1. WHO ARE THE TWICE EXCEPTIONAL? WHAT ARE THEIR NEEDS?
SUSAN BAUM, PH.D BRIDGES ACADEMY , DIRECTOR OF PROFESSIONAL DEVELOPMENT

2. Two Types of Giftedness
Schoolhouse or Lesson Learning Giftedness
Creative/Productive Giftedness

3. WHAT MAKES GIFTEDNESS? Task Commitment Above Average Ability
Creativity A I U C C T P

4. I C P T A U
“…we believe gifted behaviors take place in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances).”
The Schoolwide Enrichment Model
J.S. Renzulli & Sally M. Reis

5. The Stages of Talent Development
THE DISCOVERING PIECE
Talents are sometimes obvious. We don’t need to gather mountains of data to determine the students’ math or reading skills if their performance is beyond that of his/her peers. There are other students, however, whose skills are still being developed. Interests are piqued; they find a subject or topic that is truly intriguing; they find a mentor or role model whose work just fascinates them and they start to pursue the topic/subject in great depth.
Other students have not unearthed one or more talents. There is still quite of bit of nurturing to be done or the students need to be exposed to new areas that may lead to a strength or developing interest.
Identifying interests is critical to awakening that passion, drive, or motivation. Some interests are fleeting and others are always an important part of us.
manifest
emergent
latent

6. Diagnosing Jefferson, (Norm Ledgin)
Awkward gate
Socially inept
Uneasy with eye contact
Discomfort with emotionality
Obsession with recording financial transactions

7. Gifted Students with Aspergers Syndrome
Classic manifestations:
Knowledgeable in topics of interest, narrow focused
Quantitative impairment in social interaction,
Restricted repetitive and stereotyped patterns of behavior, interests, and activities,
Stereotyped or repetitive motor mannerisms,
Need for structure and predictable routine

8. Gifted students with ADD/ADHD
Classic manifestations:
Creative thinkers
Difficulty sustaining attention especially in listening activities
Difficulty completing written work,
Physical restlessness or feelings of restlessness
Impulsivity
Difficulty following through on instructions from others (not due to oppositional behavior or failure of comprehension)

9. Gifted students with Learning Disabilities
ssic manifestations:
Auditory and/or visual processing problems,
Limited working memory, problems following multi-step directions
Dyslexia, dyscalculia, dysgraphia,
Disorganized,
Sensory-motor integration difficulties,
Poor handwriting and spelling,
Difficulty putting ideas in writing, taking notes, and taking timed tests.

10. Gifted students with Non -Verbal Learning Disabilities
Classic manifestations:
Difficulty with nonverbal messages,
Difficulty with executive functioning (organization, planning),
Problems in math are common, especially in the areas of computation, word problems, and abstract applications.
Concept formation and abstract reasoning may be significantly impaired.

11. Gifted Students Psychological or Social Emotional Disorders
Examples include ODD, OCD, Bi-Polar, social anxiety, generalized anxiety, emotional fragility

12. Case Study of Blaine Official Diagnosis
in Grade Four nine-year-old boy being seen for neurological examination as part of a comprehensive child study team evaluation. Information provided by mother and observations in the office setting indicates that difficulties displayed by Blaine have a multi factorial basis, including:
Attention Deficit Hyperactivity Disorder;
Mild Oppositional Defiant Disorder
Generalized Anxiety Disorder; and
Mild unevenness in skill development.

13. Recommendations
1. Ongoing individual counseling & family therapy 2. Ritalin and Clonadine 3. Social skills intervention to facilitate development of appropriate skills 4. Consistent behavior management at home and in school 5. No OT or PT 6. Return to regular school in cooperation with special services

14. Blaine’s WISC III Profile Verbal. 142 Performance. 119 Full Scale
Blaine’s WISC III Profile   Verbal Performance Full Scale Verbal Comprehension Perceptual Organization Freedom from Distraction Processing Speed

15. Blaine’s WISC III Profile Information: 19
Blaine’s WISC III Profile  Information: Picture completion 14 Similarities: Coding Arithmetic Mazes Vocabulary: Block Design Comprehension Object assembly Digit span: Symbol Search

16. WISC IV Verbal Comprehension Perceptual Reasoning Working Memory
Processing Speed
Full Scale

17. Profile of “2E” Students· 
Knowledgeable, talented in specific areas, in-
depth interests
· Low academic self-efficacy 
· Creativity used for survival  
· Disruptive behavior to hide disability
Poor self regulation  
Depression and anxiety
Social issues
Susan M. Baum, Ph.D.

18. Identification of “2E” Students· 
Giftedness:
Behavior may mask gift
Test scores may be misleading
Fail to meet traditional guidelines for
giftedness
Special Needs
Grade level performance
Overcompensation
Unwilling to accept dual exceptionality
Susan M. Baum, Ph.D.

19. Strategies
Become knowledgeable about how characteristics of giftedness affect and interact with learning, behavior and attention.
Keep careful records of the kinds of support the student needs to complete homework, stay on task, and memorize information.
Make sure professionals on the team evaluating the youngster are also knowledgeable about the issues facing twice exceptional students.
Persist until the appropriate diagnoses are made. Assure that the team uses information that details when the student is at his personal best as well as those times when she is struggling. A
Susan M. Baum, Ph.D.

20. Identification of “2E” students at Bridges Academy
Currently students are deemed gifted for the purposes of the Bridges Academy program in one of 3 ways:
1) If they have already been identified as gifted through the achievement of a Full scale IQ score above 130.
Because twice-exceptional students often have one or more low sub-scores that depress full-scale scores and mask gifts, we look for signs of cognitive strengths using index or sub-test analysis.

21. Identification of 2 E: Bridges Academy
2) A significant difference between or among indices with the student scores in the superior range in VCI o PRI (120+) and the scores in WMI or PSI fall within the average range (90-119).
3) Their IQ falls within the average range but attains scores in at least three subtest scores (from VCI or PRI) 12 or above.
Once superior cognitive abilities are identified, we look for further evidence of gifted behavior-- exceptional interests, passion, and creativity in one or more academic area or discipline

22. BEHAVIORAL TRAITS
Students have been found to have one or more of the following traits which at times are mistaken for manifestations of learning differences.
Advanced vocabulary
Advanced interests and passions in specific areas
Ability to grasp new ideas and concepts easily
High energy
Risk taking
Curiosity
Argumentative, cynical
Indifferent to common conventions and courtesies
May not participate in class activities

23. Dabrowski’s “Overexcitabilities”
Psychomotor
Intellectual
Emotional
Sensual
Imaginational

24. TALENT CENTERED MODEL FOR TWICE EXCEPTIONAL LEARNERS
Susan M. Baum, Ph.D. .

25. Twenty –five years of research
Learning disabled students with superior cognitive ability: A
validation study
West Hartford Enrichment Program for Gifted Learning
Disabled Students
State grants on GLD and the effect of talent development on
achievement: Project Rescue, North Haven, Cheshire
Project High Hopes, Javits Grant
Prince Georges County, MD.
Garrett County Public Schools\
Bridges Academy
Numerous case studies
Susan M. Baum, Ph.D.

26. How do we meet their needs? (Developing the IEP)
Talent development
A supportive physical environment
Challenging curriculum
Differentiated instruction and accommodations.
Targeted remediation and support services
Social & emotional support
Susan M. Baum, Ph.D.

27. Dual differentiation??

28. Talent Development Physical Environment Challenging Curriculum
Social & Emotional Support
Differentiated Instruction
Talent Development
Physical Environment
Challenging Curriculum
Targeted Remediation
Susan M. Baum, Ph.D.

29. Why Talent Development?
Provides pathway to success
Develops self regulation and awareness
of how to be successful
Emotional release
Basis for socialization
Develops identity and positive sense of
self
Opportunity to see students at their
personal best.
Susan M. Baum, Ph.D.

30. p
BRIDGES ACADEMY:
A CLOSE-UP VIEW
BRIDGES ACADEMY

31. Student CV: Family context CV: Learning Differencescr
CV: Gifts, talents, and interests cr cr cr
CV: Family context cr cr
Student
CV: Learning Differences cr
CV: Evolving social and emotional profile cr cr cr
CV: Learning disabilities cr cr cr cr cr

32. GIFTS, TALENTS and INTERESTS
Talent Development opportunities (TDO): Master Writers, Science Research, History Research, Art
Enriched curriculum units
GIFTS, TALENTS and INTERESTS
Outside TDOs: Mock Trial, summer and evening courses, special classes
Talent alignment through choice
Student-initiated Type III projects: independent projects with real-world audience and impact
Grade/course acceleration

33. Enrichment Triad Model
TYPE I*
GENERAL EXPLORATORY ACTIVITIES
TYPE II
GROUP TRAINING ACTIVITIES .
TYPE III
INDIVIDUAL & SMALL GROUP INVESTIGATIONS OF REAL PROBLEMS
Environment
in General
Regular
Classroom
BRIDGES.

35. Talent Development Opportunities at Bridges
Winter session electives
Outdoor education
Mentorships
History Day Competitions
Music ensembles/ Jazz festival
Talent groups: art, writing, science, technology
Mock trial….and growing possibilities

36. LEARNING DIFFERENCES Small class size Instructional strategies
Varied resources for accessing content, e.g. books on tape DVDs, speakers, field trips
LEARNING
DIFFERENCES
Project and product choices
Independent and group work
Physical environment, e.g., flexible seating and work space options,

37. LEARNING DISABILITIES Instructional strategies
Use of technology, e.g., laptops, calculators, Smart boards
LEARNING
DISABILITIES
Use of assistive technology, e.g., audio texts, voice recognition software
Extended time for tests, homework assignments,
Study skills functioning skills embedded in the curriculum and taught through tutoring and homework support
Use of scaffolding to support and nurture executive functioning

38. Is about …Main IdeaDetailsMain IdeaDetailsMain IdeaDetailsSo what
Is about …Main IdeaDetailsMain IdeaDetailsMain IdeaDetailsSo what? What is important to understand about this?

39. EMERGING SOCIAL AND EMOTIONAL PROFILE
Socialization is enhanced through interests such as technology
Exposure to therapies (art, music, equine) connect students to emotions and awareness.
EMERGING SOCIAL AND EMOTIONAL PROFILE
Using drama to nurture social skills and encourage the disposition of the performer.
Team approach: in-house educational therapist and clinical psychologist support students through crises.
Field trips, competitions, etc. provide authentic contexts for social behaviors.
Talent development opportunities provide a positive approach for coping

40. Social and Emotional Support
Prevalent Issues
Self Esteem
Identity
Social Skills
Friendship
Frustration and Overwhelm
Emotional Readiness to Learn
Bridges Academy

41. Support Services: A Team Approach
Educational Therapists
Psychologists
Alternate therapies/ equine, art, music
Speech and language
Occupational therapist
Social skills coaches
Medical personnel
Team meetings
Susan M. Baum, Ph.D.

42. Collaboration with outside therapists, doctors, tutors and Bridges staff to help parents support their children.
Orientation events
FAMILY CONTEXT
Breakfast With…
Parent education workshop series
Ongoing communication
Referrals for family therapy

43. Edward Hallowell (2005)
I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent.
Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what matters
Susan M. Baum, Ph.D.

44. FORMAL EDUCATIONAL PLAN 2007 – 2008
TALENT AREAS OF INTEREST
sketching, sculpture, art, drama, writing
TALENT DEVELOPMENT POSSIBILITIES
Dramatic roles in class performances, intersession drama course, talent development in art class, design and create mural project of her original creations on wall of office, self-initiated writing project with peer

45. ABILITY/ACADEMIC PROFILE
Strengths
Verbal analytic abilities
Perceptual reasoning abilities
Reading skills
Weaknesses
Working memory
Attentional skills
Expressive language skills
Pragmatic language skills
Math and writing skills
Executive functioning skills

46. SOCIAL/EMOTIONAL Oppositional behaviors
Possible Triggers: not wanting to participate in class activities, feeling overwhelmed by writing tasks, difficulty sustaining attention during class, wanting to do work later with her educational therapist, being vulnerable to others knowing that she doesn’t know what to do.
Words to Say: I know you can do this with my support, provide encouragement for her cognitive and emotional resources
Actions to Take: Make agreements with her as to when it is appropriate for her to work/draw in class, provide cues for attention, provide explicit instruction and reinforcement.
Long Term Behavioral Goal(s): to develop awareness of social skills to establish and maintain relationships to engage in areas of high interest, creativity and motivation

47. REMEDIATION
Goal: to improve writing skills
Goal: to improve executive functioning skills
ACCOMMODATION/COMPENSATION
Structure Keyboard
Allow drawing in class during discussions
Provide explicit instruction Break tasks into manageable chunks Allow breaks
Provide cues for organization Provide reinforcement for behaviors

48. EXECUTIVE FUNCTIONING SKILLS
Perceive, Initiation, Modulate, Gauge, Focus/Select, Sustain, Stop/Interrupt, Flexible/Shift, Inhibit, Hold, Manipulate, Organize, Foresee, Generate, Associate, Balance, Store, Retrieve, Pace, Time, Execute, Monitor, Correct (McCloskey, 2007)
Intrapersonal (Control in relation to the self)
Interpersonal (Control in relation to others)
Environment (Control in relation to the natural and man-made environment)

49. Support IEP No Med. Psychiatrist Social Skills Group
Educational Therapist

50. Edward Hallowell (2005)
I have learned first and foremost to look for interests, talents, strengths, shades of strengths or the mere suggestion of a talent.
Knowing that a person builds a happy and successful life not on remediated weaknesses but on developed strengths, I have learned to place those strengths at the top of what matters
Susan M. Baum, Ph.D.