parenting for high potential - nagc.org PHP/NAGC_PHP... · By Dr. C. Matthew Fugate ... Every Student Succeeds Act (ESSA) 2 PHP | Parenting for High Potential Janette Boazman, Chair

a note from the editor

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6 Count ‘em up! 50+ Apps & Ideas for

Home & School Success

Having walked Capitol Hill visiting legis-lators to support the TALENT Act and Javits Act funding almost two years ago, it was personally gratifying to see the recent

passage of the Every Student Succeeds Act (ESSA), with new language incorporated for gifted and talented learners. It does remind me however, that, whether on “the Hill” or in the classroom, advocating for our gifted children is a long journey with many twists and turns along the way. It takes time and patience: There’s no magic elixir or quick fix.

This issue of Parenting for High Potential explores several situations where parents can advocate for their gifted children—whether it be at the school district level, in the classroom, or at home. From being armed with the latest facts on the impact of the recent reauthori-zation of the ESSA, to understanding giftedness and Attention Deficit Hyperactivity Disorder (ADHD), or to equipping their twice-excep-tional (2e) child with technology and tools to stay organized and perform better in school, this issue is full of how-to strategies. Dr. Angela Housand also explores the hot topic of social media, and suggests ways parents can support their gifted child in demonstrating expertise and building confidence through an appropriate, active social media presence.

Let me know which tips you found in this issue most impactful and useful for supporting the gifted children you love.

Kathleen Nilles, Editor in [email protected]

» Every Student Succeeds Act (ESSA): New Legislation Creates Opportunities for Parent Advocates . . . . . . . . . . . . . . . . . . . . . . . .2By Carolyn E. Welch

» Centennials: The World is Waiting! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6By Dr. Angela Housand

» What Parents Should Know about ADHD . . . . . . . . . . . . . . . . . . . . . . . . .10By Dianna R. Mullet and Dr. Anne N. Rinn

» Are ADHD Kids More Creative? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14By Dr. C. Matthew Fugate

» Take a Byte: Technology for 2e Students . . . . . . . . . . . . . . . . . . . . . . . . .16By Linda E. Collins

» May the Creative Forces Be with You! . . . . . . . . . . . . . . . . . . . . . . . . . . . .20By Dr. Rick Shade and Patti Garrett Shade

parenting for high potential

Every Student Succeeds Act (ESSA)

2 PHP | Parenting for High Potential

Janette Boazman, ChairDallas, TX

Gerry CharleboisGeorgetown, TX

Lisa ConradAmbridge, PA

Vanessa DeFinaBartlett, IL

J. Denise DrainMooresville, IN

Tommy FairweatherDestin, FL

Leigh FriedlanderElkridge, MD

Rosina M. GallagherChicago, IL

Stephanie GeorgiadesTampa, FL

Nancy B. Hertzog Lake Forest Park, WA

Susan JacksonFountain Hills, AZ

Kathy JonesChanute, KS

Michele KaneLong Grove, IL

Kathleen RobinsonParker, CO

Rhoda Rosen Evanston, IL

Patti Garrett ShadeDenver, CO

Joan Franklin SmutnyWilmette, IL

Carolyn WelchNorthbrook, IL

Parenting for High Potential is published quarterly, and is distributed as a membership benefit by the National Association for Gifted Children (NAGC). The views expressed in the magazine are those of the authors and do not necessarily reflect the views of NAGC or its Board of Directors. Copyright © 2016. National Association for Gifted Children, 1331 H Street NW, Suite 1001, Washington, DC 20005. 202-785-4268. www.nagc.org.

For advertising information, contact [email protected]

To access digital issues of Parenting for High Potential, visit http://nagc.org/resources-publications/nagc-publications/parenting-high-potential

2015–2016 Parent Editorial and Content Advisory Board

Editor-in-Chief: Kathleen Nilles

Editorial Assistant: Denise Notz

Layout & Design: Julie Wilson

Published by

NAGC Board–Parent RepresentativeKeri GuilbaultBel Air, MD

Parent & Community Network ChairTracy InmanBowling Green, KY

NAGC Staff LiaisonKathleen Nilles

in the news

Every Student Succeeds Act (ESSA)

3 National Association for Gifted Children | Winter 2016

New Legislation Creates Opportunities for Parent AdvocatesBy Carolyn E. Welch

The passage of the Every Student Succeeds Act (ESSA) in

December 2015 is an exciting development for parents, teachers,

school leaders, and others who believe U.S. schools should meet the

needs of high-ability students. The ESSA revised and reauthorized the

Elementary and Secondary Education Act of 1965 (ESEA), previously

known as the No Child Left Behind Act.

For the first time in history, our main U.S. education law (ESSA/ESEA) now includes provisions that support gifted and talented students. This positive development was achieved through years of federal advocacy by NAGC, gifted state affiliate organizations, members of Congress, educators, parents, and others who support gifted education. These longstanding efforts to bolster congres-sional support for the TALENT Act (To Aid Gifted and High-Ability Learners by Empowering the Nation’s Teachers Act) and increase funding for the Javits Program (a federal program that provides grants for gifted education research), finally resulted in the addition of positive measures for

high-ability students into the ESSA.

What are the new provisions and what do they mean?

Title II of ESSA focuses on professional development for teachers and school leaders. Federal funds (approximately $3 billion) are distributed to states through a formula; in turn, the states provide subgrants to school districts. Two new required provisions and one new “allowable use” of Title II funds are relevant for gifted education:• States submitting professional devel-

opment plans under Title II must now describe how their teachers and principals are helping all students,

including gifted and talented students, to achieve and learn more. This provision should inspire states to consider whether they are properly training teachers in how to develop the skills of their high-ability learners.

• School districts receiving Title II money must address the learning needs of all students, including gifted and talented students, in their professional development programs. Parents, teachers, and advocates should talk to their districts about how this provision will be implemented.

• Schools may use their federal profes-sional development funds to train teachers and other school leaders


in the news

on how to serve gifted and talented students and those high-ability learners who have not yet been identified as gifted. This TALENT Act-derived provision states that teachers and school leaders should receive training in strategies for supporting gifted and talented students, such as acceleration, enrichment, curriculum compacting, dual enrollment, and early entrance to kindergarten, among others. The fact that specific ways to serve advanced learners are mentioned in federal law for the first time marks significant progress. Title I of ESSA governs the distribution

of around $15 billion in federal education money to states and school districts serving disadvantaged students. While Title I made no mention of gifted and talented students in the past, it now has two provi-sions that are relevant to gifted students: • States and districts are required to

publish student achievement data from state assessment tests, disaggre-gated by student subgroup, at each achievement level. Before, the only data collection required was for students achieving at proficiency and below. The absence of information about students achieving at advanced levels has been a big obstacle to better serving high-ability students in the past. This new data on the demographics and percentages

of students who are achieving at the advanced level of state assessments will inform conversations about changes that may be needed in order to better address the needs of high-ability students.

• The second relevant addition to Title I is language specifically stating that Title I funds may be used to support gifted and talented learners. Teachers and school leaders need to be educated about the fact that gifted and talented students exist in low-income commu-nities and that appropriate support and services for these students can be funded through Title I.Two other ESSA provisions of note for

advanced learners:• States may use computer-adaptive

tests for accountability purposes. Grants may be available to the states for the development of these assessments. For students performing above grade level, these computer-adaptive tests are important in that they allow schools to measure whether gifted and talented students are learning new information and moving up to the next level.

• The Javits Program, which funds critical research into best practices in gifted education, especially for disad-vantaged students, has been retained and will receive $12 million in funding for fiscal year 2016. It is good news that

this small, but mighty program lives on and has been funded at its highest level since its creation in 1988.ESSA has restored accountability for

student achievement to the states, but:• Requires reporting on which students

are achieving at the advanced level• Requires that Title II funds be used to

help teachers support gifted and talented students

• Clarifies that Title I funds may be used to support low-income gifted students.

What can parents do to capitalize on this opportunity?

These changes to ESSA provide parents of high-ability students with a timely opportunity to engage their local schools and districts in conversations about how the federal requirements will be met. Here are some ways parents can elevate the conversation now:

Talk to your child’s superintendent and school board about what their plans are to use federal funds to identify and serve advanced learners and to provide profes-sional development in the proven educa-tional strategies listed in Title II. If your school district receives Title I funds due to its percentage of low-income students, your teachers and administrators may need to be educated about the fact that there are high-ability students in poor communities and that funds are now explicitly available for supporting these students.

It may be more efficient and effective to work with other parents than raise these questions on your own. You might check the school board calendar for the next public hearing where these questions could be posed as a group. Parents with some knowledge of gifted education strategies could volunteer to serve on a committee.

Find out who controls Title I and II funding decisions in your state because they may need to be informed about the changes to the law. Ask questions about who will be responsible for notifying schools that they can use Title I and Title II funds to identify and serve gifted students.


Contact your state gifted organization, if one exists, to find out what it is doing to help educate policymakers and power-holders in the state about these new requirements. Understand that the 2016-17 school year will mark a big transition, with applications for federal grant programs beginning in July 2016 and state accountability plans going into effect in the 2017–18 school year. Asking questions and gathering information is the place to start.

Write letters to key stakeholders, such as your state superin-tendent or prominent newspapers, about how the state education agency will change its practice in response to the changes in federal law in order to draw attention to this subject.

Search your networks for parents who may have connections to education reporters in the state. Parents could contact those reporters/columnists and suggest that the new changes in ESSA with respect to gifted and talented children would make an inter-esting article or column.

While the incorporation of language about advanced learners is a huge success for the gifted education community, the timing is right for parents and advocates to draw attention to these provi-sions and to monitor their implementation in order for tangible benefits to be realized by high-ability students. 0

ResourcesEvery Student Succeeds Act. Describes new ESSA provisions

and provides advocacy resources. www.nagc.org/get-involved/advocate-high-ability-learners/nagc-advocacy/federal-legislative-update/every-student

NAGC Briefing on ESSA. NAGC briefing on the reauthorized Elementary and Secondary Education Act (Every Student Succeeds Act). December 15, 2015. www.youtube.com/watch?v=4fpzgPLrzek

Author’s NoteCarolyn E. Welch is an attorney whose practice involves educa-tional advocacy on behalf of students with various needs and abilities. Her work includes representing low-income students and families from the city of Chicago to help insure that their educational needs are met. She is an advocate for gifted children, serving as an officer of the Midwest Center for the Gifted, a member of the Parent Editorial Content and Advisory Board of the National Association for Gifted Children, and formerly the Advocacy Committee Co-Chair of the Illinois Association for Gifted Children. Carolyn received her J.D. from the Georgetown University Law Center.

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social shift

CENTENNIALS: The World is Waiting! By Dr. Angela Housand

Today’s youth are connected across the street and across the globe in a web of communication

like no other generation before. Generation Z, also known as Centennials, are considered

“mobile-natives” and are even more technologically savvy then their Millennial predecessors.

Nearly three-quarters of children own or have access to a smartphone and a whopping 92%

of Centennial teens, ages 13–17, report going online daily.1 Thanks to Snapchat, Instagram,

Facebook, and a myriad of other apps, social media has transformed how people communicate,

and the ways they acquire, create, and share information. No longer is technology merely a tool,

it is the medium for attaining knowledge, collaborating with peers, exchanging ideas, creating

products, and sharing knowledge and insights.

Gifted youth are in an unparalleled position to build influence in a global society. They are highly capable of participating in social networks; however, rather than learning, they typically use networks for socializing with friends or following mainstream fads. If they want to build influence, gifted youth must shift their use of social networks from socializing to showcasing talents or attaining recognition. To accomplish this shift, they must identify their interests, know their talents, understand the benefits of community participation, and recognize the power of a

give-and-take dynamic. They must see that capability, possibility, exchange, and motivation are required to actively participate in global networks.2

CapabilityActive social networkers must be capable of absorbing,

applying, and recognizing the value of new information. High-ability youth, who demonstrate outstanding levels of aptitude or competence in a given domain, are well-positioned


to see the value of new information and ways to apply it. They crave intellectual engagement, are open to new experiences and information, are able to creatively interpret new information, and can apply information to new situations.

Therefore, a gifted person’s capacity for engaging in social networks should extend beyond recognizing new content to include interpretation and application. While gifted youth may not have the life experiences of adults, they do have the intel-lectual capacity to actively engage with adults in meaningful ways

that brings value to both parties. This collaboration and inter-action opens the door to opportunities previously unavailable.

Gifted youth can also build a professional web presence that reflects their talents. An easy way to accomplish this is by claiming a unique domain name and creating a website. A unique domain name might simply be a son’s or daughter’s first and last name (e.g., firstlast.com). The goal is to have control over the children’s names so that when they are googled, they are in control of the content people find. GoDaddy offers affordable domain name


social shift

registration and web hosting; some easy-to-use website creators include Weebly, WIX, and Squarespace.

PossibilityPossibility makes engaging in social networks advantageous, as

it provides the opportunity to gain new knowledge and develop new skills. It’s possible for gifted youth to participate in social networks by identifying and researching a topic of interest to gain knowledge, skills, and intellectual stimulation. While conducting research about their topic, they should be seeking the “who, what, when, where, and how” of their interest domain. Gifted youth should look for general information, professional conventions, processes or procedures used for productivity, influential thought leaders, and opportunities to contribute in their area of interest.

However, parents shouldn’t assume that their children intui-tively know how to use the Internet for research purposes. Parents should model these behaviors or enroll their child in a Google Power Search course (www.powersearchingwithgoogle.com/).

ExchangeSocial media provides the opportunity to exchange information

at lightning speed while enabling anyone to build social capital or credibility within a network. Building credibility relies on a dynamic, give-and-take process: Individuals share their talents, which provide a benefit to a group or community; in return, the community provides the individual with support, resources, and opportunities for growth.

Initially, the taking happens through research about a topic of interest. However, gifted youth must also contribute to the

network community by creating quality content that has value to others in the network. Content can be creative, but also needs to reflect the contributor’s advanced knowledge and talents.

Younger children might start contributing to a network by participating in the DIY.org community. Here young people can explore numerous interest areas, learn new skills, and share their own creations in a kid-friendly environment. For adolescents and emerging adults, full access to the Internet is a must, with YouTube being one of the most popular means of sharing content (video products). Other outlets for sharing include:• SoundCloud (music)• Flickr (photographs)• Pinterest (interests and ideas)• Yelp (reviews/critiques)• SlideShare (presentations)

There are also applications for both creating and sharing original content within digital communities:• Scratch (video game creation)• Blogs (written pieces)• Instagram (photographs)• Fade In (screen writing)• Prezi (presentations)• ThingLink (images and videos)

MotivationThe reason to participate on the Internet can be either

prescribed (e.g., school assignments), social, or intrinsically motivated. Often, young people know how to socialize using the Internet, but they may not be skilled at learning on the Internet.

9

Rules for Creating Content for Social Networks

There are a few rules for creating

content that are important for any

young person to understand.

Less is more . When contributing

online, it’s not a matter of quantity

as much as it’s quality. Individuals

should learn to say less and let their

work speak for itself. This requires

creators to think and plan prior to

contributing to social media.

Listening is important, partic-

ularly before stating opinions.

Nobody appreciates uninformed

opinions.

Be engaging . Provide only high-

quality content (final drafts of written

work, edited videos, best images,

and stunning artwork), and work

that has an emotional component

to it.

Contribute consistently and

regularly to the appropriate online

venues to get noticed.

National Association for Gifted Children | Winter 2016

The goal is to leverage intrinsic motivation and interest to ensure that the time spent online produces benefits beyond a network of friends to a network of peers and supportive professionals.

Motivation can come from seeking to fulfill curiosity3 or it might be tied to identity, aspirations, or the desire to learn something new. Regardless, the content needs to be interesting or personally meaningful if one is to search voluntarily. To ensure that our gifted youth have a goal for seeking information on the Internet, it is helpful to determine those interests in advance. Listen and watch to learn:• How do they like to spend their time? • What books do they read? • What kinds of things do they ask to know more about?• When given the opportunity to choose, what types of activities

or topics do they choose? • When do they get excited about learning something new?

For some youth, personal interests are easy to recognize or clearly define. However, when interests are unclear, youth need to be exposed to new opportunities and experiences. The Internet provides a wealth of opportunity for exploration. Parents should consider exploring the Internet alongside their children to inves-tigate interests, model the behaviors they use to find information, and to share strategies for staying safe online.

Once gifted youth are aware of their interests and talents, understand the structure of social networks, and recognize areas for contributing to those networks, they can start producing content that has the power to build influence. Whether partic-ipating in discussions, writing blogs, creating videos, or sharing products that have been developed, the Internet is ripe with opportunity and just waiting for talent! 0

Author’s NoteAngela M. Housand, Ph.D., is an Associate Professor at the University of North Carolina Wilmington (UNCW) and a national consultant. As a former teacher, Dr. Housand brings an applied focus to her instructional programs for teachers, as well as her research testing the effectiveness of the FutureCasting digital life skills program. For more information visit angelahousand.com.

Endnotes1 Pew Internet Research. (2015). Teens, social media & technology

overview 2015. www.pewinternet.org/files/2015/04/PI_TeensandTech_Update2015_0409151.pdf

2 Inkpen, A. C., & Tsang, E. W. (2005). Social capital, networks, and knowledge transfer. The Academy of Management Review, 30(1), 146–165.

3 Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students’ motivation. Psychology in the Schools, 49(7), 706–715.


all about ADHD

What Parents Should Know about ADHD By Dianna R. Mullet and Dr. Anne N. Rinn

Does your gifted child challenge authority, show inattention, wander off-task, and demonstrate

unusual amounts of high energy? These traits and characteristics are often signs of

giftedness, but are also symptoms of Attention Deficit

Hyperactivity Disorder (ADHD). Gifted traits and ADHD

can look similar, so it’s important for parents to be aware

that both misdiagnosis and dual diagnosis are possible in

gifted children.

Does My Gifted Child Have ADHD?Some gifted children suffer from ADHD, a neurodevelop-

mental disorder that impairs a child’s functioning. For a diagnosis of ADHD,1 children under the age of 17 must display at least six symptoms of inattention or hyperactivity/impulsivity in at least two different settings (school and home, for example), and those symptoms must interfere with the child’s normal functioning.


The severity of ADHD varies among children: • Some children display primarily inattention, which can appear

as an inability to remember verbal instructions or to focus on routine tasks.

• Other children display hyperactive or impulsive behaviors such as trouble staying seated or talking out of turn.

• Some children may display both types of symptoms.• Symptoms may appear different in different children.• Some children are mildly affected while others have severe

symptoms. Gifted children without ADHD can also demonstrate high

levels of activity or inattention, but the problems tend to be specific only to certain situations (for example, a particular subject or class that lacks stimulation or challenge).2

In school, teachers are often the first point of referral for special programming, yet the overlapping characteristics of giftedness and ADHD can make it difficult to correctly refer a child. Research suggests that when a child presents characteristics that span both giftedness and ADHD, teachers and counselors are more likely to identify a disability than giftedness.3

Therefore, in order to avoid a misdiagnosis or missed diagnosis, it’s important to receive a comprehensive evaluation by a trained professional experienced in working with gifted children.4 The evaluation includes tests of intelligence, achievement, and cognitive processing; interviews with teachers, parents, and the child; observation; and developmental history.

Supporting Your Gifted Child with ADHDIf your gifted child is diagnosed with ADHD, it’s

important to provide the appropriate supports necessary for them to succeed. In addition to ensuring appro-priate medical treatment, parents have an important role in helping their ADHD gifted child succeed with educational accommodations, behavioral strategies, and opportunities to apply their strengths.

Know Strengths & StrugglesTo help set expectations for self, school, and other

pursuits, it’s important that children be aware of their strengths, weaknesses, and learning styles. Armed with this information, parents can set expectations and help advocate for younger children, and encourage older children to be self-accepting and, ultimately, self-advocating.

Strengths• Superior general intelligence. General intelligence is

unaffected by ADHD. A gifted child with ADHD is still a gifted child. Many children learn to use intellectual strengths to partially compensate for impairments caused by ADHD.5

• Exceptional creativity. Research suggests that the combination of impaired short-term memory and high intelligence actually enhances creativity.6

• A desire for complexity and abstract thinking. Gifted children with ADHD excel at analyzing big problems and understanding the way that ideas are connected to each other.

• Self-awareness of how they learn. Gifted children with ADHD need to understand their strengths/weaknesses and which learning strategies work best for them.

Struggles • Deficits in short-term memory and speed of processing

information. Your child may have trouble quickly recalling facts and details.

• Mood, anxiety, and behavior disorders. Research shows that gifted children with


all about ADHD

ADHD are more likely to experience mood, anxiety, and behavior disorders.7 Your child is aware of his or her high potential and may feel frustrated and anxious at being unable to tap into it.

• Difficulty organizing and managing time. Most gifted children with ADHD need to be explicitly taught how to organize their time and tasks.

• Difficulty with transitions. Gifted children with ADHD have difficulty shifting their frame of mind from one task to another.8 Your child may be capable of sustained attention on an interesting task, but shifting attention requires a great deal of effort—often more effort than your child can expend without support.

• Uneven performance across academic areas. Gifted children with ADHD are often unable to perform equally well in all academic areas.9 Your child may display extremes in strengths and weaknesses—he or she may earn A’s in some classes yet fail others.

• Academic underachievement. Your child may experience academic struggles when the demands of school increase beyond his or her ability to compensate with intelligence alone.

Help Manage SymptomsGifted children with ADHD thrive when they learn strat-

egies, tools, and skills that help them tap into their intellectual potential. While children may need help in learning to use the strategies, the ultimate goal is for them to become self-directed and to request help as needed.

Homework and Other Tasks• Chunking. Demonstrate how to break a task into smaller,

more manageable parts. • Checklists. Have your child create and follow a checklist for

evening activities.• Self-monitoring. Help your child use a timer to monitor

progress on tasks. Set timers as reminders to take breaks and again to resume work. After some practice using a timer, your child will be able to track time without using a timer.

• Positive reinforcement. Reward the use of strategies. Always describe the behavior being rewarded and explain why that behavior is important. Reward your child with motivators that she finds meaningful.

Organization• Organizer systems. A Simple Organization System (SOS) is

a helpful way to stay organized at school. For example, the SOS might be a 2-inch binder organized by subject, with sections for agendas, essential supplies (e.g., pencil, pen, and sharpener), and important papers (such as permission slips).

How to Avoid a MisdiagnosisR

esearch indicates that 25% to 50% of gifted children diagnosed with ADHD are actually misdiagnosed and fail to meet the diagnostic criteria for ADHD.1 Gifted children who do not have ADHD but who display

behaviors similar to symptoms of ADHD typically display only one or two ADHD-like symptoms, not the full set of six symptoms required for diagnosis.

Gifted children may exhibit ADHD-like behaviors due to lack of challenge or stimulation in the classroom.2 Colleen Willard-Holt3 suggests asking the following questions when you think that your gifted child may have ADHD:

• Could the behaviors be responses to inappropriate placement, insufficient challenge, or lack of intellectual peers?

• Is the child able to concentrate when interested in the activity?

• Have any curricular modifications been made in an attempt to change inappropriate behaviors?

• Has the child been interviewed? What are his/her feelings about the behaviors?

• Does the child feel out of control? Do the parents perceive the child as being out of control?

• Do the behaviors occur at certain times of the day, during certain activities, with certain teachers, or in certain environments?

An accurate diagnosis of ADHD requires a comprehensive evaluation by a trained professional experienced in working with gifted children.4 The evaluation includes tests of intelli-gence, achievement, and cognitive processing; interviews with teachers, parents, and the child; observation; and developmental history.

Endnotes1 Webb, J. T., Goerss, J., Amend, E. R., Webb, N. E., Beljan, P., &

Olenchak, F. (2006). Diagnosis or misdiagnosis. Understanding Our Gifted, 18, 15–17.

2 Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.

3 Willard-Holt, C. (1999). Dual exceptionalities. http://eric.ed.gov/?q=ED430344&id=ED430344.

4 Webb et al., (2005).

(Continued from p. 11)


Two Visual Ways to Manage Tasks Kanban

Kanban is a visual tool for tracking a task’s progress that gives a child a sense of control, independence, and accomplishment. Kanban consists of a “board” (a whiteboard, poster board, magnetic board, or sheet of paper) divided into three columns: “Not Started,” “In Progress,” and “Completed.” Tasks are written on “cards”

(or sticky notes, or magnets) and placed in the “Not Started” section. When your child begins work on a task, he moves it to “In Progress” and eventually to the “Completed” section. Kanban allows your child to immediately visualize where he stands on all tasks and move to online tools after some experience.

Frayer Diagram

The Frayer Diagram is a useful way for some students to collect and organize their thoughts visually, either as a replacement for or precursor to a writing assignment.

Each subject section begins with a two-sided pocket divider: one side for homework due, the other for returned work. Class notes on loose leaf paper are added to the end of the section.

• Visual systems. Gifted children with ADHD often find time and tasks easier to organize visually. One visual organization system is Kanban, Japanese for “visual card.”

• Graphic organizers. Many children with ADHD struggle with writing and prefer to convey ideas visually. Graphic organizers, such as concept maps, timelines, and Venn and Frayer diagrams, help children collect and organize their thoughts, making it easier to initiate writing.

Technology• Reminders, calendars, and camera apps. Your child can set

reminders or use calendar events to alert him to a task at a particular time or GPS location (e.g., home or school). Some students take pictures of assignments or other written infor-mation on the classroom whiteboard using their cell phone or tablet.

• Manage notes. Evernote is a free, user-friendly app for note-taking that allows notes in any format (text and images). After adding notes, your child can sort notes into online notebooks.

Develop Self-AwarenessThe greatest gift parents can give their ADHD child is to

nurture self-awareness, self-confidence, and self-advocacy. • Show your child that he is not alone. Share stories

of famous gifted people who overcame the problems associated with ADHD, such as political commentator James Carville and musician Adam Levine.

• Encourage independence. Give your child oppor-tunities to make choices, take on responsibilities, and attempt tasks to produce achievement and success. Gifted children often disengage from activities they find uninteresting. For gifted children with ADHD, however, it’s not a matter of choice—these children lack the ability to focus and sustain effort on less desirable activ-ities.10 When allowed to choose personally meaningful activities, the child is better able to focus and complete activities successfully.

• Promote self-advocacy. Self-advocacy requires clearly communicating one’s needs and desires to others. Use role

Frayer DiagramDefini�on in your own words Facts/characteris�cs

Examples Non-examples

Ferocious

Showing extremefierceness or violence

Invokes fearSavagePredatory

(Continues on p. 23)


ADHD & creativity

Are ADHD Kids More Creative?By Dr. C. Matthew Fugate

As a former elementary teacher and gifted coordinator, I had the pleasure of working with many exceptional children of all academic levels over the years. However, there is one student in particular that had a profound effect on my life; I often

refer to him as my muse and the reason that I followed my current path in education and research.

From kindergarten on, this child demonstrated an advanced vocabulary, keen sense of humor, an inquisitive nature, and a flair for imagination. Our district provided universal testing for all kindergarteners for admittance to the gifted and talented program, and he was quickly identified. However, by first grade, it was clear that there was something else going on. He quickly fell behind his peers in reading and frequently found himself in trouble because he could not control his behavior in the classroom. He

was what some call an ABC child1—every letter of the alphabet was attached to his name—GT, ADHD, you name it.

By the time this student walked into my classroom, his personal perceptions had changed. One day in the second week of 2nd grade, he looked at me and said, “Mr. Fugate, I am stupid. Everyone else in the class can read but me.”

I was shocked. Tears started to well up in my eyes. I couldn’t believe that this child, a child who I knew to be so gifted, could possibly think he was stupid. His problems with reading and inability to control his impulsivity had taken its toll on him. His love for learning was starting to wane. I quickly assured him that I would never grade him on his ability to read words on a page; we had tools in place to help him with that skill. For me, what was important is that he understood the meaning behind the stories

Social-Emotional Experiences of Middle School Girls with ADHDIn another study, I looked at the experiences of five girls who

are gifted with ADHD as they navigated their academic and social experiences in middle school.1 In this study the girls were notified by text message at various times, both in and out of school, twice a week for three months. When they received a message, they completed a brief survey that let me know what and with whom they were involved, as well as their feelings at that time. The girls also participated in an in-depth, one-on-one interview. Results:

• Although they were aware of the consequences associ-ated with their behaviors, these girls reported becoming unmotivated when completing homework they found to be mundane or repetitive.

• Physical and creative endeavors were important to help these girls self-regulate their behavior and to cope with the pressures of middle school.

• Unlike findings from previous studies of girls with ADHD, these twice-exceptional girls were able to maintain lasting friendships with a small circle of friends, not because they were like them intellectually, but because they felt that these friends understood them behaviorally.

• The girls in this study appreciated the support that they received from their parents in school and in dealing with their social interactions. They saw their parents as advocates who helped them achieve.

Endnote1 Fugate, C. M., & Gentry M. (2015). Understanding adolescent girls with ADHD: Motivated and achieving. High Ability Studies. 1–27.

www.tandfonline.com.

15

and texts that we would read over the course of the year.Unfortunately, there are many students that feel “stupid” in

classrooms all around the country. They know they are gifted, but their ADHD and co-occurring conditions can make them feel isolated and alone. This is hard not only for the children, but for the parents who may feel powerless in helping their child know how special he or she truly is. It’s essential that parents under-stand they are the most important advocate that gifted children with ADHD have in their corner.

Consider these findings from two of my previous studies examining students with ADHD: The first compared working memory—the ability to hold information in mind long enough to carry out a specific task—and creativity between two groups of gifted students, those with characteristics associated with ADHD and those without.2 For this study, creativity was measured as divergent thinking using the Torrance Tests of Creative Thinking (TTCT). Findings include: • Gifted students with ADHD characteristics were found to have

higher levels of creativity. • Researchers have tied working memory to fluid intelligence—

the ability to think flexibly—a trait associated with creative thinking. Across both groups of students, it was found that the lower their working memory, the higher their creativity.

• 53% of the gifted students with ADHD characteristics scored in the 70th percentile or higher on the TTCT, with 41% scoring above the 90th percentile.

How Parents Can HelpThere are a few simple things parents can do to

help their children succeed:• Nurture your child’s creativity by helping him or

her identify areas of strength.• Have your children explore their interest areas

through independent investigation at home. Encourage them to ask questions and seek out new knowledge. This type of independent research at home can help these students develop organizational systems that meet their needs in a comfortable, non-threatening environment.3

• Encourage your child to take up a sport, go for a run, or take up a creative endeavor. This can help them focus, calm, and center themselves during periods of high stress and can increase their academic motivation and achievement.

• Finally, provide support, but understand that sometimes your child may perceive this support as pressure. When there is a feeling of too much pressure, your child may begin to shut down. If this occurs, give him or her time to step away from the situation. Lastly, I’d like to suggest we stop viewing gifted children with

ADHD as having a deficit and disorder and start seeing them as ADHG—Attention Divergent Hyperactive Giftedness. Then we can highlight their motivation, strengths, and resilience—and help them understand that they are not alone. 0

ResourcesBaum, S., & Owen, S. (1988). High ability/learning disabled

students: How are they different? Gifted Child Quarterly, 32, 321–326.

Kennedy, D., & Banks, R. (2011). Bright not broken: Gifted kids, ADHD, and autism. San Francisco, CA: Jossey-Bass.

Author’s NoteC. Matthew Fugate, Ph.D., received his doctorate in Gifted, Creative, and Talented Studies from Purdue University. Prior to this, he worked as an elementary teacher in the Houston Independent School District where he also served as a Gifted

Coordinator and Magnet Coordinator. Matthew’s research has examined the relationship between

working memory and levels of creativity in gifted students who also have characteristics related to ADHD. He has also examined the coping mechanisms of twice-exceptional girls in secondary school as they navigate both their academic studies and interpersonal relationships.

Endnotes1 Baum, S. M., & Olenchak, F. R. (2002).

The alphabet children: GT, ADHD, and more. Exceptionality, 10, 77–91.

2 Fugate, C. M., Zentall, S., & Gentry, M. (2013). Creativity and working memory in gifted students with and without characteristics of attention deficit hyperactive disorder: Lifting

the mask. Gifted Child Quarterly, 57, 234–246.

3 Renzulli, J., & Reis, S. (2009). Light up your

child’s mind. New York, NY: Little, Brown and

Company.


tech tools

Mobile Learning for School and Home

Take a Byte: Technology for 2e StudentsBy Linda E. Collins

“Twice-exceptional,” also referred to as “2e,” is a term used to describe gifted children who

have the characteristics of gifted students and give evidence of one or more disabilities

as defined by federal or state eligibility criteria. These disabilities may include specific

learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders,

physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity

disorder (ADHD).1


Twice-exceptional (2e) students can struggle with organization of cognitive tasks due to executive function challenges, and may struggle with social cues, sensory issues, learning disabilities, anxiety, and depression. Because of these challenges, school is not always the euphoric place parents and teachers hope it will be, but students’ affinity with technology can be used to support study, organization, social skills, and enrichment in interest areas. When used appropriately, technology offers options for enhancing student learning. It can provide a mobile classroom—a “safe place” for 2e students—making learning multi-dimensional for multi-exceptional students.

A priority for teachers is to help students learn something new every day, and this is just as true for 2e students as for others. While technology is not a substitute for an

insightful, caring, educational team, it can be integral to academic and social-emo-tional success for 2e students at any age. Technology can be a creative way to help with organization, academics, and

enrichment, or “sub in” when students need some additional support at school or at home.

Following are dozens of resources that can help support organizational, academic, and enrichment interests for twice-excep-tional children. Parents should evaluate them first, identify those that best serve their child’s needs, and then work with their child

to incorporate into daily living. Sharing this list with teachers and encouraging them to use these tools in the classroom will provide consistent systems and strengthen home-school connections.

OrganizationOrganizing and managing

to-do lists, schedules, assign-ments, homework, and resources is often difficult for students with executive functioning challenges. These appealing apps are both fun and functional to help manage

day-to-day tasks.• Dayboard. A Google Chrome extension

that puts a daily to-do list on every tab opened. chrome.google.com

• Free Technology 4 Teachers. Award-winning blogger Richard Byrne’s compre-hensive site for apps, videos, guides, and Google tutorials. www.freetech4teachers.com

• IStudiezPro. App for students that combines tracking schedules, homework, and grades with easy-to-use interface. www.istudiezpro.com

• Live Binders. An online 3-ringed binder for organizing resources that also connects to Dropbox and Evernote. www.livebinders.com/welcome/home

“ Glancing around the classroom, I noticed many students with their heads lowered. They were texting, tweeting, googling, TEDing, and messaging―elaborating and extending their study skills via the latest mobile technology.”


tech tools

• Online Stopwatch. A simple, fast online countdown timer for when you need a stopwatch. www.online-stop-watch.com

• Remember the Milk. Manage your to-do list from anywhere with this online service; also connects to phone, web, and Google apps. www.rememberthemilk.com

• Stickies. Put Post-It note-like windows on the computer screen to write short reminders, notes, and other clippings. http://stickies.en.softonic.com

• Track Class. Helps students keep track of assignments, notes, and tests. www.trackclass.com

AcademicSome gifted kids have difficulties with

taking notes, putting pen to paper, and test taking. Digital tools like these help students with writing, white boarding, dictation, grammar checking, and game-style study supports.• AudioNote. Combines notetaking and

voice recorder that saves time and improves quality of notes. Find it at the Mac App Store.

• Educreations. Interactive whiteboard that allows user to annotate concepts and content. www.appsinclass.com/educreations.html

• Euronews. Aggregator of world news and special reports. www.euronews.com

• Grammarly. Makes you a better writer by finding and correcting up to 10 times more mistakes than your word processor. https://www.grammarly.com/

• ICivics. Interactive civics experience and games, where users run for president, pass laws, and argue real cases. https://www.icivics.org

• Khan Academy. More than 2,400 free videos on topics including math, science, and physics. https://www.khanacademy.org/

• News ELA. Search news by different categories—from biology to sports, music to science—for project information or fun reading. www.newsela.com

• Snappy Words. Interactive thesaurus to draw connections to associated words with mouse-over features. www.snappy-words.com

• StudyBlue. Crowdsourced digital tools, flashcards, notes, and study materials that more than 10 million students use. www.studyblue.com/

• Vocabulist. Allows students to automat-ically define vocabulary sheets with a variety of export options. https://vocabulist.com/

EnrichmentStudents feel empowered and self-con-

fident when they can showcase their talents, learn new skills, or simply create something new. Check out these courses, games, and tools for sparking curiosity.• Do it Yourself. Get new skills with

courses developed by creative experts. www.diy.org

• GetKaHoot. Create, play, and share fun learning games for any subject and for all ages. https://getkahoot.com

It’s a Fact!So, how many 2e children are out there? In 2006, the most recent year these statistics are available, the number of K–12 students identified as 2e reached nearly 70,000 among school districts that voluntarily tracked and reported this data. This number represents a percentage consistent with estimates that 2% to 5% of the gifted population have learning disabilities (LDs), and 2% to 5% percent of students with LDs are gifted. This number is expected to grow as more school districts become more aware of twice-exceptionality and as more districts participate in reporting this data.1

Endnote1 Bracamonte M. (2010). Twice-exceptional

students: Who are they and what do they need? 2e: Twice-Exceptional Newsletter, 39. www.2enewsletter.com


• Infogram. Create and publish inter-active, responsive, and engaging visualizations of data. https://infogr.am

• Nearpod. Offers curated, interactive lessons and real-time assessments from publishers and educators for students and teachers across all devices. www.nearpod.com

• QR Stuff. Generate QR codes in new ways. www.qrstuff.com

• Thing Link. Create interactive news, photography, maps, posters, and infographics. www.thinglink.com

• Wonderopolis. What are you wondering about? From the National Center for Families Learning (NCFL), website includes wonders of the day and wonder guides to lead to exploration and curiosity. http://wonderopolis.org/ 0

ResourcesCollins, L. E. (2008). Twice exceptional/

twice successful: Back to school strategies that work. Supporting the Emotional Needs of the Gifted. www.sengifted.org/archives/articles/twice-exceptionaltwice-successful-back-to-school-strategies-that-work

Danielian, J., & Nilles, K. (2015, September). The exceptionality of being twice-exceptional. Connecting for High Potential. Washington, DC: National Association for Gifted Children.

Gilman, B. J., Lovecky, D. V., Kearney, K., Peters, D. B., Wasserman, J. D., Silverman, L. K., & Rimm, S. B. (July-September 2013). Critical issues in the identification of gifted students with co-existing disabilities: The twice exceptional. SAGE Open 1-13. http://sgo.sagepub.com/content/spsgo/3/3/2158244013505855.full.pdf

National Education Association. (2006). The Twice-Exceptional Dilemma. www.nagc.org/sites/default/files/key%20reports/twiceexceptional.pdf

Reynolds C. R., & Shaywitz, S. E. (2009). Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24, 130–145.

2e: Twice-Exceptional Newsletter. Provides news, articles, court cases, conference announcements, book reviews, and support. www.2enewsletter.com

Author’s NoteLinda E. Collins, M.Ed., is a high school gifted education teacher at Olathe Northwest High School, Olathe, KS, who has worked with 2e students over the last 14 years. Linda has received numerous accolades for her work, including a semi-fi-nalist for Region 3, Kansas Teacher of the Year, 2009; Kansas Master Teacher of the Year, Blue Valley School District, 2004; and Sunflower Ambassador for the Blue Valley School District, 2013. Currently completing a doctorate at the University of Kansas, she is a member of the editorial board for SENG, and the Assessment of Giftedness Special Interest Group for NAGC. Linda’s immediate family includes a husband who is an Advanced Placement teacher and four diversely talented children who keep life interesting.

Endnotes1 Baum, S. (2012, May 16). What’s in a name?

Defining and reifying twice-exceptional education. The 2e Education Blog. http://twiceexceptional.com/author/susanbaum/


creativity crusade

May The creative Forces Be with You!by Dr. Rick Shade and Patti Garrett Shade

Creativity is not like an IQ score. Creativity can’t be measured by adding the correct

responses on a standardized test and then converting them to a numerical value. Nor can

it be measured against “scores” of other children in a similar grade or age group.

Creativity is best identified in children and adults by looking for behaviors such as flexibility, playfulness, curiosity, originality, intel-lectual risk-taking, and persistence in thoughts or actions. These

creative behaviors occur at certain times and under certain condi-tions in everyone. But, they can also be either enhanced or severely

squelched—and will only survive in a supportive environment and with frequent opportunities for practice.

Heading off to School Before formal schooling, gifted children use creativity

skills freely when their home is their primary learning environment, stemming from an endless curiosity about the world they live in. However, when they leave the nurturing and protective home and enter school, creative children find they may have to leave their creativity on the school’s doorstep or keep it tucked away until called upon for a specific activity.

When immersed in creative activities, all children (especially highly creative gifted children) demonstrate more imagination,

curiosity, and emotional intensity. To parents, teachers, and classmates, these intensities might “appear” as stubbornness and


nonconformity. Creative children may seem resistant, unmotivated, or slow in completing tasks. They may ask endless questions. These creative behaviors may seem irritating, puzzling, annoying, and problematic to others.

Research has shown that public school teachers prefer students to be courteous, punctual, well-rounded, receptive, and obedient. Often they don’t like some of the behavior and personality traits common to creative children, such as compul-siveness, non-conformity, disorganization, adventurousness, and imagination.1 Understandably, parents may feel the same and respond similarly at home.

Additional studies indicate that not only do some teachers have a negative view of characteristics associated with creativity, but they also view students who display such behaviors as “unappealing.”2 These facts further support the notion that some teachers do not understand creativity or how important it is, and that they may be adverse to teaching it or working with students who demonstrate it. This points to the need for greater awareness and understanding of the oppositional behaviors associated with creativity.

Adults need to know that creative children have an insatiable drive to partic-ipate in the creative process. They are passionate about their process and desired outcome. Creative children may not want to finish tasks because in their minds, “It’s not done yet.” Or, they may not even want to start tasks requiring a quick conclusion because they don’t want to speed up the creative process. However, in reality, creative children just need time to think and be creative, especially if they’re deeply immersed in an activity. They need to sort out what creatively makes sense to them, and may not even recognize how others perceive their actions.

Happy vs. Unhappy Creative Child

Happy adults are healthier, more successful, harder working, caring, and more socially engaged.3 Similarly, when

children are creatively engaged, they are happy, playful, smiling, laughing, surprised, and hard working.

However when gifted children are creatively unhappy, it may manifest itself as opposition or rebellion. This behavior also may be masking nervousness, insecurity, and/or a lack of understanding of their own creativity. An insecure creative child may say, “This is boring,” or “My teacher doesn’t like me.”

When parents hear their creative gifted child is unhappy, it’s important for them to not automatically side with their child and to remember the child may be caught in several paradoxes. They may be nervous, insecure, or sorting out the dichotomy of their creative selves within the conformity required in formal educational settings.

If a creative gifted child seems unhappy, parents might consider these suggestions from Dr. Sylvia Rimm:4 • Encourage creative children to be

productive in at least one area of creative expression and help them find audiences for their performances.

• Don’t label one child in the family “the creative child.”

• Find appropriate models and mentors in areas of children’s creativity.

• Help children use creative strengths to support weaknesses in other areas.

Fostering Creativity at Home & School

Creativity is enhanced in classrooms and in homes where ideas are supported and there is freedom of thought and choice. All too often, today’s living and learning climates seem to discourage creativity and creative thinking, or at best, save it for special occasions. In part, this is due to a limited vision of what creativity looks like and a lack of understanding of how to use it in everyday experiences.

It’s the responsibility of both home and school to foster a creative learning environment so children can learn to value their own creative achievements. Parents and teachers should share observations in order to foster understanding and avoid

Behaviors of Creative ChildrenHow do creative individuals behave? Here’s a list of 10 creative behaviors that may be exhibited by children when they are being creative.

1 . Intellectually playful . Has fun tinkering or pondering ideas and concepts.

2 . Makes unusual associa-tions . Sees analogies between seemingly unlike ideas.

3 . Asks provocative questions . Stimulates the conversation or discussion with intense “Why not?” or “What if?” questions.

4 . Passionate level of interest . Displays intense desire to work on or learn about certain things.

5 . Generates many ideas . Is prolific when asked to come up with ideas.

6 . Relishes off-the-wall humor . Likes wacky, weird, or unusual humor.

7 . Broad range of interests . Has eclectic interests to the extreme; often does not complete tasks or excel in one particular area.

8. Ideas don’t fit the norm. Generates ideas that are often unique and not understood or accepted by peers.

9 . Greater persistence/determi-nation . Works ceaselessly and tirelessly in area of interest; enjoys working alone.

10 . Stands ground when criti-cized . Does not change mind easily or often; holds strong self-beliefs.


creativity crusade

misunderstandings. Creative children need to understand that if they begin to rebel at every turn, they may lose opportunities to develop their talents.

It’s somewhat comforting to know that, in today’s classrooms, some teachers are figuring out how to embrace creativity within the structure of their teaching environments. They are focusing on the “how” of teaching while addressing all content requirements along the way, and igniting their own and their students’ passions.

However, it’s still not enough. More parents and teachers must join together to change the way creativity grows and flourishes in our homes and schools. May the creative forces be with you and your children! 0

ResourcesShade, P., & Shade, R. (2014). Curiosita

teaching: Handbook of instructional strategies. Denver, CO: RASPO Publishing.

Shade, R., & Shade, P. (2015). The creativity crusade: Nurturing & protecting your child’s creativity. Denver, CO: RASPO Publishing.

Authors’ NoteRick Shade, Ed.D., is an internationally known author, consultant, and speaker who is passionate about unleashing the power of creativity in the classroom, home environment, and work place. He is co-author of several books on creativity,

and is the recipient of the “Outstanding Educator” awards at two universities for innovative teaching practices. Patti Garrett Shade has worked in education in Europe and the U.S. as a consultant, author, and educator. She has received national recognition for her work which focuses on creating interactive learning environments.

To find out more about the authors please visit: www.curiositateaching.com.

Endnotes1 Cropley, A. (1994). More ways than one:

fostering creativity. Norwood, NJ: Ablex.2 Westby, E., & Dawson, V. (1995). Creativity:

Asset or burden in the classroom. Creativity Research Journal, 8(1).

3 Wade, D. (2005). So what do you have to do to find happiness? www.timesonline.co.uk.

4 Rimm, S. (2001). Marching to the beat of a different drummer—creativity. www.sylviarimm.com.

When You Witness Creativity, Take Note!Parents should take note of their child’s creative behaviors by keeping a journal. Start by noting interesting comments, accomplishments, or interactions at home. Later parents may choose to share these observations with their child’s teachers and encourage them to make classroom observations of all students’ creative behaviors by using the classroom Creative Attribute Learning Log (CALL) (See example). This understanding and awareness will assist teachers in responding appropri-ately to unusual ideas, questions, and behaviors.

Source: Shade, P., & Shade, R. (2014). Curiosita teaching: Integrating creative thinking into all teaching & learning. Denver, CO: RASPO Publishing.

“ Education is the foundation of our democracy—the stepping stones for our youth to reach their full potential. My own experience in public school was quite frustrating. I was often bored. Occasionally, I had a teacher who engaged my curiosity and motivated me to learn. Those were the teachers I really loved. I wondered, ‘Why can’t schools be engaging all the time?’” -George Lucas

Classroom Creative Attribute Learning Log—January 2016

Creative Behaviors Student Names

1. Intellectually playfulLogan

1-1-3-2-2Caleb 3-3-3

Seth 1-1-4-3

Eli 1

2. Unusual associationsMissy 3-3-3

Amare 2-2

Ella Bruce

3. Provocative questions Beau Jayton Colby Kaylee

4. Passionate interests Sam Zoey ZackBailey

3-2-3-3

This abbreviated version of the Creative Attribute Learning Log (CALL) illustrates how teachers can keep a handy list of their students and jot down the corresponding number of the creative behavior when exhibited by their students. In this example, Caleb and Missy frequently ask provocative questions, while Amare makes unusual associations. This same chart can be modified for use at home by parents. Dates and detailed annotations may be recorded below the chart.


(Continued from p. 13)

play to practice dialogs that include intro-ducing herself, talking about her interests and strengths, asking for an explanation, and talking about what she needs in order to be successful, both personally and academically. Ultimately, parents should remember

that ADHD behaviors are not willful or intentional, but result from neurobio-logical differences. Gifted children with ADHD must learn to apply strategies for managing their work and emotions. With practice and positive feedback, new strat-egies become habit. And, when provided appropriate strategies for managing ADHD, dually diagnosed children often show significant improvement—both in their achievement at school and in their self-concept.11 0

ResourcesWebsitesBefore Referring a Gifted Child for ADD/ADHD Evaluation

http://sengifted.org/archives/articles/before-referring-a-gifted-child-for-addadhd-evaluation

Ensuring Gifted Children with Disabilities Receive Appropriate Services: Call for Comprehensive Assessment (Position Statement) http://goo.gl/XKBXni

Frequently Asked Questions about Section 504 and the Education of Children with Disabilities http://www2.ed.gov/about/offices/list/ocr/504faq.html

Social and Emotional Needs of the Gifted: Misdiagnosis Initiative http://sengifted.org/programs/seng-misdiagnosis-initiative

Wrightslaw: Education Law and Advocacy for Twice-Exceptional Children (2E) http://www.wrightslaw.com/info/2e.index.htm#books

BooksBrown, T. E. (2014). Smart but stuck: Emotions in teens and

adults with ADHD. San Francisco, CA: Jossey-Bass.Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P.,

& Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.

Weinfeld, R., Barnes-Robinson, L., Jeweler, S., & Shevitz, B. R. (2013). Smart kids with learning difficulties: Overcoming obstacles and realizing potential. Waco, TX: Prufrock Press.

Authors’ NoteDianna R. Mullet, M.S., is a doctoral student in Educational Psychology at the University of North Texas and a parent of a gifted child with ADHD. Her research focuses on the nature and needs of twice-exceptional children.

Anne N. Rinn, Ph.D., is an Associate Professor of Educational Psychology and Coordinator of the Doctoral Program in Gifted and Talented Education in the Department of Educational Psychology at the University of North Texas. Her research focuses on the social and emotional needs of gifted adolescents.

Endnotes1 American Psychiatric Association. (2013).

Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.

2 Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis

and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.

3 Hartnett, D. N., Nelson, J. M., & Rinn, A. N. (2004). Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review, 26(2), 73–76.

4 Webb et al., (2005). 5 Antshel, K. M., Faraone, S. V., Stallone, K., Nave, A., Kaufmann, F. A.,

Doyle, A., & Biederman, J. (2007). Is attention deficit hyperactivity disorder a valid diagnosis in the presence of high IQ? Results from the MGH Longitudinal Family Studies of ADHD. Journal of Child Psychology and Psychiatry, 48(7), 687–694.

6 Fugate, C. M., Zentall, S. S., & Gentry, M. (2013). Creativity and working memory in gifted students with and without characteristics of attention deficit hyperactive disorder: Lifting the mask. Gifted Child Quarterly, 57, 234–246.

7 Antshel et al., (2007). 8 Webb et al., (2005). 9 Brown, T. E. (2014). Smart but stuck: Emotions in teens and adults with

ADHD. San Francisco, CA: Jossey-Bass.10 Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational

definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58, 217–230.

11 Brown, T. E. (2011). Executive function impairments in high IQ children and adolescents with ADHD. Open Journal of Psychiatry, 1, 56–65.

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