The purpose of this study was originally to create an operational definition of the "appearance of competence" to design valid questions for educational professionals supporting twice-exceptional (2e) learners to create a testing instrument. Through the methodological process of grounded theory, a replacement research question emerged as to how teachers' perceptions of classroom behavior impact how they adapt to and support 2e learners? The Spiral Model of Development (SMD) was chosen as the theoretical framework for this study. Grounded theory was used to construct the central theme, the process of adaptive connection, on how teachers view 2e-typical behavior and respond to learners' needs. The process of adaptive connection aligned with the SMD via Bronfenbrenner's process--person--context--time model. This study was a means of expanding the SMD paradigm shift for teachers to see themselves and their students in an updated relationship where the teacher transitions from a reactive modality to responsiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]