This article addresses considerations for assessment and intervention planning in serving twice-exceptional preschool children. The authors propose blending recommended assessment practices in early childhood gifted education and early childhood special education in a comprehensive assessment process. In doing so, unique needs of twice-exceptional preschool children may be better met. Interviewing family members and other caregivers to determine strengths and needs in daily routines and observing young children in play are two practices that provide critical information about the preschool child's developmental status, family priorities, and daily life. The authors conclude that routines-based assessment (RBA) and play-based assessment (PBA) provide perspectives that standardized assessments alone cannot provide and that RBA and PBA may be especially effective in identifying and subsequently meeting the needs of twice-exceptional preschool children.
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