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The JAVITS Iowa Twice Exceptional Project :

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The University of Iowa College of Education. The JAVITS Iowa Twice Exceptional Project :. Profiles of Iowa’s Twice-Exceptional Learners. Susan G. Assouline, Ph.D.

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The JAVITS Iowa Twice Exceptional Project :

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  1. The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The University of Iowa College of Education The JAVITS Iowa Twice Exceptional Project: Profiles of Iowa’s Twice-Exceptional Learners Susan G. Assouline, Ph.D. Professor, Associate Director Megan Foley Nicpon, Ph.D. Assistant Professor Supervisor of Psychological Services NurturingPotentialInspiringExcellence

  2. The JAVITS Iowa Twice-Exceptional Project What is the Iowa Twice-Exceptional Project? Nurturing Potential Inspiring Excellence

  3. The JAVITS Iowa Twice-Exceptional Project Javits Twice Exceptional Project Background: • 2005 Federally funded joint effort of the Iowa DOE and the Belin-Blank Center • PI: Susan Assouline; PM: Megan Foley Nicpon Purpose: • Examine the unique issues related to assessing the learning needs of twice-exceptional (2XE) students Nurturing Potential Inspiring Excellence

  4. The Belin-Blank Center Twice-Exceptional Research (2002-2008) • Three-year Javits-funded project to investigate best practices (2005-2008) • Built on the foundation of research from 2002-2005 • Javits Project team: • Iowa DOE • Rosanne Malek and Jim Reese • Belin-Blank Center • Susan Assouline, Megan Foley Nicpon, Claire Whiteman, Nicholas Colangelo, Greg Feldmann, Nancy Whetstine

  5. The Grant • The main goal is to address the Javits “Absolute Priority” to carry out a coordinated program of scientifically based research to build and enhance the ability of elementary and secondary schools to meet the special educational needs of gifted and talented students. • Response to the first time fact that children who are gifted and talented are recognized in federal legislation concerned with disabilities

  6. The JAVITS Iowa Twice-Exceptional Project Twice-Exceptional Project Goals: • Increase awareness of 2XE student characteristics. • Gain knowledge of best practices for comprehensively evaluating 2XE students. • Provide appropriate interventions for 2XE students. • Increase understanding of unique learning needs. • Change behavior by applying new knowledge, attitudes, awareness, and skills when working with 2XE students. Nurturing Potential Inspiring Excellence

  7. The JAVITS Iowa Twice-Exceptional Project Definitions of twice-exceptional Nurturing Potential Inspiring Excellence

  8. The JAVITS Iowa Twice-Exceptional Project “A student is considered twice-exceptional when he or she is identified as gifted/talented in one or more areas while also possessing a learning, emotional, physical, sensory, and/or developmental disability” (from Assouline, Foley Nicpon, & Huber, 2006) Nurturing Potential Inspiring Excellence

  9. The JAVITS Iowa Twice-Exceptional Project “It is difficult to describe the ‘typical’ twice-exceptional student because of the variability demonstrated among them. The one common characteristic of this group, however, is that they simultaneously possess attributes of giftedness as well as learning, physical, social/emotional or behavioral deficits” (The Twice-Exceptional Dilemma, National Education Association) Nurturing Potential Inspiring Excellence

  10. Twice-Exceptional Diagnosis Debacle

  11. Advocacy Diagnosis Intervention Twice- Exceptionality • Relative to • Disability • Giftedness • Grant

  12. Twice Exceptional (2X) • Two separate (and not equal) federal legislative actions form the foundation to understanding 2X • 1972 Marland Report – predominant basis for identification and programming of gifted and talented in 5 broad areas (definition, but no mandate) • 1975 PL-94 142 (renamed IDEA); a mandate for identification and provision of services for students with disabilities

  13. Special Education • 1975 Federal Legislation • Evolution of the categories (currently 13) as understanding increased • Dramatic increases in numbers • From 1991 to 2000 an increase of 28.4% in the number of students ages 6 to 21 receiving services (approximately 10% of the K-12 population) • In 1976, only ¼ of students were considered LD, but by 1990, LD represented ½ and LD has maintained its first-place rank

  14. Number of students (ages 6 – 21) served by the Individuals with Disabilities Education Act (IDEA) in 2001 by disability category, Adapted from the U.S. Department of Education (2005); Number of students (ages 6 – 21) served under IDEA in 2001 (Sattler, 2008). ________________________________________________________________________ Disability # of children %IDEA total % of US student Population (Ages 6-21) ________________________________________________________________________ Specific learning 2,886,679 49.2 6.0 disabilities** Speech or language impairments 1,091,306 18.6 2.3 Mental retardation 604,325 10.3 1.2 Emotional disturbance 475,246 8.1 1.0 Multiple disabilities 129,079 2.2 0.3 Hearing impairments 70,407 1.2 0.1 Orthopedic impairments 76,274 1.3 0.2 Other health impairments 340,299 5.8 0.7 Visual impairments 23,469 0.4 0.0 Autism 99,743 1.7 0.2 Deaf-blindness --- 0.0 0.0 Traumatic brain injury 23,469 0.4 0.0 Developmental Delay 46,938 0.8 0.1 All disabilities 5,867,234 100.0 12.1 Special Education

  15. IDEA 2004 Gifted and Talented Students with a disability are recognized as one of the groups of students whose needs have priority in US DOE grants to guide research, personnel preparation, and technical assistance the Javits Twice-Exceptional Research Grant

  16. The JAVITS Iowa Twice-Exceptional Project Types of Twice-Exceptionality • GT with physical disabilities • GT with sensory disabilities • GT with autism spectrum disorder (ASD) • GT with emotional and/or behavioral disorders • GT with Attention-Deficit/Hyperactivity Disorder (ADHD) • GT with specific learning disabilities (SLD) Nurturing Potential Inspiring Excellence

  17. The JAVITS Iowa Twice-Exceptional Project What are some challenges facing 2xe students? • Gifts masking disability • Disability masking gifts • No identification Nurturing Potential Inspiring Excellence

  18. The JAVITS Iowa Twice-Exceptional Project Project emphasis Nurturing Potential Inspiring Excellence

  19. The JAVITS Iowa Twice-Exceptional Project Main focus of our project: • Academically gifted students with Autism Spectrum Disorder (ASD) • Academically gifted students with specific learning disabilities (SLD) Nurturing Potential Inspiring Excellence

  20. Initial Focus • Gifted and talented students who have learning difficulties or social impairments.  Students – who we are referring to as twice-exceptional -- face a double-risk in the educational environment • (1) because of their strong academic potential, their disability often is not recognized until they spend enough time in the system “waiting to fail”; • (2) meanwhile, because they “fail to flourish” their strong academic potential is not realized. • The double impact of these systemic flaws results in a very vulnerable group of twice-exceptional learners with unique issues that will be addressed in our project.

  21. Students with an Autism Spectrum Disorder Gifted Students The JAVITS Iowa Twice-Exceptional Project Why focus on ASD? • Diagnosis of ASD has grown tremendously in the past 10 years • Limited to no research at present with gifted students Gifted/ASD students Nurturing Potential Inspiring Excellence

  22. The JAVITS Iowa Twice-Exceptional Project Why focus on SLD? • It represents more than 50% of students in the 13 diagnostic categories. It is the one category that has grown the most. • The changes in IDEA are very much reflected in the SLD issues. • Increased use of curriculum-based assessment (CBA) and response to intervention (RTI) strategies greatly affect gifted/LD Nurturing Potential Inspiring Excellence

  23. The JAVITS Iowa Twice-Exceptional Project What is known about twice-exceptional students in schools? Nurturing Potential Inspiring Excellence

  24. The JAVITS Iowa Twice-Exceptional Project Results from the Needs Assessment Nurturing Potential Inspiring Excellence

  25. Needs Assessment Results • The Needs Assessment was designed to be brief. The information was fairly general: • Basic demographics • Familiarity with Special Education, G/T, and Twice-Exceptional • Confidence in making an appropriate referral • Which professional should be the primary provider of support

  26. Basic Demographics Primary Role Gifted Education Specialist: 77 (38%) School Psychologist: 47 (23%) Classroom Teacher: 36 (18%) ******* Other (librarian, media specialist) 24(12%) Special Ed Teacher 8(4%) School Administrator 7 (3%) School Counselor 6 (3%)

  27. Familiarity with Guidelines and Terminology

  28. Confidence in Referral Process for Twice-Exceptional Students

  29. Best Choice to Provide Centralized Support

  30. The JAVITS Iowa Twice-Exceptional Project What does a twice-exceptional child look like? Nurturing Potential Inspiring Excellence

  31. The JAVITS Iowa Twice-Exceptional Project Cognitive, academic and adaptive functioning profiles: GT/ASD Nurturing Potential Inspiring Excellence

  32. The JAVITS Iowa Twice-Exceptional Project ASD Assessment Process • Cognition (SB5; WISC-IV; WAIS-III) • Achievement (WIAT-II; WJIII) • Motor (VMI 5th Edition; Grooved Pegboard Test) • Psychosocial functioning [Behavior Assessment System for Children, 2nd Edition (BASC-2) Self Report, Parent, and Teacher Rating Scales] • Self Concept (Piers-Harris Self Concept Scale – 2) • ASD diagnosis (Autism Diagnostic Observation Schedule ADOS; Autism Diagnostic Interview – Revised; ADI-R) • Adaptive behavior (Vineland-2) Nurturing Potential Inspiring Excellence

  33. The JAVITS Iowa Twice-Exceptional Project ASD Assessments 77 Comprehensive assessments completed • 48 ASD assessments • 6 had no diagnosis • 5 did not meet cognitive ability criteria • 37 total GT/ASD (1+ IQ score in Superior range or above; ASD diagnosis*) • 17 (46%) Asperger’s Disorder • 13 (35%) Autistic Disorder • 7 (19%) Pervasive Developmental Disorder *Diagnosis based on ADOS/ADI-R results and DSM-IV criteria Nurturing Potential Inspiring Excellence

  34. The JAVITS Iowa Twice-Exceptional Project ASD Demographics 31 (84%) boys / 6 (16%) girls 20 ES / 10 MS / 7 HS 34 white / 2 Latino / 1 Biracial • 21 (57%) Prescribed psychotropics • 23 (62%) Previously evaluated • 4 (11%) Whole grade accelerated • 14 (38%) Subject accelerated • 25 (68%) GT participants • 8 (22%) SE participants Nurturing Potential Inspiring Excellence

  35. The JAVITS Iowa Twice-Exceptional Project ASD Profile Analysis – Ability • Cognitive Composite from 104 – 160 (m = 129; 97th percentile) • (31 of 37 in Superior range or above; 6 in PG range) • Verbal Composite from 91 – 155 (m = 127; 96th percentile) • (49% Very Superior verbal abilities; 11 in PG range) • Nonverbal Composite from 86 – 149 (m = 123; 94th percentile) • Working Memory from 86 – 141 (m = 112; 79th percentile) • Processing Speed from 68 – 126 (m = 96; 39th percentile) • 43% Low Average or below Nurturing Potential Inspiring Excellence

  36. The JAVITS Iowa Twice-Exceptional Project Verbal/Nonverbal Discrepancy Analysis verbal> nonverbal no split nonverbal > verbal 12 (33%) 16 (43%) 9 (24%) 15 – 54 points 17 – 37 points (1 – 3.75 SDs) (1 – 2.5 SDs) Nurturing Potential Inspiring Excellence

  37. The JAVITS Iowa Twice-Exceptional Project ASD Profile Analysis – Motor • Mean performance in Average range • 46% exhibited motor difficulties • 23% exhibited advanced motor skills Nurturing Potential Inspiring Excellence

  38. The JAVITS Iowa Twice-Exceptional Project ASD Profile Analysis – Achievement • Sight word reading > reading speed > comprehension • Means from High Average to Superior • Math reasoning > calculation > math speed • Means from Average to Superior range Nurturing Potential Inspiring Excellence

  39. The JAVITS Iowa Twice-Exceptional Project ASD Profile Analysis – Achievement • Spelling > written expression > writing fluency • Means from Average to Superior range • Expressive > receptive language • Means from Average to High Average range • Delayed > immediate Nurturing Potential Inspiring Excellence

  40. The JAVITS Iowa Twice-Exceptional Project Profile Analysis – Adaptive Behavior • Communication Domain overall in Average range (93; 32nd percentile) written > expressive > receptive • Daily Living Skills Domain overall in the Low Average/Average range (89; 23rd percentile) community > personal = domestic Nurturing Potential Inspiring Excellence

  41. The JAVITS Iowa Twice-Exceptional Project Profile Analysis – Adaptive Behavior • Socialization Domain • overall in Borderline range (74; 4th percentile) • Mildly deficient range = 9 (25%) • Borderline range = 15 (42%) • Low Average range =11 (31%) • 1 student in the Average range Nurturing Potential Inspiring Excellence

  42. The JAVITS Iowa Twice-Exceptional Project Nurturing Potential Inspiring Excellence

  43. The JAVITS Iowa Twice-Exceptional Project What does all this mean? 1. Our sample of gifted students with ASD exhibited extremely large discrepancies in their cognitive, academic, and adaptive functioning profiles 2. These discrepancies are confusing to the child/adolescent as well as to those who work and live with him/her (e.g., why are some things so easy and others so hard?) Nurturing Potential Inspiring Excellence

  44. The JAVITS Iowa Twice-Exceptional Project What does all this mean? 3. Verbal and nonverbal reasoning skills are typically much stronger than are working memory and processing speed skills 4. These cognitive discrepancies can, and often do, affect academic functioning Nurturing Potential Inspiring Excellence

  45. The JAVITS Iowa Twice-Exceptional Project Cognitive, academic and adaptive functioning profiles: GT/SLD Nurturing Potential Inspiring Excellence

  46. The JAVITS Iowa Twice-Exceptional Project SLD Assessment Process • Cognition (SB5; WISC-IV; WAIS-III) • Achievement – two measures in area of difficulty (WIAT-II; WJIII) • Psychosocial functioning [Behavior Assessment System for Children, 2nd Edition (BASC-2) Self Report, Parent, and Teacher Rating Scales] • Self concept (Piers-Harris Self Concept Scale – 2) • Motor WL only (VMI 5th Edition; Grooved Pegboard Test) Nurturing Potential Inspiring Excellence

  47. The JAVITS Iowa Twice-Exceptional Project SLD Assessments 77 Comprehensive assessments completed • 29 SLD assessments • 6 had no diagnosis • 6 did not meet cognitive ability criteria • 17 total GT/SLD (1+ IQ score in Superior range or above; SLD diagnosis) • 14 Disorder of Written Expression (5 w/ co-occurring Reading DO) • 1 Reading Disorder (only) • 1 Math Disorder (only) • 1 SLD NOS Nurturing Potential Inspiring Excellence

  48. The JAVITS Iowa Twice-Exceptional Project SLD Demographics 14 (82%) boys / 3 (18%) girls 6 ES / 7 MS / 4 HS 17 white • 3 (18%) Prescribed psychotropics • 7 (41%) Previously evaluated • 0 Whole grade accelerated • 2 (12%) Subject accelerated • 9 (53%) GT participants • 1 (6%) SE participants Nurturing Potential Inspiring Excellence

  49. The JAVITS Iowa Twice-Exceptional Project What does a 2e child look like? SLD Profile Analysis – Ability • Cognitive Composite from 107 – 148 (m = 125; 95th percentile) • (12 in Superior range or above; 3 in PG range) • Verbal Composite from 105 – 150 (m = 128; 97th percentile) • (14 in Superior range or above; 3 in PG range) • Nonverbal Composite from 84 – 138 (m = 117; 87th percentile) • Working Memory from 88 – 123 (m = 104; 61st percentile) • Processing Speed from 68 – 114 (m = 95 37th percentile) Nurturing Potential Inspiring Excellence

  50. The JAVITS Iowa Twice-Exceptional Project Verbal/Nonverbal Discrepancy Analysis: verbal> nonverbal no split nonverbal > verbal 7 (41%) 10 (59%) 0 (0%) 15 – 46 points (1 – 3.5 SDs) Nurturing Potential Inspiring Excellence

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