Guiding Your Gifted Child: When to Intervene and What to Do A Parents Guide to Gifted and Schools

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Guiding Your Gifted ChildWhen to Intervene and
What to Do - A Parents Guide to Gifted and
Schools

• Tamra Stambaugh, Ph.D.
• Vanderbilt University
• Research Assistant Professor of Special Education
  
• Director of Programs for Talented Youth

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Overview

• A Model of Advocacy and Intervention
• Characteristics and Introduction of Gifted
• Research-Based Instructional Strategies to Talk
  to your Childs Teacher or Suggest in the IEP
• Social-Emotional Concerns/ Twice Exceptionalities
• When (if at all) Might You Seek Professional
  Guidance?

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Questions

• What makes your child gifted?
• What does giftedness imply?

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Definition of gifted and talented in NCLB

• The term, gifted and talented, when used with
  respect to students, children, or youth means
  students children, or youth who give evidence of
  high achievement capability in areas such as
  intellectual, creative, artistic, or leadership
  capacity, or in specific academic fields, and who
  need services or activities not ordinarily
  provided by the school in order to fully develop
  those capabilities.
• (or show potential forCase for Excellence)
• Title IX, Part A, Section 9101(22)

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Gifted Elementary Students

• Wide variety of interest (in depth/flitting)
• Advanced sense of humor
• Highly verbal on subjects of interest
• Learn quickly with little practice
• Resist details and long assignments
• Prefer their work instead of teacher work
• Thrive on complexity and problem-solving
• Disorganized
• Inattentive if not interested
• Likes to daydream

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Common Characteristics

• Perfectionistic and Procrastinistic OR
  Contemplative and Introverted
• Intense (argumentative)
• Poor handwriting, especially in boys (sloppy)
• Asynchronous in Development
• (not gifted at everything, immature in some
  areas)
• Complex (whole to part)
• Precocious
• Insightful
• Avid Readers
• Strong Sense of Justice

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Characteristics
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Gifted Adolescents

• May lack needed study skills and organization
• May find little new to learn in school or be
  frustrated with the rote or mundane
• May appear to slow down in learning
• May need to deal with the realities of being
  younger than preferred peers
• Feel pressure to perform or do great things
• Girls struggle with femininity v. smart
• Desire acceptance more than smarts

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Hierarchical Intervention Model
Stambaugh Stambaugh, 2001
Psychologist Individual Counselor Physician/Psychi
atrist
Small Group Discussions Intrapersonal Skills
Placement with True Peers, Flexible Grouping,
Appropriate Levels of Challenge (EARLY),
Appropriate pacing and accelerated curriculum to
meet needs, Interests
Awareness of Gifted Issues
Family, Child, Teachers, Stakeholders Whose
Problem Is It?
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Level 1 Awareness

• Educate yourself and others on the unique
  characteristics and needs of gifted students.
• Dont assume stakeholders know.
• When issues arise ask
• Whose Problem Is It?

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Level II Academic Interventions

• When to Intervene
• Research-Based Strategies
• Advocacy
• QUESTION How do you know when to intervene for
  your child at school? What works or has worked?
  What concerns do you have?

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• Rebeccas Book Report
• What was this book about? (Summary of plot)
• Its the classic tale of good and evil. Good
  prevails. Isnt that what most books are about?
• Would you recommend this book to a friend? Why
  or why not?
• Probably not most of my friends wouldnt get it.
• What was the best part of this book?
• Duh, its a book. Its all good.

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Achievement-Orientation Model
Expects to Succeed / be Supported (Environmental
Perception)
Task Engagement and Achievement
Possesses Adequate Skills to Perform the Task
Motivation
Values the Task or Outcome (Meaningfulness
/ Goal Valuation)
Confident in Ones Ability to Perform the
Task (Self-Efficacy)
Siegle, 2009
Peers
Each of the four elements of the model
(Meaningfulness, Self-Efficacy, Environmental
Perception, and Self-Regulation) is usually
present in individuals who achieve at a level
commensurate with their abilities. Some of these
factors may be stronger than others, but overall,
achievement-oriented individuals display a
combination of all four traits. Remediation can
be based on diagnosing which element or elements
are deficit and addressing them. Two individuals
might have very different remediation programs
based on their achievement-orientation profiles.

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Value-Added Findings
Student A
Proficient
Student B
We must expect progress for all students.
--Value Added Assessment Battelle for Kids,
2005
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Research-Based Instructional and Management
Strategies

• Differentiation
• Research-Based Strategies
• Grouping
• Acceleration
• Models of Professionals, Feedback, Big Ideas
• Curriculum Compacting
• Independent Study and Advanced Choice Projects

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Cautions

• Higher expectations
• Extra. Or In addition to
• Deserve
• When hes finished with his other work
• Differentiate for all students
• Learning Styles and Choice
• INSTEAD In place of, different, accommodation

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Types of Grouping Arrangements for Gifted Students
Grouping is only as effective as the intervention
used after grouped.

• Within class by subject areas
• (ES . 34)
• (with pre-assessment and acceleration - .60 - .70
  range)
• Cross grade by subject areas (ES .45)
• Clustered in one classroom with curriculum
  modifications
• (ES .62)
• Special classes organized around accelerated
  and/or enriched curriculum (ES .65 if content
  related)
• Fulltime self-contained classes delivering an
  integrated comprehensive curriculum (ES .49
  elementary .33 - secondary)

Rogers, 1998
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Cluster Group Combined Math and Reading
Comparisons
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Non-Cluster Group Combined Math and Reading
Comparisons
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Types of Acceleration Commensurate Research

• Grade Skipping (ES.49)
• Early Entrance to School (ES .49)
• Subject Acceleration (ES .57)
• Grade Telescoping (ES .40)
• Curriculum Compacting (ES .50-.78)
• Concurrent Enrollment (ES .22)
• AP Courses (ES .27)
• Early Admission to College (ES .30)
• Credit by Examination (ES .59)
• Rogers, 1998

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Accelerate - Then Enrich

• Enrichment
• Moving beyond, enhancing, modifying, or adding to
  the curriculum usually at a similar level of
  complexity but more knowledge or breadth
• Extension of the regular curriculum
• Acceleration
• Reduce the known material, complete at a faster
  pace, buy time for early entrance to college or
  more advanced work or independent study/practicum
• Increase the complexity, depth, abstractness of
  learning to include that which is typically
  expected of older students

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Acceleration

• Implement a math curriculum objective for the
  gifted by
• Computational procedures as a tool for problem
  solving
• Using addition, subtraction, multiplication, and
  division to solve multi-step problems

• Implement a math curriculum objective for the
  gifted by
• Multiplying by 1 digit
• Multiplying by 2 digits
• Multiplying by 3 digits
• Complete word problems using multiplication

Center for Gifted Education The College of
William and Mary
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Acceleration

• Find the length of the diagonal of
• (a) the top of the box
• (b) the front of the box

• Find the length of the diagonal from point A to
  point E.

Center for Gifted Education The College of
William and Mary
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Acceleration

• Joe invested 1,000 in stock in January. When he
  sold it in December, the price was up 12 from
  his purchase price. What was his profit on this
  stock?

• Which would you rather choose?
• a) 80 profit in year 1 and 50 loss in year 2.
• b) 5 profit in year 1 and 5 profit in year 2.
• Explain your reasoning.

Center for Gifted Education The College of
William and Mary
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Acceleration

• Explain how your compound machine works.

• Explain how your compound machine is a system.
  Select an element of your machine to change. How
  does that impact the output and interactions?

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• Conduct an experiment on plant growth by
  measuring weekly progress of two sets of seeds,
  one in artificial light indoors and one outside
  in shade.

• Design an experiment on one of the following
  questions and share your results in an oral and
  written presentation
• Are bees attracted to diet cola?
• Are earthworms attracted to light?
• Are boys more interested in computers than girls?
• Your own question

Center for Gifted Education The College of
William and Mary
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• Use your curiosity
• Find something of interest to study.
• Use your senses to learn.

• Identify all the questions you have.
• Select ONE question you want to answer.

• Select an audience.
• Decide on the best way to communicate.
• Include data tables.
• Report conclusions.

Make Observations
Tell Others What Was Found
Ask Questions

SCIENTIFIC INVESTIGATION AND REASONING

• Organize your data.
• Analyze data.
• Make inferences and draw conclusions.
• Check to see if you answered your question.
• Think of related questions.

Create Meaning
Learn More

• Find what you need to know
• Find what others know.
• Learn more through observations.
• Re-examine your question.

Design and Conduct the Experiment
Wheel of Scientific Investigation and Reasoning

• Form a hypothesis
• List experiment steps.
• Identify materials you need.
• Conduct experiment.
• Record data.

?Javits Project Clarion, Center for Gifted
Education, College of William and Mary
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Curriculum Compacting

Watts, 2000
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Concept Map of Soil
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Steps to Compacting

• Pre-Assess (80-90)
• Remediate missed questions or work to improve
• Connect student to a replacement, more
  accelerated curriculum or project/ independent
  study of choice

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Pre-Test

• How would you do a fair test of this question?
• Are earthworms attracted to light?
• Tell how you would test this question. Be as
  scientific as you can as you write about your
  test. Write down the steps you would take to find
  out if earthworms like light.

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Pre-test Response

• First, I would put some earthworms in a
  container. There would be lights and some dirt.
  I would put several different earthworms in it.
  If more earthworms like the light than that would
  be right. If more didnt like the light than
  that would be right. I would try this with about
  seven groups and decide if they like the light.

CFGE, 3rd Grade
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Post-Test

• How would you do a fair test of this question?
• Are bees attracted to diet cola?
• Tell how you would test this question. Be as
  scientific as you can as you write about your
  test. Write down the steps you would take to find
  out if earthworms like light.

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Post-Test Response

• Set the small container of diet cola in each
  large container that has bees in it.
• Watch and observe to see if the bees are attached
  to the diet cola.
• You should record if the bees like diet cola on a
  chart like below.
• Bees If they are attracted to Diet Cola
• 1.
• 2.
• 3.
• 4.
• 5.
• 6.

• Materials
• Diet Cola, 3 large containers, 3 small
  containers, 6 bees.
• Hypothesis
• If you give bees diet cola then they will be
  attracted to it.
• Gather 6 bees, diet cola, 3 large containers, 3
  small containers.
• Put 2 bees in each large container.
• Pour 5 ml of diet cola in each small container.

CFGE, 3rd Grade
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Should schools ban candy and soda machines? (6th
grade gifted pre)

• I dont think schools should ban vending machines
  because they dont distract students and its
  just something which they can have. Many people
  drink soda and eat candy anyways, so whats the
  point of banning it? Its just a waste of time
  to take out all the vending machines on school
  grounds and it would cost a lot to remove every
  single one.

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Should schools buy students a laptop? (post test
6th grade 5 days)

• I dont think every student should get a laptop.
  The kids wouldnt be responsible. They could use
  it for bad things instead of just learning and it
  would be hard for teachers, parents, and
  principals to control who was playing video games
  and who was actually using the laptop for
  learning. Plus, who would fix all the laptops
  when there were problems or the kids broke their
  laptop?
• Money might also get in the way. Laptops are
  expensive and not all schools could afford it.
  Instead, kids could use a computer lab. It is
  more cost-effective and would provide a similar
  purpose helping students learn without the
  added cost and student irresponsibility. Then
  schools wouldnt have to hire a bunch of people
  to help with maintenance. One person could just
  be in charge of a computer lab. If students are
  irresponsible and kept losing or breaking their
  laptop it would be even more costly to the school
  and to parents.
• Finally, students who are given laptops would be
  spoiled. They would assume that every school
  they went to should give them a laptop. They
  wouldnt have to work for anything and probably
  wouldnt take care of it. Students would
  expect everything to be handed to them.
• If schools provided students with laptops it
  would be a bad idea. There are many terrible
  consequences. Providing laptops would spoil the
  students, cost too much money that could be spent
  on more worthwhile things, and would be hard to
  control student usage. I hope you realize that
  buying every student a laptop is not a good idea
  whatsoever.

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Issue Versus Topic

• Issue
• What policy changes need to be made to protect
  U.S. citizens from pollution?
• Which bug is most important to the environment
  why?
• Should the US troops withdraw or remain in Iraq?
• What are the implications and consequences of
  Thomas Jeffersons contributions on life today?

• Topic
• Pollution
• Bugs
• War in Iraq
• Thomas Jefferson

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Suggestions When Talking With Teachers About
Strategies

• Ask for their viewpoint first
• Meet individually and then with a cohort if
  needed
• Suggest a couple of ideas (choices)
• Celebrate small successes and attempts
• Discuss what works at home and how that might
  work in the classroom - EDUCATE
• Be careful what you ask for
• Make sure your child is okay with the
  interventions and doing something different
• Make sure the teacher is on board
• Ask about grading make sure not used as a
  punishment
• It takes time and collaboration

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Polly, 2005
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Linkages to SAVY

• Like peers and grouping
• Pre-assessment and instructional match
• Flexible grouping
• Accelerated curriculum processes
• (special classes subject acceleration .65)

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Level IIITargeted Small Group Interventions

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Ideas Guidance Counselor

• Organizational Skills
• Making Friends (Caleb)
• Coping with Failure
• Perfectionism
• Study Skills
• Goal Setting
• Stress Management

• Warranted, constructive praise
• Interest pursuits
• Biblio/Video therapy
• Book clubs
• Some of my best friends are books
• Halsted

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Level IV Refer

• Twice-exceptional
• Medical
• Severe Emotional
• Coping Strategies/Intensities

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Dabrowskis Overexcitabilities

• Psychomotor
• Rapid speech
• Marked enthusiasm
• Fast games/sports
• Pressure for action
• Compulsive talking
• Impulsive actions
• Nervous habits
• Sloppy handwriting
• Disorganization
• Caution ADD H or I

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Dabrowskis Overexcitabilities

• Sensory
• Heightened sensory pleasure seeing, smelling,
  tasting, touching, hearing
• Over/under eating
• Allergies
• Caution Aspergers

• Imaginational
• Frequent use of metaphor and simile
• Facility for invention or fantasy
• Elaborate dreams
• Mixing truth fiction
• Detailed visual recall
• Fears of unknown
• Imaginary playmates
• Longer pretend play (stuffed animals, costumes)
• Caution Anxiety, Stress, Phobias, OCD

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Dabrowskis Overexcitabilities

• Intellectual
• Curiosity
• Intense concentration
• Avid reading
• Love of learning
• Introspection
• Capacity for sustained intellectual effort
• Theoretical/Moral thinking
• Precise
• Argumentative
• Multipotentiality
• Actually..
• Caution ODD

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Dabrowskis Overexcitabilities

• Emotional
• Intensity of feeling
• Strong ties and attachments
• Self-evaluation and judgment
• Identification of others feelings
• Somatic expressions (stomachaches, blushing,
  flushing)

• Inhibition (shyness, timidity)
• Fears and anxieties (feelings of guilt)
• Feelings of inadequacy and inferiority
• Perfectionism/ procrastination
• Caution Depression

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When to Refer

• Gone through Levels I, II, III with all
  stakeholders (or unwilling stakeholders)
• Negative problem for the child when the issue
• Impacts schoolwork or grades
• Behavior and discipline reports increase
• Impacts homework
• Impacts peer relationships
• Consistent exacerbated overexcitabilities
• Affect Mood changes
• Lack of motivation
• Isolates oneself
• Doesnt care
• Eating and Digestion Changes
• Sleep changes
• Uncharacteristic behaviors
• nailbiting, aches, emotional

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Symptom vs. Problem

• Usually its not the external response thats the
  problem
• Fear of failure
• Lack of Interest
• Lack of Curriculum Match (Too easy/Too Hard)
• Dual diagnosis
• Health Issue
• Stress (internal or external)
• Personality
• Belief in Abilities, Oneself, School
• Exacerbated Overexcitabilities

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Questions

• What ideas resonated with you as a result of
  todays lecture?
• What actions will you take?
• What questions do you have?

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Reminders Logistics

• SENG group for registered parents
• Dr. Amend, Oct. 31 for parent lecture
• Open House on Oct. 31
• Visit our website for important teacher
  communication
• www.pty.vanderbilt.edu
• Rubric Assessment upon conclusion of SAVY
• Accelerated Content
• Advanced Processes
• Concepts
• Habits of a Scholar