Ted & Dr. Roberta Mann Foundation Bright Not Broken … & Dr. Roberta Mann Foundation ... • The capacity to use numbers and logic. • Accountants, ... • Individuals who are spiritually

Ted & Dr. Roberta Mann Foundation Symposium and Pacer Center

August 6, 2012

Diane M. Kennedy and Rebecca S. Banks

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Bright Not BrokenTwice Exceptional Kids

• Who They Are:

Bright not Broken

• Why They Are Stuck-

Splintered View of Challenges and Needs

• How to Help Them:

Whole Child Perspective

• Twice Exceptional:

Gifted, ADHD, Autism/ Asperger’s

• System Confusion

DSM Flawed System Education System

• Whole Child Perspective

Assessment and Treatment Education/Classroom Strategies

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Bright Not BrokenWHO THEY ARE

• Definition of 2e

• Giftedness

• Multiple Intelligences

• Overexcitabilities/Intensities

• Asynchrony

• Interplay of intelligence and disability

Twice Exceptional

What makes a child gifted and talented may not always be good grades in

school, but a different way of looking at the world and learning

Chuck Grassley, U.S. Senator

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• unevenness in skills and abilities

• severe deficits in learning

• high IQ

Gifted experts, The Columbus Group, Dr. Linda Silverman


• Twice Exceptional

• Giftedness that co-occurs with one or more developmental or learning disorders

• ADHD,PDD-NOS, Asperger’s Syndrome

• asynchronous / uneven development

• interesting mix of strengths and challenges

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The question is not what you look at, but what you see.

Henry David Thoreau

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• Broad Definition includes potential as well as achievement

• Achievement stereotype


• National Association for Gifted

Children (NAGC),

• Many children demonstrate high

performance or have the potential to do

so in one or more areas of expression

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Definition of Giftedness

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Achievement Stereotype of

Giftedness

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• Linguistic intelligence:

• The capacity to use words orally or in written form.

• Writers, poets, and public speakers.

• Logical-mathematical

intelligence:

• The capacity to use numbers and logic.

• Accountants, computer analysts and programmers, and scientists have these capacities.

• Spatial intelligence:

• The ability to visualize and to perceive the relationship among lines, space, form, and color.

• Graphic designers, artists, architects, interior designers, mechanical engineers, and tool-and-die specialists.

• Bodily-kinesthetic intelligence:

• The ability to use one’s body to express ideas; the ability to use one’s hands to build or create.

• Dancers, athletes, and gymnasts.

Howard Gardner’s Multiple Intelligences

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Howard Gardner’s Multiple Intelligences

• Musical intelligence

• The ability to perceive, create, or perform music; to understand how tone, pitch, and rhythm interact.

• Musicians, music producers, orchestral conductors, and singers.

• Interpersonal intelligence:

• The ability to understand the motives, moods, and emotions of others; the ability to read verbal and nonverbal cues.

• Politicians, business leaders,

• Intrapersonal intelligence:

• The ability to understand one’s own motives, emotions, needs, strengths, and weaknesses and to act on this knowledge.

• Individuals who are spiritually intuitive.

• Naturalistic intelligence

• The ability to identify and classify the elements in our environment

• Botanists, biologists, and entomologists

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1. Intellectual OE.

• Extremely inquisitive and curious

• Capable of intense concentration

• Generally have highly active minds

• These children tend to seek answers and truth

• Enjoy theory, and are often highly moral.

2. Psychomotor OE.

• Increased excitability in the neuromuscular system

• Highly active, energetic, and talkative

3. Sensual OE.

• Extremely sensitive to pleasurable and uncomfortable sensations from touch, sight, smells, tastes, and sounds.

4. Emotional OE.

• Intense feelings

• Increased emotional sensitivity

• Identification with the feelings of

• Strong emotional attachments.

5. Imaginational OE.

• Tendency for creating vivid imaginary worlds

• Thinking visually, using metaphorical language

• Having a rich dream life

Kazimierz Dabrowski’s Five Areas of Overexcitabilities

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Strengths Challenges

Is creative, innovative Has poor social skills

Is a “Big picture” thinker Doesn’t “fit in”

Has advanced problem-solving abilities Is stubborn

Is insightful Is emotionally intense

Has in-depth interests Is anxious

Is curious and inquisitive Is perfectionist

Is highly verbal Is highly sensitive

Is committed Has uneven skills and abilities

Is passionate and highly knowledgeable in

areas of special interest

Has difficulty paying attention (except in areas

of interests)

Has unusual sense of humor Is disorganized; has poor study skills

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• 2E

• Gifted

• ADHD

• ASD

• Shared Characteristics

• Behaviors

• Social-Emotional Challenges

• Learning Difficulties

Twice Exceptional

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Common

Characteristics Giftedness ADHD Autism

Hyperactivity

Has a high degree of energy and

apparently limitless verbal and

physical enthusiasm and energy;

talks constantly

Has high energy and enthusiasm; talks

incessantly

Is hyperactive; overactivity is

common

Impulsivity

Misbehaves and acts out; blurts out

answers; interrupts others; is

impatient

Acts without thought of consequence;

interrupts others; makes careless

mistakes; does sloppy work; disrupts

others

Works impulsively; often makes

careless mistakes; work is sloppy

Inattention

Daydreams; focuses for long

periods on subjects of interest;

perseverates on interest

Is easily distractible; daydreams; may

appear not to be listening when spoken

to directly; hyperfocuses if motivated;

is unable to shift attention

Daydreams; may not appear to be

listening; prefers hobbies or narrow

interests; hyperfocuses on interest

Behavior

Tends to question authority; is

stubborn and determined; is bossy;

has tantrums

Challenges authority; is stubborn,

bossy, defiant; has frequent tantrums

Has frequent tantrums; has strong

preference for routines

Social

Communication

Difficulties

Has difficulty finding and keeping

peer relationships; gets feelings

hurt easily; is frequently bullied

Has difficulty making and keeping

friends; has difficulty reading social

cues; gets feelings hurt easily; is

frequently bullied; has difficulty

taking turns

Has difficulty making and

maintaining peer relationships; has

difficulty understanding nonverbal

communication (reading social

cues); has difficulty taking turns13

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Bright Not BrokenWhy They Are Stuck

• DSM

• Comorbidities

• The ADHD-Autism Connection

• Education

• NCLB

• Equality VS. Equity

• Changes to 504 and RTI

• Effects on 2E

Flawed Systems

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• Categories of disorders

• Assumed distinct from one

another

• Research used for validation

• Checklists of symptoms

• Subjective screening tools

• Predetermined cutoffs

• Do or do not have a disorder

• Exclusion criteria and

comorbidity

DSM: Diagnostic and Statistical Manual Of Mental Disorders

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Comorbidities and The ADHD-Autism Connection

Core Symptoms and Associated Features of ADHD

Core Symptoms of ADHD

(Associated Features of ASD)

Associated Features of ADHD

(Core Deficits of ASD)

Hyperactivity Social difficulties

Impulsivity Communication problems

Inattention Imagination–executive function

impairments

“ Symptoms of overactivity and inattention are frequent in Asperger’s Disorder, and indeed many individuals with this

condition receive a diagnosis of Attention -Deficit/Hyperactivity Disorder ptior to the diagnosis of Asperger’s Disorder.”(DSM-TR 2000 p.81)

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Education

• NCLB

• Proficiency measures vs. creativity

• “The Department of Education clearly thinks that weighing the animal more frequently is more important than feeding it." - Stephen Krashen

• Education that transfers data from one brain to another is not education. - Sir Ken Robinson

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Education

• Identification/ Changes to 504

• RtI vs. Discrepancy

• Impact on 2e

• Under the RtI model, in the context of a general classroom

curriculum,the definition of “failure” is the same for a gifted

student as it is for a student with average to below average

cognitive abilities

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• Coaching and Counseling

• Meeting Social-Emotional Needs

• Counseling

• Life Coaching

• Dimensional Assessment

• Whole Child Perspective

Bright Not BrokenHow To Help Them

• Speech-Language Therapy

• Occupational Therapy and Sensory

Integration

• Chiropractic

• Massage Therapy

• Diet and Nutrition

• Exercise

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Therapies and Interventions

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Education: Best Practices for 2e Students

• Gifted instruction in areas of strength

• Instruction in skills and strategies for areas affected by disabilities

• Differentiated programs that include individualized adaptations, accommodations, and modifications

• Programming to support social-emotional development

• Comprehensive case management to ensure coordination of all aspects of the IEP and to review student progress

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Encourages and O!ers

• choices

• open exchange of ideas

• attitude of self-e!cacy

• enrichment activities

• structured yet flexible environment

• organized area


Teaches

• social curriculum

• self advocacy

• ways to handle frustrations

• planning and goal setting

• respect for everyone

• connecting through shared interests / strengths

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SUPPORTIVE CLASSROOM CLIMATE

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Challenges

• Use multimodal instruction

• visual supports, movement, rhythm, and hands-on approaches

• when developing lesson plans

• varied learning needs and styles of students

• visual-spatial

• kinesthetic

• auditory-sequential

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• Give students the whole picture first

• Concepts first, specifics second

• Students need the big picture first

• Before they understand how each piece contributes

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Challenges

• Scaffold learning.

• Use old information ! new information pattern for teaching new concepts.

• Activate students’ prior knowledge before introducing new material.

• Use visual supports

• graphic organizers, charts, and graphs

• help students visualize relationships within lessons

• manageable goals and skills

• Show ways to set attainable goals

• Break them down into smaller ones

• Celebrate success with each accomplishment.

• Model a variety of strategies for time management.

• planners, schedules, and calendars

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• Accommodate needs to

support success.

• Encourage the use of technology.

• Use ability groupings to provide

extra support.

• Use preferential seating.

• Allow students to read aloud to one

another.


• Help students get and

stay organized.

• Establish and maintain an

organized classroom.

• Model and teach color-coding to

organize space, materials, and ideas.

• Encourage students to develop

routines for materials, assignments

have them share with the class.

• Develop a system students use to

monitor and adjust organization

routines.

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Nurturing Strengths and Creativity

• To support the whole child approach in instruction, teachers

must honor the area of giftedness by allowing the child to

explore and to grow.

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• Incorporates activities and tasks that fit students’ learning styles, preferences, and individual strengths

• Allows student choice

• Utilizes multimodal instruction

• Involves students in designing criteria for assessment

• Offers multiple means of demonstrating knowledge

• Offers accelerated content

• Allows students to “go deeper” in areas of interests

• Provides hands-on learning experiences

• Grounds learning in real life tasks

Characteristics of Strengths-Based Programming

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Diane M. Kennedy and Rebecca S. Banks

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BNB Radio Show @TheCo"eeKlatch.com

Listen Live Every Wednesday 9pm

(Eastern)or iTunes podcast

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Documents

Ted & Dr. Roberta Mann Foundation Bright Not Broken … & Dr. Roberta Mann Foundation ... • The capacity to use numbers and logic. • Accountants, ... • Individuals who are spiritually