Not surprisingly, on standard intelligence tests, these admitted-but-now-referred students typically score in the high average to superior range of cognitive ability, and exhibit greater—but not pathological—difficulties in some areas of executive functioning. For example, they lack effective organizational skills, they can’t seem to manage their time efficiently, or they may struggle to balance competing academic and social demands. In some schools, these difficulties might not be so costly. However, in rigorous secondary schools, where being overscheduled and, for many, academically
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Executive functioning
