Case Studies in Twice Exceptionality:

1. Case Studies in Twice Exceptionality: Helping These Learners Survive and Thrive in Elementary Gifted Classrooms

2. It All Started With a Project… • Javits government grant for .875 million dollars for 5 year study of twice exceptional primary school children: PROJECT 2EXCEL • Includes 4 school districts (all serving gifted students in homogeneous, self-contained classrooms) with varying demographics so we can try to generalize across schools: District A – inner city gifted magnet school District B – small, blue collar 2nd ring suburban district District C – moderate 2nd ring middle class suburban district District D – moderate 1st ring blue collar/upper middle class suburban district

3. Goals of Project 2EXCEL • Develop a systematic identification system for gifted learners with: • Attention Deficit Disorder with/without hyperactivity (ADHD) • Emotional Behavioral Disorder (EBD) • Autism Spectrum Disorder (ASD) • Specific Learning Disability (SLD) • Provide training for experimental teachers on twice exceptionality: • On-line certificate program (tuition free) 18 postgraduate credits in 2X Education • In-service training on curricular specifics with built in, paid writing days (8 per year) • Yearly stipends for materials and resources • Biweekly classroom visits for observation, reflection

4. Goals of Project 2EXCEL • Develop a “toolkit” of adaptations and accommodations applicable to gifted math and reading/language arts curriculum • Provide training and support to parents of twice exceptional experimental and control students • Disseminate what is learned about identification, programming, and parenting with general community via: • Curriculum toolkit for teachers • Website (www.stthomas.edu/project2excel ) • Parent training and resource manual

5. Project Implementation • Matched pairs of gifted children identified with the same forms (and degree) of exceptionality were randomly assigned to experimental and control classrooms • Matched pairs are pre- and post-tested on math and reading achievement levels, motivation to learn, and self-efficacy • Experimental students receive services for 5 years, starting with 4th grade and controls continue with their current levels of services (for giftedness and special education) • Parents of experimental and control students receive four training sessions yearly on home-based strategies and resources on twice exceptionality

6. What We Have Learned in Year One About Identification: 10 Strategies for Finding the Kids • S1 -A tiered system of identification ** • Three-tiered system relying on more and more sophisticated instruments to first include all possibles and potentials followed by “ruling out” other variables for a child’s inability to thrive in a gifted classroom • S2 -Need for identification team • Consisting of at least a special education person for each disability area and a gifted specialist, plus others involved such a school nurse, social worker, physicians, etc. • S3 -Need for training for identification teams • Practice with spectrum of instruments (objective measures) and checklists (subjective measures) and child study observations

7. Tiers for Identification

8. What We Have Learned in Year One About Identification: 10 Strategies for Finding the Kids • S1 -A tiered system of identification ** • Three-tiered system relying on more and more sophisticated instruments to first include all possibles and potentials followed by “ruling out” other variables for a child’s inability to thrive in a gifted classroom • S2 -Need for identification team • Consisting of at least a special education person for each disability area and a gifted specialist, plus others involved such a school nurse, social worker, physicians, etc. • S3 -Need for training for identification teams • Practice with spectrum of instruments (objective measures) and checklists (subjective measures) and child study observations

9. Study Procedure • Each district used a 3-Tier identification protocol • Tier 1: discrepant WISC index scores when WISC used for GT identification or for SPED identification (additional IQ testing was done for learners identified by other means); use of screening checklists by teachers and parents • Tier 2: additional measures when identification unclear or measures inconsistent; Connor Rating Scales, BASC-2 for EBD, BASC-2 or ADIR for ASD, Woodcock-Johnson Achievement for LD • Tier 3: Connor’s Continuous Performance for ADD, ERB for EBD, ADOS for ASD, wrAP Writing Assessment for SLD

10. Tiers for Identification

11. Prevalence Results Summary • Approximately 14% of the 504 GT children in self-contained classes were 2X. At 30 GTs per classroom, that means we could expect 4 of those GTs to present with a second exceptionality in each classroom. • GT/AD/HD learners represented 7% of the 504 GT children. At 30 GTs per classroom, we could expect 2 of those GTs to present with a AD/HD disorder in each classroom.

12. Prevalence Results Summary • EBD and SLD represented 3%, respectively, of the 504 GT children. At 30 GTs per classroom, we could expect 1 EBD and 1 SLD child in each 4th grade classroom • GT/ASD learners represented 1% of the 504 GT children. At 30 GTs per classroom, we could expect 1 GT child with ASD in every third classroom.

13. Developmental Prevalence Results Summary • Except for the anomaly at 5th grade, there appears to be a slight increase overall in 2X presentation as gifted learners grow older • GT/AD/HD seems to be the most prevalent twice exceptionality to crop up over time. • Sixth grade appears to be a time when SLD may rear its ugly head. • EBD tends to remain constant and at a relatively high second as most prevalent twice exceptionality. • When looking across the grade levels, approximately 1 GT child in 5 in this study presented with some twice exceptionality.

14. What We Have Learned in Year One About Identification • S4 -The WISC-4 is valuable in providing “inclusive” data on potential 2X children • Children with discrepancies among index scores of 23 or more points are assessed with subsequent tiers for twice exceptionality • S5 -Don’t look too far from the family tree • Traits of twice exceptionality are likely found in other family members • S6 - Finding twice exceptionals is easier in gifted self-contained classrooms than in mixed ability classrooms • In the latter, the giftedness may allow children to look “average” so they are not recognised as either gifted or special education qualified

15. What We Have Learned in Year One About Identification • S7 -Look harder than we have previously for eligible girls • Especially for disabilities that are emotional, attentional In attentive ADHD), or for SLD – girls seem to be able to “hide” their issues more effectively • S8 -Identification for twice exceptional may have developmental differences • We are more likely to find ADHD and ASD fairly early, but EBD and SLD may not show up until the middle school years • S9 - The school nurse may be one of the best identifiers of twice exceptionality • Knows which are on medication and for what reasons

16. What We Have Learned in Year One About Identification • S10 -Need to help parents understand importance of early identification • Many don’t want their children “labeled” so will allow child to struggle but remain “average” rather than to address and perhaps countermand many permanent self-efficacy and intrinsic motivational issues. • NUMBER 11 (I know I promised 10): we must look in three places for twice exceptionality • A -Self-contained gifted classrooms for children who are not thriving (ruling out underachievement, low motivation, ethnic issues) • B -Mixed ability classrooms for children who seem to have a “spark” • C -Special education files, especially at children with highly discrepant sub-scores on objective tests

17. And Now About the Kids • Jonah • Kelly • Nate • Ricky • Charlie • Linus • Sally • Lucy

18. 8-years-old Cheerful Outgoing and friendly Diagnosed with ADHD Mischievous eyes and grin Interested in EVERYTHING Jonah

19. ADHD Associated Behaviors

20. Test Results • IQ (Ability) Percentiles • Verbal 98th • Perceptual Reasoning 94th • Working Memory 99th • Processing Speed 58th** • ITBS (Achievement): Percentiles • Reading 82nd 95th** • Math w/Computation 81st 92nd** • Math w/o Computation 99th 84th**

21. Teacher’s Perspective • Very likeable • Strengths: sense of humor, compassion, insight, good friend • Shares in class and enjoys the spotlight • In “charge” of making sure other students are enjoying themselves • Not concerned about doing class work • VERY active in class • Often has “too many ideas in my head. I can’t pick one.”

22. Parents’ Perspective • Good natured • Monty Hall of the family • Enjoys solitary activities, yet is a “joiner” • Suspected giftedness when at age 3 he designed a pulley system and tested it with different weights • Hobbies: chess, fishing, Legos, basketball • Doesn’t sleep much • ADHD history possible in family

23. All is Right With the World When… • Fishing • Playing with Legos • Reading a good fantasy book • Playing chess (against himself or others) • Searching for “just the right worms”

24. Fall 2009 Hard to behave the way others expect Average confidence in Reading Not happy about appearance Feels smart in school, but not important Important to have friends Spring 2010 A little easier to behave the way others expect Less confidence in Reading - Slow Happier with appearance Feels smart in school, but still not important Feels much more socially accepted (Mom and teacher) Child’s Perspective

25. “Accommodations” • Yoga • Aerobic ball • Desk position in room • Chewing gum • Tennis ball • Alternative assessments • One-on-one instructions • Approval and encouragement

26. Jonah After 1st Year • Motivation from 8th to 56th Percentile in Math • Reading achievement from 82nd to 95th Percentile • Math with computation from 81st to 92nd Percentile, but Math without computation dropped from 99th to 84th percentile • More friends • A little easier to behave the expected way • Acceptance of methodical work lessened frustration (high executive functioning/slow processing speed)

27. Obsessive Compulsive Disorder Anxiety Affectionate Desire to Please Emotion Control Issues Kelly

28. OCD Associated Behaviors • Problems with information processing • Obsessions and compulsions • Imagining losing control or having aggressive urges • Fears • A need to have things “just so” -- International OCD Foundation, 2010

29. Test Results • IQ (Ability) Percentiles • Verbal 98th • Perceptual Reasoning 90th • Working Memory 68th* • Processing Speed 94th • ITBS (Achievement) Percentiles • Reading 93rd 93rd • Math (w/Computation) 92nd 99th • Math (w/oComputation) 98th 99th

30. Teacher’s Perspective • Domineering and egocentric • Clever, smart, and capable • Impulsive • Completes work and follows instructions • Needs approval and encouragement • Eager to make friends

31. Family Life • Frequent “groundings” • Uninvolved in activities outside of school • Parents going through divorce • Few friends outside of school • Mom concerned about lack of friendships

32. Fall 2009 High Reading confidence VERY high Math confidence Average social acceptance Dislikes appearance (compared to other girls) Behaves very well High global self worth Spring 2010 Higher Reading confidence High Math confidence, but lower than in Fall 2009 Higher social acceptance than in Fall 2009 Dislikes appearance even more Behaves most of the time Very low global self worth Child’s Perspective

33. All is Right With the World When … • Reading • Sketching/Drawing • Writing -- especially poetry Where will we be? The fire is strong and fierce, the water mellow and soft The earth changes not fast or slow. What do you think is going on down below? Lava heating up to explode? Ice so cold it can freeze all? What do you think the world will be in 1,000,000 years? Healthier … Fully polluted … Or does it even exist? • Spending time with friends

34. “Accommodations” • Praise and encouragement • Attempt to publish poetry • Coping skills • Encouraged to draw sketches to accompany writing • Re-grouped frequently to make a friend

35. Kelly After 1st Year • At a crossroads: • Self-esteem fell from a high level to below average • Appears less anxious, but finishes lunch well before lunchtime • Motivation for Math dropped significantly, but achievement rose dramatically • Feels more socially accepted, but has few friends • Knows that behavior is worse -- trying out personas / “dumbing down” for classmates -- but has no plan to change

36. Non-Verbal Learning Disorder, ADHD Immature Speech Patterns Friendly Sense of humor Nate

37. Dysgraphia Associated Behaviors • Distorted writing • Incorrect writing • Inappropriately sized or spaced writing • Wrong or odd spelling of words • Use of wrong words, though similar -- National Institute of Neurological Disorders and Stroke (NINDS)

38. Test Results • IQ (Ability) Percentiles • Verbal 99.9th • Perceptual Reasoning 39th ** • Working Memory 27th ** • Processing Speed 9th ** • ITBS (Achievement) Percentiles • Reading 73rd 87th ** • Math (w/Computation)N/S 82nd • Math w/oComputation82nd 99th **

39. Teacher’s Perspective • Auditory learner • Grasps concepts quickly • Witty and has many friends • Challenges teacher to challenge him • Full of ideas and uses assistive technology well • Mom doesn’t want homework assignments -- his responsibility

40. Family Perspective • Witty, good-natured, fun • Smart • Immature Speech Patterns • Forgetful • Helping him become independent by NOT accepting homework assignments from teacher • ADHD history in family

41. Fall 2009 Very low Reading motivation Average motivation in Science Highly confident in writing ability High self-esteem High to very high global self-worth Teacher does nothing different for him Spring 2010 Still low (but higher) Reading motivation Extraordinarily highly motivated in Science VERY highly confident in writing ability VERY high self-esteem VERY high global self-worth Teacher did nothing different for him Child’s Perspective

42. All is Right With The World When … • Playing sports with friends • Reading -- loses sleep • Entertaining friends

43. “Accommodations” All were provided for whole class • Allowed to record test responses • Use of word processing for writing • Word prediction software • Flexible deadlines • Alternative assessment strategies • Movement in class: arm shakes, wrist shakes, finger movement • Co-writing

44. Nate After 1st Year • Possibly the highest level of self-esteem of anyone in the study • Doesn’t worry about taking tests or writing • Using digital recorders and word processing, writes beautifully • Ran for student council • Twice-exceptionality not getting in the way of learning

45. Diagnosed with Asperger’s Syndrome Clever Sense of Humor RICKY

46. Asperger’s Syndrome • Limited interests or unusual preoccupation • Repetitive routines or rituals • Peculiarities in speech or language • Socially and emotionally inappropriate behavior • Problems with non-verbal communication • Clumsy and uncoordinated motor movements -- National Institute of Neurological Disorders and Stroke (NINDS)

47. Test Results • IQ (Ability) Percentiles • Verbal 96th • Perceptual Reasoning 99th • Working Memory 86th * • Processing Speed 99th • ITBS (Achievement) Percentiles • Reading 96th 90th * • Math (w/Computation) 99th 99th • Math w/o Computation 99th 99th

48. Teacher’s Perspective • Brilliant • Requires a great deal of one-on-one • Highly motivated when interested • Great sense of humor • Genuinely likes him -- even his “ornery” side • Prefers hands-on activities • Sometimes seems to say random things, but nothing inappropriate • Plays devil’s advocate

49. Family Perspective • Forgetful in daily activities • Extremely sensitive, cries easily • Sponge for learning facts • Few friends -- has trouble making and then keeping friends • Fidgety, always on the move • Frequent nightmares • Listens to reasoned arguments • Kind-hearted and creative • “Outside the box” thinker in all things

50. Child’s Perspective • Unhappy with himself -- would like to have more friends • Sad that he is unpopular • Confidence in writing ability • Thinks the way he does things is just fine • Being smart in school is very important to how he feels about himself as a person