligned with the student's giftedness, designing strength-based services and placement options using the complete cross-domain picture.
The Result
Today, this student is thriving in a hybrid school program where they are partially homeschooled and partially enrolled in public school. Their individualized program accelerates learning in areas of strength while using those strengths as scaffolding for their learning disabilities. The asynchrony that once caused crisis is now channeled into a program designed for exactly who they are.
IEP Secured
Eligibility established through masking identification
423 Pages Integrated
Comprehensive cross-assessment-domain integration. Our data integration technology lets us rapidly incorporate new assessments as they arrive, keeping your child's profile current.
Strength-Based Services
Giftedness now scaffolds learning disabilities
Student Thriving
Hybrid program matches their asynchronous profile
The Paradigm Shift
When you stop treating symptoms and start addressing the integrated profile, everything changes. From reactive to proactive. From deficit to strength. From case manager to empowered partner.
Proactive, Not Reactive
Anticipate needs based on neurocognitive profile, before crisis triggers intervention. Build dynamic models of how your child learns by continuously integrating their data. Map their zones of proximal development and adapt in real time.
Strength-Based Scaffolding
Using exceptional abilities to support areas of challenge, rather than deficit remediation
Individual Potential Goals
Benchmarks based on your child's unique profile, not grade-level standards
Dynamic Integration
Traditional IEPs operate on "snapshot in time" legal rules: annual meetings, triennial reviews, static goals. But your child isn't static. They're growing, changing, sprouting, especially when we nurture their strengths. Data.Driven.Advocacy asks the child's IEP team to go back to the well repeatedly: adding new data, re-contextualizing findings, adjusting strategies continuously. What if we replaced snapshots with daily or monthly integrations that track your child's holistic development?
Cross-Domain Expertise
Integrated strategy across all domains, not fragmented provider silos
Parent as Partner
Empowered collaboration, not exhausted case management
How We Integrate
Every stakeholder sees one slice. We see the whole child. Our approach connects the domains that shape your child's world: translating between stakeholders, connecting fragmented data, and ensuring every intervention serves your child's actual profile.
Multidimensional Integration of Domains
Your child's data lives in silos. We connect them. You can't improve what you don't track, and the greater the gap between tracking, the less effective we are at hitting targets. This is why continuous integration matters.
Learning & Instruction
Alignment of curriculum, instructional methods, and accommodations with your child's cognitive profile and learning strengths.
Clinical Neuropsychology
Deep analysis of cognitive profiles, processing patterns, and neuropsychological evaluations that reveal how your child's unique mind works.
Medical Diagnoses
Integration of psychiatric assessments, medical recommendations, and therapeutic interventions into educational planning.
School Educational Psychology
Translation of school-based assessments, FBAs, and psychoeducational evaluations into strength-based, actionable strategies.
Special Education Law
Expert navigation of IDEA, Section 504, state gifted mandates, and procedural safeguards to secure your child's rights.
Developmental Domains We Address
Every strategy targets whole-child growth across all four dimensions.
Cognitive
Executive function, processing speed, working memory, attention, problem-solving, and intellectual engagement.
Emotional
Self-regulation, emotional awareness, anxiety management, resilience, and developing healthy coping strategies.
Behavioral
Self-management, impulse control, adaptive skills, functional behavior, and generalizing skills across settings.
Pricing
An investment in your child's future, and in giving you your time back.
The Real Cost of Fragmented Care
Parents of neurodivergent children spend countless hours each year coordinating providers, translating assessments, preparing for IEP meetings, and trying to connect data that the fractured educational system refuses to integrate. This burden costs families thousands of dollars in lost productivity and opportunity, not to mention the emotional toll.
We do the heavy data science so you don't have to. Our advanced, continuous data integration gives your child comprehensive support that simply isn't possible within the fragmented IEP and educational system. We give you your time back.
Continuous Support Model
We support parents throughout their child's growth and development through ongoing data integration, not just one-time interventions. Every family's situation is unique, so we offer flexible engagement models based on service type and complexity.
- IEP & GIEP Analysis
- Assessment Translation & Integration
- Meeting Preparation & Representation
- Parent Coaching Sessions
- Written Reports & Recommendations
- Cross-Domain Provider Coordination
- Ongoing Data Integration & Updates
Package Pricing Available
Contact us for a personalized consultation to discuss your family's needs and how we can support your child's educational journey.
Anti-Ableism Curriculum for 2e Learners
Developing cognitive skills to recognize ableism and build self-advocacy systems.
Our Anti-Ableism Curriculum addresses a critical gap: twice-exceptional students who avoid using accommodations they genuinely need. This isn't about knowledge. It's about internalized ableism, the absorption of cultural messages that needing accommodations represents weakness or failure.
The curriculum provides 2e students with psychological skills for recognizing and dismantling internalized ableism, practical systems for consistent accommodation use (targeting 90% activation rate), and self-advocacy strategies that become automatic over time.
Seven-Module Framework
Interested in the full curriculum? The Anti-Ableism Curriculum for Twice-Exceptional Learners is available to families we work with. Contact us to learn more about integrating this framework into your child's educational program.
Glossary of Terms
Understanding the language of twice-exceptionality, giftedness, and neurodivergent education.
Twice-Exceptional (2e): A Three-Part Conceptualization
No single definition captures twice-exceptionality adequately given its idiographic nature. Just as autism and ADHD are understood as spectra with multiple presentations, 2e requires a multi-part conceptualization that operates synergistically.
Educational/Diagnostic Definition
The Reis-Baum-Burke (RBB) operational definition states: "Twice-exceptional learners are students who demonstrate the potential for high achievement or creative productivity in one or more domains AND who manifest one or more disabilities as defined by federal or state eligibility criteria."
Critical insight: Gifts mask disabilities AND disabilities mask gifts. This bidirectional masking creates identification challenges but doesn't change the underlying reality that both exceptionalities exist simultaneously.
Mosaic Cognitive, Social, Emotional Processing System (MCSEPS)
The 2e brain operates as a sophisticated architecture where multiple specialized ensembles process information in parallel, each contributing probabilistic weights based on environment or curriculum demands.
Like a Byzantine mosaic where each tessera has different mineral composition and reflective properties, the same input (information) creates dramatically different patterns depending on viewing angle (task demands), cognitive load, and learning environment.
Asynchronous Development
Uneven patterns where different skills develop at dramatically different rates. A 2e student may manifest age 22 cognitive abilities alongside age 12-14 executive function skills. A student might read at college level while writing at 3rd grade level.
This is not underperformance; this IS the 2e profile. Both exceptionalities must be addressed simultaneously through "dual differentiation": accelerating in strength areas while providing intensive support in challenge areas.
Expanded Operational Definition
2e is a mosaic of co-occurring gifted strengths alongside significant learning differences or learning disabilities.
A 2e child never stops being gifted. What's variable is whether other symptoms or learning differences mask the giftedness. When instruction aligns with strengths, giftedness shines through. When instruction bypasses optimal processing systems or withholds accommodations, disability dominates the presentation.
Giftedness: Gardner's Theory of Multiple Intelligences
Howard Gardner's theory proposes that intelligence is not a single ability but a collection of distinct cognitive strengths. This framework challenges traditional IQ-centric views and recognizes that gifted individuals may demonstrate exceptional ability in one or more of these domains.
Linguistic
Sensitivity to spoken and written language; ability to learn languages and use language to accomplish goals. Includes mastery of rhetoric, mnemonics, explanation, and metalinguistic analysis.
Logical-Mathematical
Capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Includes pattern recognition, deductive reasoning, and systematic thinking.
Spatial
Capacity to think in images, perceive the visual world accurately, and recreate or transform aspects of visual experience. Includes mental imagery, artistic expression, and spatial reasoning.
Musical
Skill in performance, composition, and appreciation of musical patterns. Includes sensitivity to rhythm, pitch, melody, and tone color.
Bodily-Kinesthetic
Potential to use one's whole body or parts of the body to solve problems or create products. Includes coordination, balance, dexterity, and physical expression.
Interpersonal
Capacity to understand the intentions, motivations, and desires of other people. Enables effective collaboration, leadership, and social navigation.
Intrapersonal
Capacity to understand oneself: one's own desires, fears, capabilities, and to use this information effectively in regulating one's own life.
Naturalistic
Expertise in recognizing and classifying the numerous species of flora and fauna in one's environment. Extends to categorizing and pattern-finding in any domain.
Existential
Sensitivity and capacity to tackle deep questions about human existence: the meaning of life, why we die, how we got here. Philosophical and abstract reasoning about the human condition.
Note: Gardner emphasizes that intelligences are not yoked to single sensory systems. A person can be spatially skilled while blind, or linguistically competent while deaf. Most individuals possess a unique "profile" of intelligences: some strong, others average, still others less developed.
Key Terms
The Team
Leadership built on decades of data science expertise and lived 2e advocacy experience.
Sam George
Founder
Sam created Data.Driven.AdvocacySM to support neurodivergent students and their parents. This service innovation is a unique fusion of leadership in data science, strength-based individualized education, and psychometrics expertise.
Sam has created computer models for human learning and cognition systems for over 26 years. He has advised 2e parents and created individualized learning programs for students ranging from kindergarten to post-college.
Sam is experienced in all areas of special education, from individualized education programs to due process hearing representation. Based on extensive expertise as a 2e advocate for his son, Sam is now building systems to take individualized education to the next level.
Stop Case Managing. Gain Time Back.
You've been your child's harried case manager long enough. Let's talk about what cross-domain integration leadership looks like for your family. Reclaim your time. Explore new horizons with your child.
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