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Optimizing Asynchronous Development

gtchat 05102018 Asynchronous

The term asynchronous development was originally conceptualized by a group known as the Columbus Group. It is widely accepted today relating to gifted children. The Columbus Group defined asynchronous development as children whose inner experiences and awareness due to intellect and intensities were qualitatively different from the norm. They believed parenting, teaching and counseling required modifications in order for gifted children to develop optimally.

It is important to understand giftedness through the lens of asynchronous development. Initially, gifted children may not comprehend the role of asynchronous development in their lives on a very personal level. They need guidance. Society’s expectations of how a child should act and how a smart child should act put undue pressure on these kids that can have severe consequences for them and society.

There are paradoxes presented by asynchronous development. It can, but not in all cases, mean a child can achieve at levels well beyond what is expected for their chronological age. Asynchronous development may result in a child being placed in an academically appropriate place that fails to accommodate their social-emotional needs.

How does asynchronous development affect the behavioral and emotional aspects of giftedness? Once a child is identified as gifted, society tends to judge them solely on their achievements and how they perform without regard to social-emotional aspects. It can create a wildly different life experience for the gifted child; one that lacks the understanding and empathy of adults.

Adults can support a gifted child’s asynchronous development so that they aren’t overwhelmed by their ability to perceive the complexity of the world around them. Ideally, a gifted child’s social-emotional needs will be respected in conjunction with their gifts and talents. Recognizing the need is a good first step. Adults need to be hyper-aware of each gifted child’s unique challenges and develop individualized education plans that address the whole child.

Where can parents seek information about asynchronous development? One of the best books for parents is “Off the Charts.” It’s a compilation of works; many by members of the Columbus Group. The NAGC, SENG and IEA Gifted have extensive resources for parents seeking information on asynchronous development. State organizations may have additional local info as well. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Off the Charts: Asynchrony and the Gifted Child (Amazon)

Definition of Asynchronous Development in Children

Asynchronous Development: An Alternate View of Giftedness

Asynchronous Development in Gifted Kids

Many Ages at Once

The Neural Plasticity of Giftedness

Giftedness: The View from Within

Asynchronous Development

Asynchronous Development (NAGC)

UK: The Misidentification & Misdiagnosis of Gifted Children

Gifted Children Do Exist Here’s What Happen when We Deny It 

What I Want You to Know about My Gifted Son

Supporting Gifted Children

Parent Hot Sheet: Asynchronous Development (pdf) (NAGC)

Life in the Asynchronous Family

Asynchronous Development

The Columbus Group

Sprite’s Site: Beginning the Journey – Gifted 101

Giftedness As Asynchronous Development

4 Fabulous Ways for Kids to Pamper Mom on Mother’s Day

Image courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad

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Social Emotional Needs of Gifted Students

gtchat 04262018 Social Emotional

Gifted and talented students’ social-emotional needs are often exacerbated by asynchronous development which necessitates an awareness of each child’s needs. These include the ability to socialize, work with others, and to be self-aware. Their interpersonal needs include peer relations, relations with parents and gifted and non-gifted siblings.

Many gifted children frequently experience the negative consequences of stress and perfectionism as related to the social-emotional characteristics associated with giftedness. Overexcitabilities combined with high intellect and asynchronous development can result in emotional frustration, misbehavior when ability fails to match aspirations, and overall inability to cope with day-to-day functioning.

In today’s political and educational climate, advocacy by parents and educators is paramount to preserving and expanding services. In an era of changing mindsets over the need for provision of services for our most vulnerable students, education of the public and school administrators about the needs of GT students has garnered new importance. The role of professional development should be expanded to address the social-emotional needs of gifted and talented students as it relates to academic success.

The premise for the choice of a specific educational model should be based on the needs of GT students from year to year and be flexible. Check out a previous #gtchat here >>> with extensive resources. Many models exist and new ones are being developed. Educators should research models based on the overall needs of their classroom.

Supports should be based on an individualized plan – all gifted and talented children deserve to be supported as well as challenged in the classroom. Educators can take the first step by learning about the social emotional needs of their particular students.

How can GT educators and professionals support parents of GT and/or 2E students? GT/2E students are more intense intellectually and emotionally. Educators and professionals may need to provide parents with interventions that can be used at home. Parents need information about how the role of giftedness plays in a child’s overall well-being to mitigate their own fear of failing as a parent. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

The Casper Assessment for Social Emotional Skills (CASES) for K-12 Students

Casper Assessment for Social Emotional Skills (CASES) Rubric (pdf)

Brains on Fire: The Multinodality of Gifted Thinkers

Handbook of Social and Emotional Learning: Research and Practice (Amazon)

Characteristics and Problems of the Gifted: Neural Propagation Depth and Flow Motivation as a Model of Intelligence and Creativity (pdf)

Vulnerabilities of Highly Gifted Children (1984)

What is Social-emotional Learning? (APA)

Social / Emotional Aspects of Giftedness

Social-Emotional Learning and the Gifted Child

The Aspen Institute: National Commission on Social, Emotional, and Academic Development

Cultivating the Social–emotional Imagination in Gifted Education: Insights from Educational Neuroscience

Thesis: Social and Emotional Learning Needs of Gifted Students (pdf)

When Gifted Kids Get to Exhale

Supporting Emotional Needs of the Gifted: 30 Essays on Giftedness, 30 Years of SENG (Amazon)

SENG

The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends (Amazon)

Heightened Multifaceted Sensitivity of Gifted Students (pdf)

Global #gtchat Powered by TAGT: Models of Gifted Education

Sprite’s Site: Stories of the OEs

Sprite’s Site: Doggy Classroom Dynamics

Dabrowski’s Over-Excitabilities A Layman’s Explanation

Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults (Amazon)

Five Unexpected Intensities of Gifted Students

Gifted and Creative Services Australia: Articles and Handouts

“Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship

Teaching Gifted Kids in Today’s Classroom: Strategies and Techniques Every Teacher Can Use (Revised & Updated Third Edition) (Amazon)

Teaching Gifted Students in the Regular Classroom: Practical Recommendations and Interventions (pdf)

Cybraryman’s Social and Emotional Learning #SEL Page

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

The Inconvenient Student

gtchat 12142017 Inconvenient

The twice-exceptional student has long been seen as the ‘inconvenient’ student by many educators since the term was first introduced into our educational vernacular. But who exactly is the twice-exceptional … sometimes referred to as 2E … student? This week’s guest on #gtchat, Dr. Mike Postma, recently wrote a book addressing this often misunderstood population. The Inconvenient Student (sample pages here as pdf) provides parents and educators with a unique perspective rarely seen in 2E literature … a view from the educator.

Dr. Postma is an educator, parent of 2E children and the Executive Director of SENG. His credentials lend an insight into twice-exceptionality that has been missing, but sorely needed by those touched by the lives of these extraordinary kids. We appreciate Mike taking time out from his busy schedule to chat with us.

So, how should we define twice-exceptionality in educational terms and should we even try? Within the same child can reside high intellectual ability and mental health challenges. Either may mask the other. “Twice-exceptional (2e) individuals evidence exceptional ability and disability which results in a unique set of circumstances.” (K. Dickson in The Inconvenient Student, p. 20) According to Dr. Postma, “There are a number of definitions but the essence is that 2e persons have dual exceptionalities.” Carol Raymond, M.Ed., of EA Young Academy in Texas, reminded us of the importance of the ADA and its implications for the twice-exceptional student; specifically, “The ultimate outcome of an individual’s efforts should not undermine a claim of disability.”

There are characteristics teachers should look for if they suspect a student may be twice-exceptional. 2E students often exhibit a ‘disconnect’ between performance and ability. Look for discrepancies. Asynchronous development will make assessment more challenging; all avenues should be pursued because there may be multiple disabilities and abilities.

“Teachers should be looking for a number of things: flashes of brilliance, high intensities, evidence of creative thinking and problem solving, discrepancy data on formalized assessments, inconsistent performance…to name just a few.  I have yet to meet a 2e child that is exactly similar to another … all present unique profiles and thus require unique accommodations…however, there are patterns that can be detected by the astute teacher.” ~ Dr. Mike Postma

What are some successful strategies for teaching 2E students in the classroom? Always seek first to nurture strengths before accommodating disabilities. An effort should be made to identify the exact abilities and disabilities before determining specific interventions.   Use a combination of simultaneous supports – gifted intervention with OT or support personnel.

“In hiring staff I always look for empathy first; an understanding of what it is to be a 2e student. Basic strategies include flexible teaching, teaching to strengths; first to assist in remediating areas of weakness, sensory awareness, use of depth, breadth, and complexity. 2E kids need extra time for tests and assignments … they tend to be slow processors.” ~ Dr. Mike Postma

Strengths and weaknesses can present differently in 2E kids. Children with intellectual disabilities will not present the same as gifted children who also have intellectual challenges. Intellectual ability can sometimes compensate for the weaknesses and make identification harder.

“Adults need to understand the differences between misbehavior and brain function. In most cases, when a 2e child is acting out, the issue is a function of limbic delay or the limbic system being overwhelmed. At that point the child needs to reset in a safe environment. In addition, due to limbic delay, skills such as executive functioning, language development, emotional regulation are not present ‘in the moment’. Adults need to work on building these skills in 2e kids rather than punishing them for ‘overreacting’.” ~ Dr. Mike Postma

Finally, we explored the difference between underachievement and non-production. Mike explained, “There is a big difference. Underachievement is a psychological disorder that needs to be addressed by professionals while non-production (fairly common with g/t kids is a conscious decision not to do the work for a host of reasons: boring, busy work, low level. If a student can articulate why he or she will not due the work, that would be non-production whereas an underachiever will not be able to explain the issue.” A transcript of this chat may be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2 PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

The Inconvenient Student Critical Issues in the Identification and Education of Twice-Exceptional Students (Amazon)

Critical Issues in the Identification of Gifted Students with Co-Existing Disabilities: The Twice-Exceptional (pdf)

Fundamentals of Gifted Education: Considering Multiple Perspectives (Amazon)

Identification of Gifted Students with Learning Disabilities in a Response-to-Intervention Era (pdf)

Identification and Assessment of Gifted Students with Learning Disabilities (pdf)

Supporting Twice-Exceptional Students in the Classroom (pdf)

Gifted and Dyslexic: How the Talent-centered Model Works

Introduction Supporting Twice Exceptional African American Students: Implications for Classroom Teaching (pdf)

Empirical Investigation of Twice Exceptionality: Where Have We Been and Where Are We Going? (pdf)

The Goldilocks Question: How to Support your 2e Child and Get it “Just Right” 

Is Executive Functioning the Missing Link for Many Gifted Students?

The Six Types of Gifted Child: The Twice-exceptional

Sprite’s Site: Gifted Under Achievers

Sprite’s Site: De Bono’s 6 Action Shoes 9: One Size Shoe Cover System

Sprite’s Site: New Shoes

Sprite’s Site: 2E Is

Sprite’s Site: What Makes Them 2E?

Cybraryman’s Twice-Exceptional Children Page

U.S. Department of Education: Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (pdf)

Graphic courtesy of Lisa Conrad.

Starting a Gifted Parents’ Group

gtchat 02092016 Parent Support Groups

Forming a gifted parents group is one of the first steps in forming a community within a school district; one of support as well as advocacy. The needs of the students in the community will determine the type of group formed. Parent groups are a great way of networking and sharing information about the local school environment for gifted. They can lend support to other parents  or even teachers who may need help in finding resources. Parenting gifted children can be a lonely and challenging experience without this type of support.

Parent groups who choose to act as a support for parents can provide resources such as speakers, book studies, and educational resources. They may decide to offer enrichment for students outside of school such as sponsoring academic competitions or activities like Super Saturdays, family weekend retreats, or clubs for chess or robotics. Advocacy groups are needed when a school does not provide adequate services for gifted students; if any at all.

There are organizations who seek to support parents in various ways. Many state gifted organizations have local affiliates for parents. The NAGC (U.S.) provides online resources in the form of information on starting parent groups. SENG is perhaps best well known for supporting parents with their SENG Model Parent Groups. Links to these organizations have been provided below.

How can parents find other parents who might be interested in joining a group? Your child can be a great resource; they will know who is in the gifted program at school. Many school districts will send home flyers (provided by parents) or mass emails to parents of their gifted students. As a reminder, Psychologist Dr. Gail Post of Gifted Challenges pointed out, “Either type of group needs to have goals – otherwise [they] can turn into social group. Goals also help with group dynamics and reduce potential for conflict.” Social media is another way to meet parents and even form online groups.

In order to be recognized as a formal group by the local school district, parents need to know who and how to approach school officials. School administrators should be contacted first; then, gifted coordinators, principals, and special education directors depending on how gifted education is organized in the district or state. Having the support of an organization such as SENG can validate the existence of parent groups in some schools. It was also mentioned that PTA groups on occasion will form committees to serve the gifted population within a school. As with any communications between parents and schools, the conversation needs to be respectful and helpful to both parties. A transcript of this chat can be found at Storify.

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at  2 PM (14.00) NZDT/Noon (12.00) AEDT/1 AM (1.00) UK. to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found atStorify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Starting and Sustaining a Parent Group to Support Gifted Children (pdf)

SENG Model Parent Groups 

SENG Online Parent Support Groups

Gifted Parent Groups: The SENG Model (book)

The Care and Feeding of Gifted Parent Groups (pdf)

Parent Support Groups at Vanderbilt

Starting a Gifted Parent Group

How Parents Can Support Gifted Children

The Nuts and Bolts of Forming a Parent Group

How Parent Advocacy Groups Can Make a Difference

AUS: Gifted Families Support Group Inc.

The Oxygen Mask: Gifted and 2e Parenting

Hong Kong Academy for Gifted Education: Parent Support Groups

TAGT Family Nights

Katy Parents of Gifted & Talented Students Wins Award

AUS: Support Groups Victoria

What Makes a Parent Group Successful?

MAGC: Starting & Sustaining a Parent Advocacy Group

Advocating for Exceptionally Gifted Young People (pdf)

Supporting Gifted Education through Advocacy

Cybraryman’s Gifted Parenting Resources

“Lazy” is a Four Letter Word. Don’t Use It in Front of Children

The Tres Columnae Project

 

Graphic courtesy of Lisa Conrad. Image courtesy of MorgueFile.

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