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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
Bright Not BrokenWHO THEY ARE
• 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
Bright Not BrokenWHO THEY ARE
• 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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Bright Not BrokenWHO THEY ARE
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Achievement Stereotype of
Giftedness
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Bright Not BrokenWHO THEY ARE
• 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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Bright Not BrokenWHO THEY ARE
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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Bright Not BrokenWHO THEY ARE
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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Bright Not BrokenWHO THEY ARE
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Bright Not BrokenWHO THEY ARE
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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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Bright Not BrokenWHO THEY ARE
• 2E
• Gifted
• ADHD
• ASD
• Shared Characteristics
• Behaviors
• Social-Emotional Challenges
• Learning Difficulties
Twice Exceptional
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Bright Not BrokenWHO THEY ARE
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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Bright Not BrokenWhy They Are Stuck
• 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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Bright Not BrokenWhy They Are Stuck
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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Bright Not BrokenWhy They Are Stuck
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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Bright Not BrokenWhy They Are Stuck
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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Bright Not BrokenHow To Help Them
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
Bright Not BrokenHow To Help Them
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
21
Bright Not BrokenHow To Help Them
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
22
Bright Not BrokenHow To Help Them
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.
Bright Not BrokenHow To Help Them
• 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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24
Bright Not BrokenHow To Help Them
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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Bright Not BrokenHow To Help Them
• 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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BrightNotBroken.comFollow us on Twitter @brightnotbroken
Like us Facebook.com/brightnotbroken
Diane M. Kennedy and Rebecca S. Banks
27
BNB Radio Show @TheCo"eeKlatch.com
Listen Live Every Wednesday 9pm
(Eastern)or iTunes podcast
27
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