1. Classroom Strategies for Gifted Children with Autism
Talent Stimuleren Dr. Claire E. Hughes
@HughesLynch

2. Who are you? Who am I? Introductions BER Spring 2005
Teacher and translator of information
PhD and mom
Reader of research
Creator of research in the classroom
Sharer of research through books- HFA, giftedness, 2e

3. BER Spring 2005
Objectives
Identify practical strategies that can be used when working with GT/ASC children
Behavioral
Emotional
Cognitive
Reinforce those strategies you are already using
Have fun while learning!
Today’s objectives

4. Knowledge Snicker…. I have no idea Mmmm- I’ve heard pieces of this
Twix- I’m “Betwixt” ignorance and knowledge. We’ve been working on this and I know a decent amount
It’s all “Bueno”, I got this- can teach others

5. Alphabet Soup ADHD ASD/ ASC LD EBD GT OCD ODD Tourette’s Syndrome
Anxiety Disorders
Sleep Disorders

6. Very personal to me…

8. Background of Twice Exceptional (2e)
2-5% of population (1% conservative)
Relatively new field
40-70’s started with focus on gifted and on disabilities- exclusive of each other
70-80’s was beginning of overlap – Federal definitions and funding, Gifted Special Education
1990-current Javits grants, research, programs, initiatives
Claire
Gifted = Terman, Oden, Asperger, full IQ & school achievement, received advanced curriculum and enrichment
Disabilities = Straus, Lehtinen, Kirk, learning disabilities framed in context of brain injuries and perceptual deficits, remediation
Definitions did not allow dual diagnosis
CEC-TAG division has been in place since 1958

9. 2e CoP National Definition
Twice exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; each may mask the other so that neither is recognized or addressed.
2e students, who may perform below, at or above grade level, require the following:
Specialized methods of identification that consider the possible interaction of the exceptionalities
Enriched/advanced educational opportunities that develop the child's interests, gifts and talents while also meeting the child's learning needs
Simultaneous supports that ensure the child's academic success and social-emotional well-being, such as accommodations, therapeutic interventions, and specialized instruction.
Working successfully with this unique population requires specialized academic training and ongoing professional development.
Daphne

10. 3 conditions of 2e- (Baldwin & Pereles, 2015)
Exceptional ability Recognized First
Disability Recognized First
Neither GT or Disability Recognized
Achievement or talent noticed early, often highly verbal
Tries to compensate for learning issue
Frequently passed over for special education support because they may be achieving at or near grade level
When struggling, often thought to be “lazy”, “not trying” or underachieving
Often struggles in school
First noticed for what they cannot do
“At risk” because focus tends to be on deficits
Difficulty giving themselves credit for abilities, refer to self as “dumb” or “stupid”
Basic skills emphasized over creative abilities
Disability masks gifts, gifts mask disability, appears to be average
Function at grade level but well below potential, may excel in specific subject or area
Gifts emerge in specific content areas or in particular learning environments where nontraditional methods are used
Lois

11. Finding 2e children

12. Recognition and Identification
Recognition of characteristics/behaviors
Strengths
Challenges
Interaction of the dual characteristics/behaviors
Lois

13. “It ain’t easy being green”- Sue Baum

14. Paradox Programming Gifted Education Special Education May not qualify
Lowered IQ- masking effect
Fast-paced
Too little structure
Demands skills child does not have
Special Education
May not qualify
Academics not “low enough”
Slow-paced
Overly structured
Does not allow child to use talents

15. Administrative Concerns- Teacher Training
Gifted Education
General Education
Special Education

16. Paradox Differentiation
Special Education
UDL- Access
Movement
Breaks
Visual presentation
Getting and maintaining attention
Tiering
Streamlining
Key elements
Gifted Education
Acceleration
Critical thinking
Creative thinking
Tiering
Streamlining

17. Goal
Develop the Gift/ Ability
Mediate the disability
Lois

18. Systematic Double Differentiation
Tiered-
Task analyzed
Data-driven
UDL-
Get and maintain attention
Pacing
Gifted Output-
Creative,
Critical thinking
Integrated

19. Simultaneous Supports
Social emotional well being
Accommodations
Therapeutic interventions
Specialized instruction
Lois

20. Assessing Disability/Ability
No single test/ definition
Trained psychologist
Medical model. V. educational model
Tests might include:
IQ- Cognitive ability
Visually-based skills
Visual-motor integration
Attention

21. 3Ts and 3Ps Trouble spots Possibility Time management Transitions
Tired
Possibility
Planning
Prepared
Productive

22. Requirements for Interventions
Real
Short
Visual
Purposeful/ Positive

23. General principles

24. “There are no disabled people in the world, only disabled technology and environments because of poor design”
-Hugh Herr, 2010
MIT Bionics Lab

25. General Principles Make it Sensory Make it Interesting Make it Visual
Make it Organized
Make it about Growth

26. Make it Sensory

27. Make it Visual

28. Fair does not mean Equal!

29. Visual Speaking Cues
Hand gestures
Body positioning

30. Visual Cuing
Personal Space
Defined space
Duct tape

31. Fun Stuff
Pens/ Pencils
Magic Tablecloths
Fidgets
Technology …

32. Make it about Growth

33. Growth Mindsets -Carol Dweck
Fixed Mindset
Growth Mindset
Praise “smarts”
Intelligence is fixed- you have what you have
This is how you study well. This is what you have to do.
Some people just can’t do this work
Praise efforts, strategies
You have to develop your brain- work it like a muscle
Every learning grows a neuron- you’re in charge of your own learning
There is enough success for everyone

34. Reframing CBT
I feel this way because my _____ (exceptionality) is making me feel this way with a bunch of chemicals in my brain. This isn’t really how I feel.
I am in control of my behavior, not my _____. I can choose to do something else.
I will wait until the need to do ______ passes, and I will win over my ________.
Not “I’m scared…”, but “I’m so excited…”. Stress is helping me be better.

35. Working with an out-of-synch kid
Try, try again!
Realistic expectations
Check if too high
Check if too low
Monitoring, moving forward

36. Pick Your Battles
You are not required to attend every battle you’re invited to
Prioritize
Greatest impact
Consistency

37. Safe Place 35 Quiet, alone time Place to go to in times of stress
Limited amount of time
Review success strategies
Not avoiding

38. Put it into Perspective
Steps towards growth
It’s the way they see their problems, not the problems themselves
Lots of people use their “problems” and turn them into strengths

39. Use Humor- Appropriately
Laughing at Behavior, NOT child
“Get the wiggles out”
“Alright, complain!”
“It just has to be shared!”
NOT child
“Mr. Grumpy Pants”
“My disorganized child”
NOT at how you hate this
“10 more days until I’m done with you!”
“I have just about had it with you”
Countdown to end of school…

40. Toolbox

41. Social/ Emotional

42. Make it Organized

43. Social Thinking Experience emotions as images- anger = hot
Comic strip conversations
Conversation colors
Social Stories

44. Emotional Management- Identification
Vocabulary issues

45. Stress Thermometer About to lose it! Want to make it stop!
Mildy annoyed
Bothered
About to lose it!
Want to make it stop!
Really, really annoyed

46. Micro-resilience (Bonnie St. John)
Islands of focus/ quiet/ recharge time (Tennis- 16 second cure)
Smells and Bells (Calming amygdala)
Naming, Gaming, and Reframing
Flip the Script
Keep to the purpose
Hour-by-hour

47. Scripts When ___ says ____________ You say _____________
Let’s practice.

48. Social Stories Carol Gray
____ is going to happen.
When ____ happens, this is what will next____
This is what you are going to do ______
If _____ happens, then you ________
It will be all right.

49. Moral Development Kohlberg and Rafe Esquith, 2007
I don’t want to get in trouble
I want a reward
I want to please someone
I want to follow the rules
I am considerate of other people
I have a personal code of ethics that I follow “It’s the right thing to do”

50. Emotional Management What to do Breathe in the flowers
Blow out the candle

51. Thinking and Saying Thoughts
Okay
Green thoughts are good thoughts. These are thoughts that you can think in your head and say without offending someone.
Caution
Yellow thoughts are caution thoughts. These are thoughts that you can think in your head but use caution when you say them. These are thoughts that are okay to say to some people but not okay to say to other people. No
Red thoughts are thoughts that you should not say out loud. These are thoughts you can think in your head but not say. Red thoughts usually offend people when you say them out loud.

52. Rick LaVoie’s 6Ps Praise Projects People Prizes Prestige Power
If he’d only try harder, he’s do better…
If he’d only do better, he’d try harder.

53. Behavior
Or: How to avoid meltdowns and defiance

54. Medication Stimulants Dopamine Seratonin Diet Self-medication
Why they work
Dopamine
Seratonin
Diet
Self-medication
Avoiding Fatal Mistakes

55. 15

56. Planning Board Planning Board What makes me mad What I can’t do
What I can do instead

57. Comment box Complaint form Nature of complaint
What you think it was unfair
What should have happened
What should you do about it?

58. Morning Checklist Task # of reminders Done Put coat away
Get out morning work
Hand in homework
Pick lunch choice
Sign in
Put on lanyard
Put backpack away
Sharpen pencil

59. Stims and Calms Alerting Strategies Calming Strategies Fidgets
Cold water play
Scratching
Fun activities
Exercise balls
Calming Strategies
Weighted vest
Heavy work
Warm water
“Cozy” sweaters
Structure and schedules

60. Music and Yoga
Music
Background
Reward and punishment
Yoga stretches

61. Mindfulness
Awareness of senses
Taste, touch, hear

62. PE and Social Studies Project
Movement
Space- oriented
Dates in shapes and actions

63. Modeling- Power Cards (Gagnon, 2001)
LeBron James loves to perform well. He always goes to class. He never skips class.
Make a power card for yourself!

64. Movement Opportunities
Swinging desks
Wiggle seats
Squishy balls
Fun pencils
“Fidget to focus”

65. Impulsivity Plan ahead I need you to do this for 15 minutes
“Get it out of your system”
Provide rules
This is what we say
Private cues
Verbal
Proximity
Prompting
What is the rule when?
Replacement behavior
Talking to another person
Tattle tree
Company comments
TONE, TONE, TONE

66. Learning
Or: How to learn and do well on that test

67. Academic Issues
Very strong in specific skills- poor in more global skills
Poor memory- high reasoning
Elaborate plans, but poor organization
Poor sense of time; works slowly in some areas

68. Executive Functioning
A set of processes that have to do with managing oneself and ones resources in order to achieve a goal. (Cooper-Kahn & Dietzel, 2008)
Making decisions
Organizing
Strategizing
Monitoring performance
Knowing when to start, stop, and shift gears
Competing awareness and temptation

69. Goal
Develop the Gift/ Ability
Mediate the disability
Lois

70. Tiering H- High- Interesting to know A- Average- Good to know
L- Low- Must know
O- Others- Ways to know

71. Differentiation Tools:
Content:
Up and down the standards spiral
Process
Up and down Bloom’s Taxonomy (DOKs)
Products
Quantity/ Quality expectations
Learning Environment
Supports
Memory
Visuals
Attention

72. Timers http://www.online- stopwatch.com/classroom-timers/
ter/

73. Calendars and checklists
Word-Calendar.htm
menu/children2.shtml

74. Graphic Organizers/ Thinking Maps

76. Color Organizers Folders Homework Main idea v. supporting ideas
Vocabulary words
Materials
Highlighters
Tabs

77. Long Division Face
÷ ÷ X

78. X and Y Axis

79. Test-Taking Strategy PIRATES
Prepare to succeed
Inspect the test
Read, Remember, Reduce
Answer or Abandon
Turn Back
Eliminate or Estimate
Survey and Switch only if you are Sure

81. Visual Schedules

82. Peer Pressure Vocabulary
1 student/ 1 word
2 minutes to present
1 point to the student for everyone who gets that word

83. Re-learning Mediate, don’t remediate Preview Ask for input
Multisensory
Orient
Read questions first
Review purpose first

84. Integrated Programming
“Enriched Remediation”
Teach information about the remedial process- ex. History of phonics
Global idea, then informational pieces
“Task Analyzed Acceleration”
Information in smaller, faster chunks
Challenging remediation
High level content, low level skills
“Strengths without Weaknesses”
Teach social studies in social studies
ENGAGEMENT!!

85. Concepts- The reason why we teach
Not topics or themes
Generalizations form understandings of the world
Not often explicitly addressed

86. Cite examples. Categorize. Cite non-examples. Generalize.
Concept of Change
Cite examples.
Categorize.
Cite non-examples.
Generalize.

87. Generalizations About Change
Change is everywhere.
Change is linked to time.
Change may be positive or negative.
Change may be perceived as orderly or random.
Change may happen naturally or be caused by people.

88. Change Generalizations and Outcomes

89. Change Model Change is linked Change is to time. everywhere. CHANGE
Change may be
positive
or negative.
Change may be
perceived as orderly
or random.
Change may happen
naturally
or be caused by
people.

90. Change Matrix

91. Integrated Programming
“Enriched Remediation”
Teach information about the remedial process- ex. History of phonics
Global idea, then informational pieces
“Task Analyzed Acceleration”
Information in smaller, faster chunks
Challenging remediation
High level content, low level skills
“Strengths without Weaknesses”
Teach social studies in social studies
ENGAGEMENT!!

92. Following Directions Sing, or move the directions
Organize the information
Key information
Stop talking
Check for understanding
NOT “Do you understand?”
Can you tell me what I just said?
Mnemonics
Routines
Task cards
Visual cues

93. Written expression Separate parts Recording voice then writing
Brainstorming from writing from editing
Recording voice then writing
Typing/ keyboarding skills
Share visual organizers
Sticky notes
Power point or other mediums

94. Feeling Different Study of other Gifted/ASD individuals
Bett’s Autonomous Learner
Bibliotherapy

95. Advantages of being Twice-exceptional
Thinking and being “different”
Working hard
Focusing on skill
Having high levels of focus, empathy

96. For more information: Claire E. Hughes, Ph.D.
Faculty Director Special Education Needs and Inclusion (SENI)
Canterbury Christ Church University
@HughesLynch

97. References
Buron, K. D. (2004). The incredible 5-point scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Overton Park, KS : Autism Asperger Publishing Company.
Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.
Esquith, R ). Teach like your hair’s on fire. New York: Penguin Classics.
Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger Syndrome and autism. Overton Park, KS : Autism Asperger Publishing Company.
Gray, C. (2010). The new Social Story book. Lawrence, KS: Future Horizons.
LaVoie, R. (2007)/ Motivation breakthrough: 6 secrets for turning on the tuned-out child. Woodland Park, CO: Touchstone Publications.
Murawski, W.W. (2010). Collaborative teaching in secondary schools: Making the co-teaching marriage work! Thousand Oaks, CA: Corwin Press.
Myles, B. S. (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. Overton Park, KS: Autism Asperger Publishing Company
Swanson, L., Harris. K. R., & Graham, S. (2005). Handbook of learning disabilities. London, Guilford Publishing
Tomlinson, C.A. & Imbeau, M. (2010). Leading and managing a differentiated classroom. Washington, DC: Association for Supervision and Curriculum Development
University of Kansas Strategic Intervention Model (2011).
Winner, M. G. (2010). You are a social detective: Explaining social thinking to kids. Great Barrington, MA: North River Press Publishing Corporation.

98. References ADDitude Magazine http://www.additudemag.com/
Barkely, R. (2010). The important role of executive funcitoning and self-rgulation in ADHD. In Russell A. Barkley, Ph.D. The Official Site. Retrieved August 8, 2010, from russellbarkley.org.
Cooper-Kahn, J. & Dietzel, L. (2008). Late, lost, and unprepared. Bethesda, MD: Woodbine House
Cox, A.J. (2007). No Mind Left Behind: Understanding and Fostering Executive Control–The Eight Essential Brain Skills Every Child Needs to Thrive. New York : A Perigee Book/Penguin Group
Diamond, A. (2010, May). What Do We Know About Child Development and the Brain That Can Help Promote Resilience and Help More Children Be Strong and Joyful? Paper Presented at the Annual International Trauma Conference, Boston, MA.
Kluth, P. & Danaher, S. (2010) From tutor scripts to talking sticks. Baltimore, MD: Brookes Publishing
Zelazo, P.P. (2010, May) Executive Function and Emotion Regulation: A Developmental Perspective Ph.D. Paper Presented at the Annual International Trauma Conference, Boston, MA.
Ford, J.D. (May 2010) Developmental Trauma-informed Treatment for Children and Adults: The Next Pardigm Shift in Psychotherapy. Paper Presented at the Annual International Trauma Conference, Boston, MA.

99. References
Mastropieri, M. & Scruggs, T. (2010). The inclusive classroom: Strategies for effective differentiated instruction. Upper Saddle River, NJ: Pearson
Piacentini, J.C., March, J.S., & Franklin, M.E. (2006). Cognitive behavioral intervention for youths with obsessive-compulsive disorders. In P.C. Kendall (Ed.) Child and adolescent disorders. pp New York: Guilford Press.
Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., Hepburn, S. (2009).Cognitive-Behavioral Group Treatment for Anxiety Symptoms in Children With High-Functioning Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 27-37
Solomon, M., Ozonoff, S., Carter, C., & Caplan, R. (2008). Formal thought disorder and the autism spectrum: Relationship with symptoms, executive control, and anxiety. Journal of Autism and Developmental Disorders, 38(8),
Wilczynski, S., Green, G., Ricciardi, J., Boyd, B., Hume, A., Ladd, M., Ladd, M., Odom, S., and Rue, H., (2009). National Standards Report: The national standards project— addressing the need for evidence- based practice guidelines for autism spectrum disorders
Wood, J. J. & Gadow, J.D. (2010). Exploring the nature and function of anxiety in youth with autism spectrum disorders. Clinical Psychology: Science and Practice, 17(4),