Twice-Exceptional Newsletter 2November/December 2007 for Parents, Teachers and Professionals

TM Twice-Exceptional Newsletter 2November/December 2007 For parents, teachers and professionals. Issuee 25 Helping twice-exceptional children reach their potential. Featured in this Issue

Our focus in this issue – Helping gifted kids with Asperger’s.

Advocacy and By Erin Lane and Doreen Underwood Page Who’s in a great position to provide re- Asperger’s: The School sources and communicate with kids, parents, 3 Quote teachers, and administrators? The school Counselor’s Role counselor. I loved feeling special.

I hated feeling special. By Linda Neumann Page Animals Serving Kids “Lassie” can pre-empt meltdowns, track kids – Garrison Keillor, 7 with Asperger’s who run off, administer deep pressure, and reminiscing on his gifted provide valuable companionship childhood at NAGC Interview: Providing a Licensed therapist Brian King runs a teen Page support group that helps Asperger’s kids fit Place of Acceptance in. 11

Also Inside

From the Publishers...... 2

Strength-based Programming: In the News and Educators’ Perspectives...... 13 ! Resource: Autism Speaks and an Autism Video Glossary from FSU...... 15 Event Coverage: NAGC’s Annual Convention, and ADDA’S Fall Regional Meeting...... 16

Book Reviews: Look Me in the Eye and School Success for Kids with AS...... 20

Sylvia Rimm’s Column: What Determines Giftedness?...... 22

Bob Seney on Books: Asperger’s for Younger and Older Readers...... 23

Parents’ Perspectives: Cathy Marciniak on “The System”...... 24

Events...... 26 2e From the Publisher Welcome! Welcome to the November issue of 2e: Twice-Exceptional Newsletter! The focus of this issue is on ways of helping 2e kids with Asperger Syndrome (AS). In our lead article, educators Erin Lane and Doreen Underwood describe the role that the school counselor can play in helping teachers and parents understand and meet the needs of gifted Asperger students. Several articles on service dogs describe how these animals are beginning to play an important role in providing AS children with both physical and emotional support. In an interview with therapist Brian King, we see the importance of giving AS teens a place where they can find peers and acceptance. Readers wishing to read a primer on autism spectrum disorders and Asperger’s before diving into specific articles in this issue can check the 2e Newsletter website. Along with our regular columns and features, this issue includes coverage from two conferences, a regional conference on AD/HD presented by the Attention Deficit Disorder Association (ADDA) and the 54th annual convention of the National Association for Gifted Children (NAGC). The NAGC session reported on in this issue is one of the many sessions 2e Newsletter covered. Look for coverage of others in the coming weeks on our website and in our next issue. We enjoyed having the opportunity to see and meet subscribers and friends of 2e Newsletter at the NAGC conference. We appreciate your kind words, support, and suggestions for the newsletter. Please feel free to let us know what you’d like to see in the newsletter – either in person when we meet at conferences or by e-mail. Here’s another way to let us know what you’d like to see in future issues. At the end of this issue is a link to an online survey to gather your feedback on this issue. If you can take the time to complete the very brief survey, we’ll really appreciate it because it will help us give you what you want and need in the future. We thank you for reading 2e Newsletter. – Linda Neumann and Mark Bade Glen Ellyn Media November, 2007

2e: Twice-Exceptional Newsletter is a bi-monthly publication about twice-exceptional children, children who are gifted and who have LDs – learning difficulties that go by many names, including learning disabilities, learning disorders, and just plain learning differences. Our goal is to promote a holistic view of the 2e child – not just the high IQ, or the quirkiness, or the disabilities, but the child as a whole person. Comments and suggestions are always welcome by phone, fax, or e-mail.

2e: Twice-Exceptional Newsletter is published bi-monthly in January, March, May, July, September, and November. The cost for a one-year electronic subscription is $30. Contact us for group and institutional rates. Send changes of address to [email protected] or by mail to 2e: Twice-Exceptional Newsletter, PO Box 582, Glen Ellyn, IL 60138-0582.

Linda Neumann, Editor; Mark Bade, Business Manager. Phone: 630.293.6798; Fax: 630.344.1332. Web: www.2eNewsletter.com. E-mail: [email protected].

Editorial Board: Susan Assouline, EdS, PhD; Susan Baum, PhD; Kathi Kearney, MA Ed; Deirdre Lovecky, PhD; Marlo Payne Rice, MS; Linda Kreger Silverman, PhD; Joan Franklin Smutny, MA; Meredith Warshaw, MSS, MA.

The contents of 2e Newsletter are not intended to constitute medical or clinical advice, which should be obtained from a licensed practitioner. The use of information from 2e Newsletter for commercial purposes is prohibited without consent in writing from Glen Ellyn Media. Copyright © 2007 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

We thank our supporters and subscribers.

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Article Advocacy and Asperger’s: The Professional School Counselor’s Role in Assisting Twice-exceptional Children

By Erin Lane and Doreen Underwood What Do We Mean by “Advocacy?” Being or having a gifted child with Asperger Syndrome (AS) can be extremely difficult and confusing. These indi- Advocacy in the school setting is defined as the viduals sometimes feel as though they have little support act of working toward modifications in “existing or and contradictory knowledge about how to handle the is- proposed policies, practices, and learning environ- sues they face. However, there is someone in the school ments on behalf of all students and families” (Bai- whose job it is to advocate for them: the school counselor. ley, Getch, & Chen-Hayes, 2007, p. 101). School counselors can provide resources, talk with teachers and administrators, and check in with students and parents regularly. They can help to make sure the consumed by their interests, and have either an inability classroom teacher understands and implements recom- or marked impairment in reading social cues. They can mendations made for these children. They can also be also be inflexible, lack common sense, and tend to see the support person to collaborate with the teacher to help things as black and white (Rosaler, 2004). facilitate classroom success. In this article we’ll examine Because some schools assume that AS kids are the the role the school counselor plays, and we’ll offer sugges- same as autistic children, educators may place them in tions for accommodations and strategies to teach gifted special education classes with students who have mental AS children both at home and at school. retardation or emotional disorders. This situation is not helpful for teaching AS students about social norms be- Advocacy in the School cause most students in these classes have inappropriate An important part of a school counselor’s job is to be social skills and are, themselves, unable to model suitable aware both of the general issues involved with AS and how behavior. The special education classroom can even be a to accommodate for it in the classroom. Equally important dangerous environment for the AS child, who tends to be is communicating with educators and administrators, naïve in social situations and may be taken advantage of keeping them up to date on the disability, and offering by overly aggressive students (Rosaler, 2004). suggestions for working with these students in the class- Another consideration is that the special education room. Even more critical is remaining aware of current classroom does not address the unique learning needs strategies as well as teachers’ perceptions in regard to of twice-exceptional children. Children with high IQs need these twice-exceptional (2e) students. Too often, teachers content delivered at a faster pace with greater depth and and administrators expect that a child who is gifted can complexity than the special education classrooms can handle class work and peer interactions without any prob- usually provide. lems. However, this may not be the case, especially for In the regular classroom, students with AS can rapidly gifted children with AS. memorize the facts being taught but need help making One way for a school counselor to advocate for a 2e connections between their strength areas in content and child with AS is to ensure that all educators in the school new content. They connect with the concrete rather than are informed about the characteristics of this disability the abstract, making it difficult to generalize from one and how they are manifested in a gifted child. Some com- area of learning and one situation to another. Because mon traits of gifted children with AS are: children with AS are often inward and narrowly focused • Asynchronous development thinkers, teachers need to broaden the knowledge base of • Facility with rote memorization these students and connect new knowledge to their inter- • High-level verbal skills ests or passion areas. The result will be that the student • Elevated sensory perceptions with AS will buy into the content being taught and have • Concern with equality, honesty, and integrity (Webb, greater success in learning new things (Friedrichs, 2007). Amend, Webb, Goerss, Beljan, & Olenchak, 2005). In addition, these children tend to be highly inquisitive,

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Article Advocacy and Asperger’s, continued

Advocacy with Teachers might respond to the change. Students who are informed Many times it is the school counselors who provide can better prepare themselves and possibly experience the first level of communication about students’ special less anxiety when the event occurs. needs to the classroom teachers. Teachers see them as a resource to help with behavior modifications and instruc- Advocacy with Peers tional strategies that work with special populations. Work- School counselors are trained to conduct both small- ing as a team, the school counselor and classroom teach- and large-group sessions to help children work on social er can develop effective strategies to meet the needs of conventions. Because gifted AS children struggle with peer twice-exceptional children with AS. Often, the school coun- relations, it’s the school counselor’s job to help encourage selor is the person who communicates these strategies positive peer interactions (Webb, Amend, Webb, Goerss, to teachers from year to year (Assouline, Nicpon, & Huber, Beljan, & Olenchak, 2005). Especially important for the 2006). school counselor is teaching all children to understand Twice exceptional students with AS have unique and support the growth of the gifted AS student. Gaining characteristics that the school counselor needs to make this understanding can be difficult for some students, but sure classroom teachers are aware of. For example, the by and large children are interested in their peers and will asynchronous development of motor skills can make writ- respond well to learning more about why a gifted AS child ing by hand hard for them. Because these students tend behaves in a certain manner. The main task for the school to be more successful with oral communication, allowing counselor is ensuring that the material presented to class- them to express content verbally instead of in writing is an mates is both age and developmentally appropriate. appropriate accommodation. Flexibility in how information During large-group lessons, the school counselor can is presented to gifted AS students and communicated by work with all students in the classroom on appropriate them is very important (Friedrichs, 2007). interactions during unstructured time at school. Topics to Students with AS are quite sensitive to the classroom address might include: climate and extremely aware of their successes and • How to pass in the hallways failures. Teachers need to foster an environment of ac- • How to ask someone to play with you on the play- ceptance in order for these twice-exceptional children to ground thrive socially. Ways to create this atmosphere are: • How to play with others appropriately. • Collaborate with the school counselor to create small As long as the school counselor has already ad- and large group lessons that include role plays and dressed disabilities in general, and AS in particular, stu- concrete examples of appropriate social interactions. dents are much more likely to be willing to talk about how • Develop a strict policy against teasing and bullying. to have these positive interactions, and also to serve as • Have students role play social situations from varied role models and teachers for a student with AS (Silverman points of view to foster an understanding of another & Weinfeld, 2007). perspective. In small-group lessons, where the school counselor • Provide opportunities for all students to interpret the has a specific group of students to work with on issues, impact of non-verbal communication (Silverman & activities like social stories can be very useful. Social sto- Weinfeld, 2007; Webb, Amend, Webb, Goerss, Beljan, ries do the following: & Olenchak, 2005). • Set up a variety of social situations Adhering to a routine can be another issue for gifted • Use extremely detailed sentences to describe the AS students. In schools, routines are sometimes broken character’s actions for special events or for simple things like fire drills. When • Provide descriptions of typical reactions to the situa- a broken routine disturbs a gifted child with AS, it’s critical tions for teachers to understand what’s happening and not as- • Show students how to respond sume that the student is being difficult. To avoid problems, • Emphasize transferring what a student learns from teachers should inform the student of the upcoming break the story to real social situations. in routine, if possible; remind the student that this change A teacher or counselor can also per- in schedule is coming; and talk about how the student sonalize social stories and give them to

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Article Advocacy and Asperger’s, continued the student as a reference after the lesson is over. These choices after high school activities provide opportunities for gifted AS students to • Facilitating change in both the school and school observe and participate in positive, acceptable social system through staff development that focuses on situations. With ongoing practice and reinforcement, the the needs of gifted AS children (Assouline, Nicpon, & gifted AS child can begin to internalize and learn appropri- Huber, 2006). ate social cues and interactions (Silverman & Weinfeld, School counselors can also provide strategies that 2007). [For an example of a social story, see the article parents can use at home. For instance, they can suggest “Giftedness, Asperger Syndrome, and the ‘Real World,’” by activities to help a child understand social cues and social Teresa Bolick in the June, 2005, issue of 2e Newsletter.] situations. Some examples are teaching manners by putting up wall posters as reminders to children to comb their Facilitating Parental Advocacy hair or not pick their nose, or practicing the exact steps to Learning to be an advocate for their children in the express affection to a willing party. school system is imperative for parents or guardians of Because the constant training and advocating can gifted AS students. Part of a school counselor’s job is to be stressful, it’s important for parents to know that the make sure that parents have plenty of information and school counselor is there to help them find the resources training as they learn to navigate the educational worlds they need. For instance, school counselors can suggest of both the gifted and the disabled. School counselors local or online support groups for parents, families, and can help parents in many ways to advocate for gifted AS gifted children with AS. These groups provide great oppor- students. Foremost is by listening to the parents. Active tunities for both parents and children to share everything listening skills are essential in effective advocacy for stu- from activities to the successes and frustrations that dents. Counselors can hear and understand the concerns they’re experiencing. expressed by parents, teachers, and children and then collaborate to create a comprehensive learning plan to Conclusion insure student success. In this article, we have described a number of ways The school counselor can provide many other servic- school counselors can help ensure that gifted children es as well to help parents and students advocate for the with AS receive an education that meets their unique child’s educational needs. Among these services are: social, emotional, and learning needs. These profession- • Interpreting teacher rating scales and achievement als are equipped with the skills to advocate for these 2e and ability test results students and to teach both parents and students how • Determining if a 504 plan is an appropriate tool for a to advocate for themselves. School counselors can also child’s education help school personnel to better understand their gifted AS • Providing information about the programming options students. As parents, teachers, and administrators work available through the school system together to implement an educational plan that meets the • Helping educate a child about topics such as self- learning needs of gifted AS students, they can look to the awareness, self-advocacy, and problem solving school counselor as an advocate and resource. • Promoting understanding of the unique social/emotional needs of the gifted AS student • Guiding the student in making educational or career

Some Resources for Parents and Teachers

The authors recommend these resources for finding use- Websites: ful information on working with AS children. • www.aspergersyndrome.com • www.teacherplanet.com/resource/manners.php Book: School Success for Kids with Asperger’s Syn- • www.hoagiesgifted.org/aspergers.htm drome, by Silverman & Weinfeld (Prufrock Press, 2007) • www.nagc.org/index.aspx?id=988 [See the review elsewhere in this issue.]

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Article Advocacy and Asperger’s, continued References Assouline S., Nicpon M., & Huber, D. The impact of Erin Lane received a B.A. in psychol- vulnerabilities and strengths on the academic ogy from Beloit College and worked experiences of twice-exceptional students: A message at a private boarding school where to school counselors. Professional School Counseling, she served as a teacher, Admis- 10(1). Retrieved October 27, 2007, from EBSCO sions Director, and finally, Dean of database. Students. She is currently earning a Bailey, D.F., Getch, Y.Q., & Chen-Hayes, S.F. (2007). Master’s degree in the Professional Achievement advocacy for all students through School Counseling program at the transformative school counseling programs. In Erford, University of Iowa and also working toward an endorse- B. T. (2nd Ed.), Transforming the School Counseling ment in gifted education. Profession (pp. 98-120). Columbus, Ohio: Pearson. Friedrichs, T. P. (2007, November 7). “Duel” diagnoses Doreen Underwood graduated from in the twice-exceptional: Child-based vs. system- the University of Northern Iowa based explanations for challenges. Concurrent with an undergraduate degree in session presented at the National Association for elementary education and received Gifted Children National Convention, Minneapolis, her endorsement in gifted education Minnesota. through the University of Iowa. She Rosaler, M. (2004). Coping with Asperger’s Syndrome. has worked in the field of gifted and New York: The Rosen Publishing Group, Inc. talented education for the past 12 Silverman, S.M. & Weinfeld, R. (2007). School Success for years and is now a TAG Facilitator in Davenport, Iowa. She Kids with Asperger’s Syndrome. Waco, TX: Prufrock is earning a Master’s degree in school counseling with Press Inc. an emphasis in talented and gifted students through the Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, P., University of Iowa. 2e & Olenchak, F. R (2005). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults. Scottsdale, Arizona: Great Potential Press.

On the 2e Newsletter Website: A Primer on Asperger’s Asperger Syndrome is a label for one of the five de- • Narrowly focused interests velopmental disorders that comprise autism spectrum • Unusual responses to sensory experiences, such as disorders (ASDs). These are a continuum of related devel- certain sounds or the way objects look. opmental disorders that range from severe to mild. The About 1 in 150 children have an ASD, with more boys developmental disorders are autism (autistic disorder, than girls diagnosed by a margin of about four to one. The also called classic autism); Rett Syndrome; Childhood incidence of Asperger’s is often given as 2 or 3 in every Disintegrative Disorder; Asperger Syndrome (autism “lite”); 10,000 children, although some sources say it could be and Pervasive Developmental Disorder Not Otherwise as high as 90 children in 10,000. Specified (PDD NOS). Dr Hans Asperger, an Austrian pediatrician, identified People with ASDs range in intelligence from mentally the syndrome that bears his name in the 1940s. It was challenged to highly gifted. A few have savant abilities added to the DSM with the fourth edition in 1994. (abilities far beyond ordinary). Certain characteristics are common among individuals with ASDs: See the rest of this article on the website, including signs • Difficulty with social interaction and symptoms; diagnosis; causes; addressing Asperger’s; • Deficits in verbal and nonverbal communication and giftedness and ASD. 2e • Repetitive behaviors

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Topic Animals Serving Kids with Asperger’s By Linda C. Neumann and other essential skills. Then Karen and her staff start making a match between the dogs in training and the For many people, the words service dog bring to mind families who have applied for a dog. a seeing-eye dog guiding someone who is visually im- Through a rigorous process of gathering information paired. If that’s your image, you might be surprised to find about the child and family, Shirk and her staff determine out what service dogs are up to these days. The role they which dog has the characteristics best suited to the needs play in serving people with special needs is much broader of each applicant and family. The goal, as she puts it, is to than it once was. Today dogs are trained to help people make sure the dog chosen for a child can cope with what- with a wide range of physical and mental conditions such ever quirks the child might have. as hearing impairments, mobility problems, seizure dis- The selected dogs then begin to receive more special- orders, and other chronic disabilities. Added to that list in ized instruction aimed at meeting their future owners’ recent years are autism spectrum disorders (ASDs). specific needs. The culmination of a service dog’s training Karen Shirk was a pioneer in using service dogs for is a two-week class held at the 4 Paws For Ability facility. this purpose. She is the executive director of 4 Paws For There the dog, the applicant, and parents meet and learn Ability, Inc., in Xenia, Ohio, a non-profit agency that places to live and work together. The child participates according about 90 percent of the service dogs it trains with people to his or her ability. According to Shirk, the primary objec- on the autism spectrum. The remaining dogs are trained tive of the class is training parents, although some older for other forms of service. children are able to take an active role in the training as The idea for using dogs this way grew in Karen’s mind well. These children learn to handle their dog – actually as a result of both her work experience and events in her controlling the leash – with parental support. Shirk em- personal life. For 20 years Karen worked with children phasizes that the person in control of the leash must be who have autism. She also became ill with a disease that able to make mature, responsible decisions. robbed her of many of her physical abilities. When she According to Shirk, the matches made between dog requested a service dog for herself, she was told that she and family work 90 to 95 percent of the time. When they was too sick to benefit from having one. Karen didn’t ac- don’t, the agency looks for a different dog. In its new cept that opinion and instead set out to find and train a home, the autism assistance dog is able to perform many dog herself. The result was a life-changing partnership services that will benefit its new owners. Among them is with a dog named Ben, whose story is recounted on the 4 the ability, on command, to interrupt the kinds of behav- Paws For Ability website (www.4pawsforability.org). iors in a child that indicate a meltdown is coming. In this In 1998 Karen applied her own experience with Ben situation, the dog serves as both a distraction to the child Karen Shirk to setting up 4 Paws and a calming influence. Other skills the dog might have For Ability, the first learned during training are how to track a child who runs agency in the US to off and how to administer deep pressure by snuggling with train service dogs for a child who has sensory issues. In addition, the dog knows children on the autism how to act appropriately in a variety of social settings, spectrum. (Coinci- even perhaps in school. dentally, a group in According to Shirk, some schools allow an autism as- Canada started do- sistance dog in the classroom with no problem; some can ing the same thing at be talked into it; and others say absolutely not. The diffi- about the same time.) culty, she explained, is that the Americans with Disabilities All dogs at the agency Act does not directly address the use of service dogs. Until go through about one the law does address it, getting permission to enter class- year of training. Each rooms is a situation that must be handled on an individual starts out with about basis. six months of basic training, learning obe- dience, socialization,

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Topic Animals Serving Kids, continued

Shirk stated that the children who benefit from having affected, the dog shouldn’t go there and call attention to a dog at school are those who are having meltdowns in the child’s disability.” class and who are unable to make friends. Then, having What effect do these dogs have on children’s lives? the dog there is in everybody’s best interest. The dog’s When asked that question, Shirk responds, “In no way presence can help the child regulate his or her behavior did I ever envision how the dogs could change these and serves as a means to draw in other children and kids. Sometimes there’s little reaction at first and bond- make forming friendships easier. On the other hand, she ing takes place over time, but sometimes the change is explained, “If the child’s behavior and schoolwork are not immediate. One boy was fixated on the movie Troy. That was all he could talk about. Then he got his dog. He went shopping with his family, talked to people, and never once mentioned Troy. That was big for him. He talked about his dog, instead, and that was appropriate.”

2e Newsletter thanks Dorothy Rittenberry for providing the initial idea and research for this article. 2e

4 Paws client with buddy

Q & A with Karen Shirk

Q: What breeds make the best autism assistance dogs? A: We ask families to do fund raising for our agency, and A: All kinds of dogs are used, including mixed breeds. we offer them information on how to do it. The amount What matters is who they are not what they look like. we ask them to raise is what it costs to train the dog to Families who come to us for service dogs know that they meet their specific needs, usually between $11,000 and can’t pick the breed. $14,000. In many cases they hold fund raisers, and some use the media. The average time a family spends on fund Q: Are only large dogs used? raising is six months.

A: Most are bigger dogs, like the size of a Labrador retriev- Q: How long is your waiting list for dogs? er, but for some children a smaller dog is better. For older kids with gentle behaviors, we tend to go smaller. A: There is no waiting list. Usually eight months after they fund raise, the family receives a dog. Q: How much does it cost to train an autism assistance dog? Q: Do the dogs have to come back for follow-up training? A: Anywhere from $14,000 to $28,000. A: No. We just ask families to submit an annual report from the vet and a report on how the dog is working out. Q: Is that what families have to pay for a dog? They also need to supply references from people who see the dog in public so that we know the family is keeping up with training and the dog’s behaving appropriately. 2e

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Topic How a Service Dog Can Help “Before, any outing would be fraught with anxiety,” Lambert goes on to states Laura Lambert, mother of Justice, a five-and-a-half- explain another benefit of year-old boy with Asperger’s. “Just trying to convince him having Zoro in the family. to get into the car for a trip to the mall, the grocery store, “Before we received Zoro or a doctor’s appointment was like pulling teeth. It usually from 4 Paws for Ability, you involved a bribe – getting him something associated with could count on one hand one of his obsessive interests.” the number of nights our Before refers to before Zoro, the autism assistance son had slept all the way dog that became part of the Lambert family in September. through in his own bed. Now, Lambert says, “we’re thrilled with how this new addi- Since going to training and Laura Lambert, Justice, Zoro tion is helping Justice.” When it’s time for an outing, she having Zoro in his bed, Jus- explains, “he [Justice] usually just asks, ‘Can Zoro come?’ tice has only gotten up twice. Both times he was easily led and happily gets the harness and tether so that his dog back to his room and put back to sleep with his dog next can come with him.” to him. After years of trying things like melatonin, sensory The tether is a nylon strap that attaches from Zoro’s diets, and therapeutic auditory listening, we are thrilled! working harness to a vest that Justice wears while out in Our son’s general anxiety level seems to be lessened just public. The purpose is to keep Justice from darting off un- by having his ‘brother’ – as he refers to his dog – around.” expectedly when he’s out with his family. When tethered to Lambert is quick to admit that not all is easy now that Zoro, Justice can only go as far as the tether allows, which Zoro has come to live with them. There’s a lot of work in- is about three feet. Because Zoro weighs close to 100 volved in taking on a service dog, she explains, especially pounds and Justice weighs only 38 pounds, Zoro is an ef- during the first year; and, yes, her son still has meltdowns. fective anchor. “But,” she says, “we can actually see a light at the end of In describing the valuable role that Zoro plays, Lam- the tunnel. We are seeing improvements in his social inter- bert explains, “While Justice would fight having to hold our actions both in public and at school – a major bonus for hands, for some reason he does not fight the dog. He just any child on the spectrum!” 2e seems to accept it. Justice seems to feel more secure and less anxious when he’s wearing the tether, but sometimes he prefers to hold a second leash that’s attached to Zoro’s harness instead.”

For More Information about Service Dogs… Visit these sites: Read these articles: • Assistance Dogs International, Inc. (www.adionline. • “A Miracle Dog for Reece” (http://autism.wilderwood. org) – a coalition of not-for-profit organizations that org/autism_articles_websites.html) train and place assistance dogs • “One Boy's Best Friend” (www.cbsnews.com/ • International Association of Assistance Dog Partners stories/2006/05/16/eveningnews/main1622372. (www.iaadp.org) – a non-profit, cross-disability shtml) organization that represents people partnered with • “Service Dog Charlie Is an Autistic Boy's Best Friend – guide, hearing, and service dogs But He's Not Allowed in Class” (www.autismconnect. • National Service Dogs (www.nsd.on.ca) – a Canadian org/news.asp?section=00010001&itemtype=news&i non-profit registered charity that specializes in d=6123) breeding, training, and placing dogs with children who • “Therapy Dogs Are Bridge to the World for Autistic have autism Children” (www.boston.com/news/education/k_12/ • Service dog directory (www.wolfpacks.com/serviced. articles/2007/10/21/therapy_dogs_are_bridge_to_ htm) – an international listing of service dog the_world_for_autistic_children) 2e resources

2e Newsletter • November/December 2007 www.2eNewsletter.com 2e Featured Topic Service Dogs: Not Always an Easy Fix Eveline Schwizer’s son Kilian was diagnosed with ents work together. However, Le Copain’s primary clientele Asperger Syndrome in 2003. When she saw a TV show consists of physically disabled persons. Kilian was only portraying a child with an assistance dog, she says, “My the second child on the autism spectrum Le Copain had heart jumped when I saw what a dog can do for a child worked with, and other clients participating in the class with special needs, especially because I thought that our didn’t know quite what to make of an Asperger’s child. son might also be able to build up a connection to the In addition, Le Copain is in a French-speaking canton of world through animals.” Switzerland; the Schwizers are from a German-speaking The organiza- canton. tion that trained the “I had to practice my very rusty French,” says Eveline; dog in the TV show and Kilian needed to learn French commands to give to was CCI, Canine Whisky. Companions for In- Once the Schwizers returned home with Whisky, they dependence (www. found another challenge. Whisky figured out that the caninecompanions. family had no experience with dogs prior to coming to Le org), based in Santa Copain, and took advantage of that, beginning to disobey. Kilian and Whisky Rosa, California. Through persistence, patience, and discipline, Eveline However, Schwizer became able to handle the dog, an animal she finds “pro- lives in Switzerland. There she found Le Copain, which is foundly gifted.” founded on the principles of CCI. The staff of Le Copain “He stays calm, he is tolerant, he goes to Kilian even interviewed the Schwizers and found a dog they believed when he is not too friendly, and he is absolutely not ag- was a good match for Kilian – Whisky, a large chocolate- gressive or anxious,” she says. brown Labrador. Despite the challenges the family encountered, Eve- As with 4 Paws for Ability, Le Copain uses a two-week line says she would – with changes – make the same training period in which the trainers, dog user, and par- choice again. 2e

What Accounts for the Strong Bond between Children with ASDs and Animals? Temple Grandin is a professor, author, speaker, and de- Grandin also says: signer of livestock handling facilities. In her writings she I think animals, children, and autistic people have explains the bond this way: simpler emotions because their brains have less As a person with autism, it is easy for me to un- ability to make connections, so their emotions derstand how animals think because my thinking stay more separate and compartmentalized…. processes are like an animal’s…I have no lan- Our brains function more like a child’s brain or an guage-based thoughts at all. My thoughts are in animal’s brain, but for different reasons. pictures, like videotapes in my mind. [Excerpt from Chapter 3 of Animals in Translation, by Tem- [From “Thinking the Way Animals Do,” by Temple Grandin, ple Grandin and Catherine Johnson, Scribner, 2004.] 2e Ph.D., Department of Animal Science, Colorado State Uni- versity, Western Horseman, Nov. 1997, pp.140-145.]

2e Newsletter • November/December 2007 10 www.2eNewsletter.com 2e I n t e r v i e w A Place of Acceptance for Asperger Teens An article in a Chicago newspaper earlier this year de- support; it’s not a social group. With these kids, the social scribed a unique group for teens formed in a Chicago interaction has more to do with information gathering suburb. According to the Chicago Tribune article, “Free to than connecting on an emotional level. They enjoy the Be Themselves,” all of the members plus the leader of the validation, being treated with respect; and they share group have Asperger Syndrome. The group was formed common frustrations and experiences. But no one is to give these young people a chance to meet and interact required to speak if they don’t want to. on their own terms. 2e Newsletter editor Linda Neumann I go with the flow of the group and don’t structure it. interviewed the leader, 37-year-old Brian King, to learn Typically, issues come up – like how to make a friend more. – and I problem-solve with them.

Q: Were you pleased with the article about your teen Q: Does belonging to the group bring about changes in group? the kids? A: It was a good article, but I didn’t like the use of the A: It’s empowering for them to be with kids like terms suffer from, disorder, and syndrome. I prefer to themselves. No one in the group is telling them what they use the term Asperger’s/autism. Those other words should be and how they should act. They really come pathologize it, make it a sickness. That tells kids “You’re a out of their shells when they see that there’s no way sick person.” They get treated as “less than” because of they can mess up in the meetings. Without fear of social their unique characteristics. repercussions, they can let their hair down. It helps them to feel more normal, and some of the kids have formed Q: How did you come to form this teen group? friendships through the group. A: An advocacy organization called GRASP (The Global and Regional Asperger Syndrome Partnership) Q: Has there been a lot of interest in the group in the approached me. They specialize in adult groups; but community? I wanted to start a teen group, and I talked them into A: Parents are very excited. The word got out to the it. I’m a licensed therapist, and it was something I had local schools and the been thinking of doing kids started coming. on my own. This way, I The schools are woefully have access to GRASP “I talk about shifting the focus from inadequate in meeting the leadership, which is Asperger’s as a cause of suffering to needs of these kids. I don’t filled with wisdom and blame them, though; they resources. The goal of ignorance as a cause of suffering.” just don’t know any better. GRASP is to empower people on the spectrum. Q: How do the kids react when they learn that you have Asperger’s? Q: What do you see as the purpose of the group? A: They don’t see too many adults on the spectrum, so A: My focus is on helping the kids fit in more. They come they ask me lots of questions. They want to know what to me with devastated self-images and self-esteem. it was like when I went to college. Their biggest concern is leaving home for the first time. Asking for help is Q: How often do you meet and what happens at the sometimes the most challenging thing they face. Some meetings? will just refuse to talk to anybody. A: We meet once a month and usually have around 15 kids. We don’t do outings because the purpose is

2e Newsletter • November/December 2007 11 www.2eNewsletter.com 2e I n t e r v i e w King, continued Q: What advice do you have for people who are interested If there’s going to be research, let it be research to in starting their own group for Asperger teens? educate the public on how the mind works. Then they’ll A: Align yourself with GRASP. You also need to have a know that these kids aren’t just lazy, or not trying hard background in group dynamics because you’re dealing enough. with people in a fragile state of mind. Plus, you need to know why you’re doing it before you jump in. Brian King is a writer, speaker, and counselor in Q: What changes would you like to see for people with Naperville, IL. He provides Asperger’s? coaching and social work services to individuals with A: I give a talk on how to make the world more a more Asperger’s, their families, Asperger-friendly place. I talk about shifting the focus schools, and organizations from Asperger’s as a cause of suffering to ignorance as that work with this cause of suffering. If teachers understood these kids’ population. To learn more inner experience with the world, and the culture and value about his work and read his of the autism population, it would be so much easier for articles, see: http://web. them to work with these kids. mac.com/brianrking/Im_An_ Aspie/Home.html. For information on the organization GRASP, see: www.grasp.org. 2e

More Asperger’s Resources

Jo Freitag’s “Gifted Resources” electronic newsletter National Public Radio programs sometimes feature (www.giftedresources.org/) guided us to Awares.org, the Asperger’s or autism-related topics. For example, on No- U.K. site of three yearly online conferences and dozens vember 5th, “Morning Edi- of papers on autism and Asperger’s. The papers from the tion” reported on research 2005 and 2006 conferences are available free of charge. involving the stimulation AWARES (All Wales Autism Resource) asks for a small of mirror neurons to treat donation (£6) through an online charity service to access autism. Mirror neurons are believed to be involved in imi- conference materials from 2007 and future conferences. tation and empathy. Find the program and others on the Check out the resources at www.awares.org/conferences. topic at the NPR website. 2e

2e Newsletter • November/December 2007 12 www.2eNewsletter.com 2e Building on Strengths The Value of Challenge and Strength-based Programming

Several stories that have come to our attention at 2e fied social studies and English, and [they encouraged] Newsletter seem to have some common themes. every child to reach higher than before.” A special education teacher was there to provide support for those who Challenged Underachiever needed it. The curriculum in these special classrooms was First, there was the story that appeared in the Wash- differentiated so that honors students were given more ington Post on September 25, 2007. In an article entitled challenging assignments. However, all students had the “How a Virtual AP Course Changed Her Son,” writer Jay opportunity to volunteer for higher-level work, and all took Mathews describes underachiever Matthew. No amount part in the same discussions of the course material, al- of nagging could get him to stay engaged with his middle lowing some students who struggle with writing to shine. school coursework. Then something sparked his inter- What the teachers found was that the challenge was good est – his older brother signed up for an online AP biology for all students. One teacher remarked that those not des- course. Matthew asked if he could do the same. At first, ignated as honor student were motivated to “bring them- his mother thought the eighth-grader was joking; but he selves up to these new expectations.” was serious. Much to everyone’s surprise, Matthew dove into the challenging task, devoting several hours a night to A Follow-Up: Seeking Challenge the online course and working much harder than he had Last, we received a follow-up to an article that ap- ever worked before in school. The result was a grade of B peared in 2e Newsletter in March of 2006. It was “The and a tremendous boost to his self-confidence, so much Story of One ‘Naughty’ Little Girl,” written by Michelle Ga- so that Matthew, now a high school freshman, is looking briel, a mom from Australia. In it, she told the story of her forward to his next online AP course and possibly a career family’s long and often frustrating search for a learning in medicine. environment where her twice-exceptional daughter Brooke would thrive. Michelle shared with us that Brooke decided Challenge: Good for Everyone to study abroad for a year during high school and found Then, there was the story “Blurring Lines Among Both a program in Belgium that focused on the arts. While Students and Subjects,” also by Jay Mathews, which ap- there, she decided that she needed greater challenges peared in the Washington Post on October 15, 2007. This and changed to a more academically-focused program. article began by describing a sixth-grade boy identified Her new daily schedule includes French, German, English, with learning disabilities who “had asked for honors-level Physics, Chemistry, Biology, Math, Economics, History, work and had thrived on the challenge.” The boy’s op- Geography, and gym! Brooke is thriving and now consider- portunity came as a result of what the writer described ing a new goal for herself, studying international business as “educational convention turned upside down.” Three when she goes to college. teachers teamed up to “experiment with placing honors, regular and special education students in the same There’s no telling what 2e learners (all learners for that rooms.” They offered these students “a course that uni- matter) can do when we play to their strengths, build on their interests, and challenge them. Read more on strength-based programming on the next page. 2e

2e Newsletter • November/December 2007 13 www.2eNewsletter.com 2e Building on Strengths What Some Educators Have to Say About Strength-based Programming

From Susan Winebrenner atic weaknesses and to highlight abstract thinking and The rule to follow when teaching students who are creative production. twice exceptional is simple. When teaching in their areas – “Gifted But Learning Disabled: A Puzzling Paradox,” of strength, offer them the same compacting and differ- ERIC EC Digest #E479, 1990 entiation opportunities available to other gifted students. When teaching in their areas of challenge, teach them From Marlene Bireley whatever strategies they need to increase their learn- Just as the problems associated with learning disabili- ing success. Never take time away from their strength ty must be addressed directly in order for crossover [twice- areas to get more time to work on their deficiencies. exceptional] children to succeed, these children must be Never remediate their weaknesses until you teach to their provided with opportunities to develop their gifted traits. strengths! Their minds need to be challenged through higher-level – “Strategies for Teaching Twice-Exceptional Stu- thinking and the content of an enriched or differentiated dents,” 2e: Twice-Exceptional Newsletter, October, 2003 curriculum. -- Crossover Children: A Sourcebook for Helping Chil- From Susan Baum dren Who are Gifted and Learning Disabled, Council for In addition to offering remediation, focused attention Exceptional Children (2nd edition), 1995. 2e on the development of strengths, interests, and superior intellectual capacities is necessary. The students need a stimulating educational environment which will enable them to fully develop their talents and abilities. Enrich- ment activities should be designed to circumvent problem-

Founder of NCLD Dies

Sometimes you take organizations for granted, for- the National Center for Learning Disabilities. getting that real people somewhere and sometime are In her first marriage, Rozelle’s father-in-law was Jack responsible for forming them. In the case of the National Kent Cook, a Canadian businessman who later became a Center for Learning Disabilities, that person was Carrie U.S. citizen, owning the Los Angeles Lakers and the Wash- Rozelle. Formerly married to Ralph Kent Cooke, Rozelle ington Redskins among other businesses. The father-in- and Cooke had four children, two of whom had learning law established the Jack Kent Cooke Foundation in 1997. disabilities. One, Jack, had severe dyslexia which caused Read The New York Times obituary of Rozelle at the behavior and social problems. newspaper’s website. To see what the NCLD has to offer, In 1977, Rozelle started the Foundation for Children visit www.ncld.org. 2e with Learning Disabilities, which later changed its name to

2e Newsletter • November/December 2007 14 www.2eNewsletter.com 2e R e s o u r c e s Autism Speaks: Organization and Website By J Mark Bade in the area of social interaction, you click on that tab and explore four sub-areas – nonverbal behaviors, engaging Autism Speaks is an almost-three-year-old organiza- in interaction, sharing attention, and social reciprocity. tion dedicated to: “…funding global biomedical research Choosing nonverbal behaviors takes you to a six-part into the causes, prevention, treatments, and cure for au- series of video clips. At the top of the screen is a text tism; to raising public awareness about autism and its ef- overview of nonverbal behaviors. Below that you see two fects on individuals, families, and society; and to bringing frames, the one on the left for a typically developing child hope to all who deal with the hardships of this disorder. and the one on the right for a child with ASD red flags. In We are committed to raising the funds necessary to sup- one pair of clips, the clip on the left shows how a typically port these goals.” The organization also fosters commu- developing child will shift gaze from a toy to a clinician, nity, both by providing support to those affected by autism mixing in a smile. Text under the frame explains the eye and by giving individuals a voice to urge the government gaze behaviors while the viewer hears the natural sound and the private sector to take action regarding autism. of the child interacting with a clinician. The clip on the right, shown below with the permission of Florida State AutismSpeaks.org University, illustrates how a child with ASD does not look The organization’s website, autismspeaks.org, pro- at the adult right next to him, even when frustrated. vides content covering: • Information -- what autism is, what to do about it, how to cope, and how to grow with it • Getting involved -- information about donations, events, and government affairs • Community -- message boards, family services, chapters, resources, and e-cards • Science -- news, research, resources and programs, and scientific meetings on the topic. The site in general is a comprehensive introduction to autism spectrum disorders.

Video Glossary Probably the most innovative feature you’ll find at AutismSpeaks.org is a video glossary – hundreds of video clips comparing children who have an autism spectrum disorder (ASD) with typical children in terms of development and behavior. The material was developed by Florida State University and First Signs, Inc. An overview section includes videos conveying an overview of ASDs, typical developmental milestones, screening and diagnosis for ASDs, and reflections from parents with ASD children. Moving into the detail of the video glossary, you find Registration is required to use the video glossary, and sections on social interaction, communication, repetitive there’s a user agreement to check. The site contains the behaviors and restricted interests, and regulatory and sen- usual disclaimers, explaining that the glossary is not a di- sory systems. Under development are sections on treat- agnostic tool, etc. ments and outcomes. Any parent with a concern or interest in the area of Here’s how a typical section works. If you’re curious autism spectrum disorders should find this site useful and about what differentiates an ASD child from a typical child informative. 2e

2e Newsletter • November/December 2007 15 www.2eNewsletter.com 2e Event Coverage NAGC Annual Convention

At most multi-day conferences, the last event is often sparsely attended by people whose energy and attention span are flagging. Not at this year’s convention of the National Association for Gifted Children (NAGC) in Minne- apolis. Conference-goers eagerly flocked into the convention center auditorium to hear Garrison Keillor, host of the NPR program A Prairie Home Companion, give us our own version of his weekly monologue. Attendees had plenty of energy left to give him two standing ovations – one before he even started to speak. The entrance to the Minneapolis Convention Center In addition to that treat, the 54th annual NAGC Convention had much to offer the parents, educators, and others interested in twice-exceptional topics. Coverage of one session appears in this issue, and more will follow in the next issue and on the 2e Newsletter website.

Gifted/Talented Students on the Autism Spectrum: Empirically Based Recommendations for Intervention Presenters: Megan Foley Nicpon, Susan Assouline, and Matt of students receiving such a diagnosis in the past 10 O’Brien, all from the Belin-Blank Center, University of Iowa years. Also, she added, research on gifted ASD children is limited. Going where few researchers have gone before, a For this project, the Belin-Blank team received special team at the Belin-Blank Center used a Javits grant to ana- training from the University of Michigan on diagnosing lyze a group of gifted students on the autism spectrum ASDs. Megan Foley Nicpon, the center’s lead psycholo- and to formulate a set of interventions for academics, so- gist, described the tools used to screen for giftedness and cial skills, and other areas. for ASDs. These included tests; observation; interviews; As she introduced the session and the research proj- and reporting from parents, subjects, and teachers. Us- ect, Susan Assouline, Associate Director of the Center, ing these tools, the team identified 26 boys and 6 girls as said that the team focused on students with autism spec- gifted and as fitting into one of the categories of autism. trum disorders (ASDs) because of the increasing numbers The chart on this page summarizes the general and specific skills exhibited by the students in the study. It shows that while many cognitive skills were in the high range, reading com- prehension (as opposed to word reading), match com- putation, and written ex- pression were all relatively weak. Verbal and nonverbal reasoning skills were typically much stronger than working memory and processing speed skills,

2e Newsletter • November/December 2007 16 www.2eNewsletter.com 2e Event Coverage Gifted/Talented Students on the Autism Spectrum, continued

both of which affect academic functioning. teach them. Students scored in the middle range in these areas: PhD candidate Matt O’Brien offered potential inter- working memory, math speed, writing speed, processing ventions and accommodations addressed at academics speed, fine motor skills, communication, and daily living as well as at processing speed, writing and fine-motor skills. Overall, socialization is ranked as low, with no stu- skills, social skills, language and communication, and be- dents scoring in the average range or above. havior. Stressing that an individual approach is required For the students they raised or taught, parents and for each gifted/ASD student, O’Brien none-the-less pre- teachers alike reported difficulties adapting to change, sented tips for dealing with issues common to the group. unusual behaviors, and withdrawal symptoms. Self-per- Among these were: offer suggestions for relating to oth- ception by the students, however, was at odds with the ers, and introduce peers with similar interests. He gave teachers’ and parents’ reports. While 29% of the subjects additional tips that apply equally as well to all gifted/LD reported anxiety or atypicality symptoms, 82% did not re- students: avoid timed tests, consider assistive technology, port interpersonal concerns, 92% felt self-reliant, and 83% and allow an “escape plan” for learners with sensory is- had average self-esteem scores. As Dr Nicpon noted, “The sues who need to calm themselves. students think they’re just fine.” Overall, the researchers uncovered what they call Illustration courtesy of the Belin-Blank Center. The hand- “extremely large discrepancies” in the various profiles as- outs from this and other Belin-Blank presentations at sessed (cognitive, academic, adaptive functioning, and NAGC are available at www.education.uiowa.edu/belin- psychosocial). The team reasons that these discrepancies blank. 2e are confusing to the students and to those who raise and

Other Sessions of Note at NAGC

The ace team of 2e Newsletter staffers covered a number How Parents Can Identify their Child’s Level of Giftedness of sessions at the NAGC conference. Watch for coverage Prior to Formal Testing. Deborah Ruf, presenter. When of these sessions to be posted on our website and in our was your child able to recognize colors? Show musical next issue. Among the sessions we’ll be reporting on are aptitude? Speak in longer sentences? The presenter cov- the following. ered how to use developmental milestones to determine a child’s potential level of giftedness. Twice-Exceptional/Twice-Enigmatic: Research, Interven- tions, Learner Profiles – Connecting the Pieces. Linda E. The Forgotten Few: Meeting the Needs of African Ameri- Collins, presenter. Find out about a University of Kansas can Twice-Exceptional Learners. SaDohl Goldsmith, study of a group of 2e kids, along with ways to support 2e presenter. Despite the growing body of literature on 2e students, their parents, and their teachers. students, little exists on African American 2e students in general and even less on those identified with emotional Social Skills Interventions for Children with High Func- and behavior disturbances. The presenter discussed strat- tioning Autism Spectrum Disorders. Catherine Schreiber, egies for identifying and serving this neglected population. presenter. The presenter shared research results on the effectiveness of various types of social skills interventions Bullies and the Brain. Keri Guilbault, presenter. An ab- for ASD/Asperger’s kids, including social stories, instruc- sence of true peers can leave gifted kids vulnerable to tional programs, cognitive behavioral therapy, teaching bullying. The presenter described the causes and effects and support groups, peer mediated strategies, and activ- of bullying plus a bullying prevention program that she has ity-based programs. developed. 2e

2e Newsletter • November/December 2007 17 www.2eNewsletter.com 2e Event Coverage ADDA Fall Regional Meeting

On November 3, 2007, the Attention Deficit Disorder Association (ADDA) hosted a regional conference on AD/HD in Chicago. The theme of the conference, which receives financial support from the Shire Pharmaceutical Company, was “putting the pieces together.” Coverage of two of the sessions follows.

The Importance of Imperfection: Lessons on Living Well with Difficulties, Differences, and Disabilities Presenter: Sari Solden, psychotherapist, speaker, and author those who practice narrative therapy comes the advice to tell yourself a new story. Change from saying to yourself, Sari Solden had a message that she wanted the au- “I’m a loser, I’m incompetent, I’m a mess…” Realize that dience to take away from her keynote address – Life is there are other, positive ways to view yourself and spend messy. time with people who can see you clearly and recognize Solden explained that we all have to accept that im- your strengths. Regularly ask yourself these questions: perfection is the natural state of things, but it’s especially How much time per week do I spend doing things I’m good important that those with AD/HD do so. Many who have at? How much time do I spend with people who value me? the disorder work hard to hide their struggles, she ob- From positive psychology comes ideas about healing served. They try to appear like everything is fine, and they damage and building on strengths. She explained that don’t ask for help. damage comes from having a combination of gifts and Solden stressed that it’s essential to reach a place deficits that make it hard to make sense of the world. where you feel safe enough to ask for help; and the way to If you have AD/HD, she said, you may try to explain it to reach that place is by accepting your imperfections. The yourself but not get it right. The result can be early wound- problem, Solden explained, is that “We’re afraid of accep- ing experiences that are difficult, but necessary, to over- tance. We think it means giving up, making excuses.” She come. “You need to deal with these [hurtful] experiences pointed out, however, that acceptance is really the precur- before you can move forward,” she stated. sor of change, and that the goal is to accept yourself as Moving forward, according to Solden, is not necessar- whole – not as perfect. ily finding solutions. It’s more about striving for improve- Here, Solden said, parents can be great role models ment. “You need to think about what you value, what’s for their children with AD/HD. They can demonstrate how important to you as a person. Then you need to move to- they handle the obstacles in their own lives, how they ward it. Don’t wait until you can say ‘OK, now I’m cured’,” respect themselves and treat each other with respect, de- she cautioned. “The goal should not be to die clutter free; spite their struggles and limitations. the goal is to have a meaningful life.” 2e Solden explained that people with AD/HD can also take lessons from different areas of psychology. From

2e Newsletter • November/December 2007 18 www.2eNewsletter.com 2e Event Coverage Diagnosis and Treatment: Future Directions in AD/HD Treatment and Diagnosis

Presenter: Mark Stein, PhD, Professor and Director of the Hyper- A Move toward Personalized Treatment activity, Attention, and Learning Problems (HALP) Clinic, Insti- Stein discussed an area of research in which he has tute For Juvenile Research, University of Illinois at Chicago been active – personalized treatment. He described it as “finding the right dose of the right medication for the right In this session, clinician and researcher Mark Stein person.” Today, he explained, matching a medication to a discussed new trends in the treatment and diagnosis of patient’s needs is not based on science, but on “the influ- AD/HD. He based his talk on 25 years of experience in ence of drug companies.” In the future he predicts that working with children and adults who have the disorder. new research findings and new drug delivery methods will make important differences in how drugs are prescribed Changes in Diagnosing AD/HD and in how effectively they work for the people who take Stein noted that many physicians are still unclear them. about how to diagnose AD/HD, especially in adults. One Through his own research, Stein has found that indi- reason is the lack of effective diagnostic methods. viduals with AD/HD are more likely to have a particular ge- Stein explained that today diagnosis is based on the netic mutation. While this mutation does not account for criteria listed in the DSM-IV, the fourth edition of the Di- all AD/HD, he explained, it does provide useful information agnostic and Statistical Manual of Mental Disorders. The for prescribing medication. Knowing whether or not a per- manual provides lists of criteria and specifies that a cer- son has this mutation helps a doctor make better choices tain number of the criteria must be present to diagnose an in both the type of medication prescribed and the dose. individual with AD/HD. Stein stated that this is a very exciting time in terms Stein noted that basing a diagnosis on these criteria of medication for AD/HD, despite the fact that no new presents some problems. One is that the DSM-IV fails drug discoveries have been made lately. Advances have to take into account age or gender differences. Younger occurred in drug delivery methods, producing medications people, for example, show more of the AD/HD symptoms with different time-release options as well as drugs deliv- than do older people. Stein is hopeful, however, that the ered through skin patches. next edition of the DSM, currently in development, will ad- In the future, Stein expects to see more specialized dress that issue, especially considering that awareness of medications available, rather than the “one size fits all” AD/HD in adults is growing. kinds of medications we have had in the past. He expects Another problem, according to Stein, is that the DSM- that drugs will be developed that target specific areas of IV looks only at symptoms and not at causes. He explained the brain. He also expects that there will be greater focus that different people may show the same symptoms for on understanding all of the things a medication does in different reasons. The solution to this problem, he be- terms of side effects and functional outcomes – the real- lieves, will come through research. He expects the future world things that are important to the patient’s quality of to bring new ways to diagnose AD/HD using biological life. markers, perhaps through testing an individual’s blood or Stein also anticipates changes in the psychosocial reading the results of brain imaging. areas of treatment for AD/HD. He cited one successful Stein also discussed the growing awareness of the program aimed at families. It’s a summer camp that com- need to rule out other explanations of inattention. He stat- bines drug treatment with plenty of outdoor activity for ed that he considers one of the most important assess- children and training for parents. 2e ments to give is an IQ test. He also discussed the growing awareness of the role that sleep plays in the ability to focus attention. Research has shown a strong relationship among snoring, insomnia, and inattention.

2e Newsletter • November/December 2007 19 www.2eNewsletter.com 2e Book Review Look Me in the Eye

By John Elder Robison Despite the lack of understanding Crown Publishers, 2007 and support he received as a child, Ro- Reviewed by Linda C. Neumann bison was able to identify what he was good at and use that knowledge to make The American Psychological Asso- a life for himself. Eager to escape from ciation defines resilience as “the ability home, he dropped out of high school to adapt well to adversity, trauma, trag- and parleyed his talent with mechanical edy, threats, or even significant sources devices into several successful careers. of stress.” If there ever was a resilient The first was creating a fire-breathing child, it was John Elder Robison, author guitar for the band KISS. Later careers of Look Me in the Eye: My Life with involved designing toys and repairing Asperger’s. In this memoir, Robison tells and restoring classic cars. the story of growing up in a highly dys- It wasn’t until Robison was 40 years functional family, always feeling that he old that he learned about Asperger Syn- was different but not knowing why. drome. Then he began to make sense Robison describes a childhood filled of things that had always puzzled him with plenty of trauma and stress. He about himself and about the people grew up with parents who suffered from alcoholism and around him. Finally, he understood that making eye con- mental illness and who did not understand the reasons tact is something that people with Asperger’s find uncom- for their young child’s unusual behavior. Robison himself fortable or impossible to do. could not understand why he couldn’t fit in. He longed for Robison’s story is a fascinating one, well told and friends but knew that he didn’t have the ability to make insightful. It offers a different perspective on Asperger’s, them. He was constantly told, “Look me in the eye,” by the expressed in these words from the prologue of the book: adults who spoke to him; and he didn’t understand why Asperger’s is not a disease. It’s a way of being. that was so hard for him to do. There is no cure, nor is there a need for one…. My What sounds like a dismal tale, however, is far from days of hiding in the corner or crawling under a it. The author tells his life story in what could be described rock are over. I am proud to be an Aspergian. as an Asperger-like (or Aspergian, as Robison puts it) voice – straightforward with little emotion and a good To hear an interview with John Elder Robison, visit the deal of humor. At times, he also inserts explanations of website of the NPR program “The Diane Rehm Show” at: his thoughts and behaviors in terms of how people with http://wamu.org/programs/dr/07/10/02.php. 2e Asperger’s think and act.

Mark Says... Robison gives me two things in his book. One is an understanding of what it’s like to live as an Aspergian and When a good friend of mine was in mid life and his what the criteria in the DSM really mean when they’re parents had already passed on, he was at a family event manifested in a real life. The other is entertainment, be- talking to an elderly aunt. cause this is a funny book. Okay, it’s sad, too, especially “Of course, you know you’re adopted,” she said. when Robison describes his parents and their behaviors. “No, I didn’t,” he replied. But to read Robison recount some of his childhood pranks, Like my friend, John Elder Robison got a chance to re- or the indignities he inflicted on his younger brother “Var- evaluate his entire existence to date from a new perspec- mint” (with Robison’s electronic Zap-a-Varmint invention, tive when at 40 he was diagnosed with Asperger’s. for example), or even his kindergarten Aspergian attempts I like this book a lot, even though I’m only part-way to make friends, makes me laugh. through it. Linda told me to read it. Usually I only read col- Plus, with a cover like it has, how can it not be a great lections of old Calvin and Hobbes cartoons. book? –JMB 2e

2e Newsletter • November/December 2007 20 www.2eNewsletter.com 2e Book Review School Success for Kids with Asperger’s Syndrome By Stephan M. Silverman, Ph.D. and Rich Weinfeld these children. As the authors state at the end of the (Prufrock Press, 2007) book, “When educators and parents work as a team, em- Reviewed by Linda C. Neumann ploying the best practices described in this book in the best interests of students with AS, it is clear that these In School Success for Kids with Asperger’s Syndrome students can and will experience school success.” 2e child/adolescent psychologist Stephan Silverman and educational advocate Rich Weinfeld pool their expertise and experience. The result is a guide to help parents and edu- What Is Asperger’s? cators understand Asperger Syndrome (AS) and meet the In their book, authors Silverman and Weinfeld needs of children who have this autism spectrum disorder. describe AS this way: The first several chapters of the book provide an over- AS is not so much something that someone view of what is known about AS, how the disorder appears “has” or a disease that one has contracted, as it is in a child, and how it is diagnosed. The authors discuss a whole personality that is atypical. It is something the difficulty of diagnosing AS and emphasize the impor- someone “is.” Although AS falls on the autism spec- tance of both an early and accurate diagnosis. As they ex- trum, which encompasses a range of disorders with plain, “Failure to identify it [Asperger Syndrome], and to do some core similarities, it is very much by itself in its so early, may doom parents and teachers to set goals and consistency of symptoms and personal strengths expectations that are unrealistic and disappointing.” and weaknesses, despite debates in the professional In a chapter on parenting, the authors offer best prac- research literature. Asperger’s syndrome is a unique tices for raising children with AS. Among the topics they way of seeing, interpreting, coping with, and acting in address are how to deal with obsessions, tactile defensive- the world. 2e ness, oppositional behavior, and social skills deficits. In addition, the authors provide many tips on how to encourage achievement, both at home and at school, and how to manage attention problems. The remaining chapters in the book address school. One lists best practices for teaching students with AS, and another looks at strategies and interventions that teachers can use. Covered in the latter chapter are topics such as how to deal with ritualistic behavior, emotional problems, organization issues, and social difficulties. In a chapter on school success, the authors describe what they call an exemplary program for students with AS. The chapter also discusses how to obtain services for students in public schools and various other schooling options for them. At the back of the book is a lengthy section of references and resources. Included are checklists and a quick reference guide to interventions for common problems in the classroom. The authors have filled this book with useful information presented in a clear and straightforward way. After reading it, parents, teachers, and others should be in a better position to work together to meet the needs of

2e Newsletter • November/December 2007 21 www.2eNewsletter.com 2e Dear Dr. Sylvia What Determines Giftedness?

What is the best who is that advanced in example, if he’s studying Dr. Sylvia determination if reading and, therefore, in biology in science class, Rimm is Q a child is gifted? I need of a grade skip in that he could go to a health or a child believe our child is gifted, subject. In other schools science museum to learn psycholo- but the school system there may be six other chil- more about his topic for a gist and states he doesn’t meet the dren in the class reading at project he’s working on. clinical standards they’ve set. He’s approximately that same Sometimes schools profes- nine years old, in fourth level, making it possible to make errors or children per- sor at Case University grade, and has always meet the children’s needs form poorly because they School of Medicine, author, been the highest achiever in the regular classroom. aren’t feeling well the day newspaper and magazine in his class. He never has Some schools have so of testing. Check with the columnist, and radio/TV any difficulty learning many children who could gifted coordinator so that personality. You can things and is curious about be eligible for a gifted pro- you understand better why visit her website at www. everything. He reads at a gram that the regular class- your son wasn’t selected sylviarimm.com. To find seventh-grade level and room does provide enrich- for the program, and deter- out more about her new tests at mid-fifth-grade ment for their giftedness, mine if he can be retested book Keys to Parenting the level in math. The school with only a few exceptional- by an outside psychologist Gifted Child (3rd Ed.) or hasn’t permitted him to ac- ly gifted students selected if you believe something for a free newsletter about celerate. I appreciate your for separate programming. interfered with his accurate gifted children, IQ testing, help. Some schools use very flex- testing by the school. Try to or about how school pays ible criteria; while others, advocate for your son in a off, send a large self-ad- The measure of a especially those who have respectful manner so that dressed, stamped envelope child’s giftedness many gifted children, use the school doesn’t feel that to P.O. Box 32, Watertown, A is more a mat- very rigid cutoff scores. you’re being antagonistic. WI, 53094, or go to www. ter of degree than either You shouldn’t hesitate to Your son does have a right sylviarimm.com for more a “yes” or “no.” Because ask the gifted coordina- to be challenged in school, information. 2e giftedness is a relative tor about the criteria used but it’s also important that characteristic, schools can for identification. More he not feel pressured so differ in how they define importantly, be sure to en- that he can develop a bal- which gifted children are in courage your son with his anced sense of self. His need of special program- continued good work. You attitude and his work ethic ming. For example, in some can offer him additional will surely pay off for him schools a child who reads special challenges at home for the rest of his life, and three years above grade that he can introduce into no one is likely to ask him level might be the only one his classroom work. For what his IQ score is.

We Misspoke

Gifted Child Today publisher Joel McIntosh pointed out an review process that involves a review board of prominent error made in the September 2007 issue of 2e Newsletter. professors in the field of gifted education and exceptional In a book review we referred to his publication as a month- child education…one of the critical differences between ly magazine. He pointed out that it is a quarterly journal Gifted Child Today and some of the other periodicals in and further explained, “I made this distinction because the field.” 2e the articles in the journal go through a rigorous peer-

2e Newsletter • November/December 2007 22 www.2eNewsletter.com 2e Bob Seney on Books A Look at Asperger’s for Younger and Older Readers

In this column we not only want to share quality Haze by Kathy Hoopmann really grabbed my attention. literature that will help parents and teachers guide This book is especially well written and was short listed for children into positive reading experiences, we also the 2003 Australian Special Education Needs Children’s attempt to identify books that address issues that our Book Award. Sebastian (Seb) is a teenager and a loner. He twice exceptional children may be facing. By reading is brilliant with computers and numbers but hopeless with novels that depict how others deal with the same or people. similar issues, the issue may be defused a bit. In addition, Moving into his teen years, Seb’s undiagnosed readers then have a model on which they may base their Asperger’s is creating more conflict with his parents, own behavior. his teachers, and his peers. Plus, his aversion to social With this in mind, let’s direct our attention to two interaction comes into conflict with a growing interest in books. Both deal with Asperger Syndrome, and both girls. Then enters Miss Adonia, a substitute teacher who are written by authors who are mothers of children with teaches his advanced computer class. Miss Adonia takes Asperger’s. One is for younger readers, Baj and the Word an interest in Seb, impressed with his computer skills and Launcher, by Pamela Victor (2006, Jessica Kingsley knowledge. She suggests that he might research Asperger Publishers). The other is for teenagers, Haze, by Kathy Syndrome on the web. Before long, however, we see Hoopmann (2003, Jessica Kingsley Publishers). that Miss Adonia’s interest is more than just a teacher’s Baj and the Word Launcher is set in the future and concern for a student. Seb, it seems, is suspected of has a bit of the science fiction genre that makes for international computer fraud. Another sub-plot develops more fun reading. Baj, who lives on the planet Aular, has as well, involving Seb’s friend Madeline. She, too, is Asperger’s. His counselor, Mr. Pilma, has given him “a skilled in computers and is being emotionally abused magical communication kit” to help him deal with his by a controlling mother. When a mysterious cyber friend situation. Baj has trouble reading body language, making of Madeline’s is brought into to the plot against Seb, eye contact, and taking turns in conversation. With his some interesting things happen. In short, this is a great new kit and the rules that he and Mr. Pilma have created, little mystery story that will certainly hold the reader’s Baj begins to learn the complex rules of the social world. attention. In the kit are an invisible “Calming Cape” that helps him Haze deals with Asperger Syndrome subtly, but to keep calm in difficult situations; a “Word Launcher” it still provides important information and describes to help him decide the best words to use in a particular the frustration that surrounds individuals who have situation; and “Listening Aids” that help him focus on the Asperger’s. All in all, this was a great read! I recommend important words when others speak. it for any teenage reader. Baj and the Word Launcher is a great book for Both of these novels are recommended, not just for elementary classroom use. It can help classmates fun reading, but to gain insights into Asperger Syndrome. understand Asperger Syndrome, and it would certainly Happy Reading! help the student with Asperger’s to see how others are dealing with similar problems. The book is easy to read, Professor Emeritus Bob Seney is re- topped off with humor, and has a few little subplots tired from teaching in the Masters of that make for an interesting story. Each chapter ends Gifted Studies Program at Mississippi with a set of discussion questions that are helpful University for Women. At conferenc- in understanding Asperger Syndrome and in helping es, he often presents a session titled students adapt their own behavior. This book is certainly “What’s New in Young Adult Litera- worth the effort to locate. ture.” Bob serves on the NAGC Board of Directors. Reach him at bseney@ For a list of books reviewed or mentioned in past is- muw.edu. 2e sues of 2e Newsletter, go to the books section of our website: www.2eNewsletter.com/books.htm.

2e Newsletter • November/December 2007 23 www.2eNewsletter.com 2e Parents’ Perspectives “The System” By Cathy Marciniak “Do tell.” “You ask the other person three questions about him- This new column offers a parent’s perspective. Colum- self, and then you volunteer one statement about your- nists rotate, each giving their perspective on raising self. Like, you say, ‘Have you always lived in San Antonio?’ twice-exceptional children. In this issue we welcome Cathy and they say, ‘No, I was in Alabama before.’ Then you say, Marciniak, a parent who has written previously for 2e ‘What is Alabama like?’ and they tell you. Then you ask, Newsletter. ‘Do you miss it?’ and they tell you; and THEN you say, ‘I moved here from Boston when I was five.’ It’s a system.” I went to my son Ten’s art showing last night, held at Always three, I noted. Not two, not four, not three and the studio where he has classes and where he and Larry a half? the Woodworking Guy fool around. There were about 30 “Where’d you learn this system?” people there – parents, teachers, artists, and students He shrugged. “It’s just a system. I like systems.” aged 5 to 55. No lie, he does. I find it heartwarming, and fascinat- I mentioned on the way home that Ten hadn’t seemed ing, that his little over-logical brain is tackling appropriate as uncomfortable at this one as he was at last year’s; he’d social skills in such a purely characteristic way. I’m pictur- interacted with a lot of strangers and was very appropri- ing patenting this system for AS individuals. Although it ate all evening. “That’s ‘cuz I have a system, now,” he would be hilarious to see any group of people, all trying explained. to practice it with each other – “WAIT; HOLD IT; SHUT UP! “Excuse me?” I said. I haven’t asked you three questions yet! It’s still MY turn “A system, for talking to people.” – don’t you know the RULE?” 2e

Our Del.icio.us File Continues to Grow Almost every day we at 2e Newsletter add links to We currently have over 270 items referenced and our Del.icio.us file, links to current articles on giftedness, linked to. Find out if there are articles of interest to you at learning disorders, twice-exceptionality, and sometimes http://del.icio.us/2eNewsletter. Let us know if you find the general health and developmental topics for children and site useful. 2e adolescents. The links are acces- sible by label or keyword, often with modifiers. For an article that deals with possible causes of autism, for example, we might use the label autism_causes. We also use multiple labels for one article. For an article called “Are we too quick to medicate our children” that focuses on medication for bipolar disorder, we might use the labels bipolar and medication.

2e Newsletter • November/December 2007 24 www.2eNewsletter.com 2e The End of the Issue Available Now from the Publishers of 2e Newsletter!

The first two booklets in the Spotlight on 2e Series. Perfect for those new to the “2e experience.”

Information and resources to help parents understand, support, and raise a 2e child. Information and resources to help teachers identify and teach 2e students.

For more information about the booklets, including tables of contents, or to order one or both booklets, see www.2eNewsletter.com.

Regular price: $12.95 for one booklet, $22 for both. For 2e Newsletter subscribers, one booklet is $11, both are $22. Order now and get free shipping.

2e Newsletter • November/December 2007 25 www.2eNewsletter.com 2e E v e n t s March 6-9, 2008, Annual Conference of the Council of Parent Attorneys & Advocates Conference (COPPA), Ana- Back Issues Available heim, California. For attorneys, special education advocates, and parents. More information. October 2003 (#1): Understanding 2e children April 2-5, Convention and Expo of the Council for Excep- December 2003 (#2): Public policy and 2e kids tional Children, Boston, Massachusetts. Henry Winkler, February 2004 (#3): Homework and 2e kids keynoter. For teachers, administrators, students, parents, paraprofessionals, related support service providers to April 2004 (#4): AD/HD in gifted children students with exceptionalities, disabilities, or giftedness. June 2004 (#5): 2e Advocacy and the Montgomery More information. County Public School System April 4-6, 2008, Intelligence at Risk: Transforming the Educational Paradigm, Universal City Hilton, Universal August 2004 (#6): Assessment and evaluation City, California. By AEGUS (Association for the Education of October 2004 (#7): Supporting students Gifted Underachieving Students). For educators, parents, clinicians. More information. December 2004 (#8): A look at output, the work that twice-exceptional students produce – or fail to produce July 9-11, 2008, Australian Association for the Education of Gifted and Talented (AAEGT) Biennial Conference, Ho- February 2005 (#9): Viewing learning and behavior bart, Tasmania, Australia. More information. problems through the lens of neuroscience July 10-13, 2008, 2008 ADDA National Conference, Min- April 2005 (#10): Parenting 2e children neapolis, Minnesota. For adults with AD/HD and the pro- June 2005 (#11): Autism spectrum disorders fessionals who work with them. More information at www. add.org. August 2005 (#12): Teaching 2e students July 18-20, 2008, SENG 25th Annual Conference, Salt November 2005 (#13): Dyslexia as the second “e” Lake City, Utah. For parents, educators, others. More infor- January 2006 (#14): Schooling alternatives mation. March 2006 (#15): Different learning styles September 16-20, 2008, 11th Conference of the Euro- pean Council for High Ability, Prague, Czech Republic. Offi- May 2006 (#16): Identifying 2e kids cial language: English. For professionals, educators. More July 2006 (#17): Older 2e kids information at www.echa2008.eu/. September 2006 (#18): Writing and organization October 30-November 2, National Association for Gifted issues Children Annual Conference, Tampa, Florida. For parents, November 2006 (#19): Central auditory processing educators, other professionals. More information at www. disorder nagc.org. January 2007 (#20): The Emotional side of 2e children For state association conferences relating to giftedness, see Hoagies’ website. For additional conferences on March 2007 (#21): “Other” exceptionalities – TS, CP learning differences, see the website of the Council for May (#22): 2e Down Under – Australia, New Zealand Exceptional Children, www.cec.sped.org. July 2007 (#23): Sensory integration issues Just finished reading this issue? September 2007 (#24): Response to Intervention Please do us a favor. Electronic (PDF) back issues are $7.00 ($3.00 for subscribers). Print back issues are $8.50 including US Provide your feedback at shipping ($5.00 for subscribers). Bulk discounts are available. A complete set of all back issues is $96 for this SurveyMonkey link. print, $50 for PDF. Help us better meet your needs. For ordering information, see www.2eNewsletter.com, email [email protected], or call 630.293.6798. 2e Newsletter • November/December 2007 26 www.2eNewsletter.com