Consultation Considerations: Serving Twice-Exceptional Students Nick Marchi

1. Consultation Considerations: Serving Twice-Exceptional StudentsNick Marchi Abstract The purpose of this presentation is to summarize the literature related to serving twice-exceptional students in the school setting, as well as to synthesize recommendations for how school psychologists can use consultation to assist in service of twice-exceptional students. A summary will be presented that answers the following questions: What is twice-exceptionality? What challenges do twice-exceptional students face? What can we do to help? Participants will gain a better understanding of what twice-exceptionality is, how it can be identified, and they will leave with strategies for systemic advocacy and collaboration with school professionals to best serve these unique individuals in schools. Considerations for helping twice-exceptional students within a response to intervention (RTI) framework will also be discussed. Findings Summary Introduction • What is Twice-Exceptionality?: Twice-exceptional students can be defined as learners who possess both high ability and a disability recognized under IDEA (Pereles, Omdal & Baldwin, 2009; Assouline & Whiteman, 2011). • Types: • High ability masks disability • Disability masks high ability • High ability and disability simultaneously mask each other • (Leggett, Shea & Wilson, 2010). • What Challenges Do Twice-Exceptional Students Face? • Top three referral concerns: classroom work difficulties, classroom behavior problems, andparental concerns (Foley-Nicpon, Assouline & Colangelo, 2013). • Twice-exceptional students possess characteristics on both sides of the exceptionality spectrum, making it hard for teachers and psychologists to identify them (Yssel, Prater & Smith, 2010; Pfeiffer, 2013). • Adaptive characteristics: strong problem solving skills, advanced vocabulary, keen sense or humor, intense interests (Yssel, Prater & Smith, 2010; Pfeiffer, 2013). • Maladaptive characteristics: impulsivity, inattention, poor organization, processing deficits, executive functioning impairments (Yssel, Prater & Smith, 2010; Pfeiffer, 2013). • Social-Emotional Support: Increased risk for anxiety, perfectionism, learned helplessness, and peer rejection (Yssel, Prater & Smith, 2010; Leggett, Shea & Wilson, 2010). • Research Deficit: Need more empirical studies on what works for twice-exceptional students. • Differential Dx: • Some features of giftedness are also features of disorders : • ADHD – trouble focusing on task at hand • ASD – intense/restrictive interests, social interaction struggle • SLD – Good cognitive scores but low achievement scores • (Assouline & Whiteman, 2011; Kalbfleisch & Iguchi, 2007; • Nelson, Rinn, & Hartnett, 2006). • RTI and Twice Exceptional Students • One size does not fit all; need to accommodate strengths and weaknesses (Pereles, Omdal & Baldwin, 2009). • Adapted Model: • - Remediation • - Acceleration • - Progress Monitoring • - Social Support Research shows that twice-exceptional children can be difficult to identify and that school professionals do not always know the best ways to serve them. Twice-exceptional children face unique challenges in school that exist as a result of their unique strengths and weaknesses profiles. School psychologists can provide guidance through advocacy and the RTI model to teachers and other school professionals. • What Can We Do to Help? • Be an advocate • Attend and give P/D trainings • Work to identify – train teachers to recognize signs • Conduct applied research • Promote Best Practices • Differentiation: alter the process, product, and environment to fit student learning style (Franklin-Rohr, 2012). • Organizational Charts: used by teachers to conceptualize student needs (Jeweler, Barnes-Robinson, Shevitz & Weinfeld, 2008). • S/E Support: counseling and behavior management plans (Assouline & Whiteman, 2011) • Data Management • Help teachers use Pre/Post instruction assessments • Setting goals– adapting off-grade-level standards • Progress monitoring - track acceleration and remediation • (King, Coleman & Miller, 2011). Sarah gets As and Bs in math until 5th grade when difficulty dramatically increases. Type 1 Type II Type III Problem Children are often identified and receive services for disability or giftedness – not both (Yssel, Prater & Smith, 2010; Leggett, Shea & Wilson, 2010). Methodology The author conducted literature searches on Academic Search Premier, PsychINFO, PsychARTICLES, and ERIC using the terms: twice-exceptional, teachers, school psychology, gifted, learning disability, and RTI. A review of the relevant literature was conducted and a summary of the findings from these articles pertaining to the service of twice-exceptional children in school settings is presented.

2. References • Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post–idea 2004 era. Journal of Applied School Psychology, 27(4), 380-402. • Franklin-Rohr, C. (2012). Differentiation and the twice-exceptional student. Understanding Our Gifted,24(2), 25-27. • Foley-Nicpon, M., Assouline, S. G., & Colangelo, N. (2013). Twice-exceptional learners: who needs to know what?. Gifted Child Quarterly, 57(3), 169-180. • Jeweler, S., Barnes-Robinson, L., Shevitz, B. R., & Weinfeld, R. (2008). Bordering on excellence: A teaching tool for twice-exceptional students. Gifted Child Today, 31(2), 40-46. • Kalbfleisch, M. L., & Iaguchi, C. M. (2007). Twice-exceptional learners. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 707–719). Waco, TX: Prufrock Press. • King, E. W., Coleman, M. R., & Miller, A. (2011). Response to intervention: The changing role of school psychologists in relation to gifted students. Journal of Applied School Psychology, 27(4), 341-358. • Leggett, D. G., Shea, I., & Wilson, J. A. (2010). Advocating for twice-exceptional students: an ethical obligation. Research in the Schools, 17(2), 1-10. • Pereles, D. A., Omdal, S., & Baldwin, L. (2009). Response to intervention and twice- exceptional learners: A promising fit. Gifted Child Today,33(3), 40-51. • Pfeiffer, S. (2013). Serving the gifted. (1st ed., pp. 1-247). New York: Routledge. • Yssel, N., Prater, M., & Smith, D. (2010). How can such a smart kid not get it?: finding the right fit for twice-exceptional students in our schools. Gifted Child Today, 33(1), 54-61.