TM Twice-Exceptional Newsletter 2September/October 2012 For parents, teachers, and professionals. Issuee 54 Helping twice-exceptional children reach their potential. Featured in this Issue

Occupational Therapy By Debra A. Johnson, M.S., O.T.R./L. Page Occupational therapists can help with the 3 And 2e Children sensory processing issues many gifted and 2e children experience.

Occupational Therapy By Teri Wiss, M.S., O.T.R./L. Page Quote How sensory processing issues might look in 11 And the 2e Child: A Case a particular gifted child, and how an OT can …[W]hen all else fails, Study help. believe in your child. Believe in yourself as a By Peter L. Flom, Ph.D. Page parent. Believe that posi- Living with Sensory Ways to help gifted kids with sensory pro- cessing issues cope, from an author who 15 tive things can and will Processing Issues: A knows what it’s like. happen. First-hand Account —Steven E. Curtis in Understanding Your Also Inside Child’s Puzzling Behavior From the Publishers...... 2

Where to Learn More about SPD and Occupational Therapy...... 10 ! What Is Nonverbal Learning Disorder?...... 15 Conference Coverage: SENG 2012...... 18

Conference Preview: NAGC 2012...... 21

News...... 22

Events...... 23

Dr. Sylvia Rimm: Smart High School Student Is Underachiever...... 24 2e From the Publishers Welcome! Welcome to the latest issue of 2e: Twice-Exceptional Newsletter. This marks the ninth year since we published our debut issue in September of 2003. Look- ing back, we are heartened by the kind words and support we’ve received from the 2e community and encouraged by the growing awareness of what twice exceptional means and who these children are. Unfortunately, we are disheart- ened by the struggle that 2e children and their families still face to get the services and programs they need — our motivation to continue providing our readers with the information and news you need to bring about the changes that will help 2e kids reach their potential. The focus of this issue is how occupational therapists can help twice-exceptional children. In several articles two oc- cupational therapists, Debra Johnson and Teri Wiss, have provided a detailed look at types of sensory processing issues that gifted and 2e children often experience, how these issues can affect them at home and at school, and how occu- pational therapy can help. Then Peter Flom provides a first-hand account of what it’s like to live and cope with sensory overload. Elsewhere in the newsletter, you’ll find a continuation of coverage of sessions at this summer’s SENG Conference in Milwaukee; and you’ll learn about the Department of Education’s stand on a 2e student’s right to receive in-class sup- port in AP and other classes. Plus, as always, there are our regular features and news items. We thank you for reading and supporting 2e Newsletter. — Linda C. Neumann and J. Mark Bade Glen Ellyn Media September, 2012

2e: Twice-Exceptional Newsletter is a publication about twice-exceptional children, children who are gifted and who have 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 $35. Contact us for group and institutional rates. Send changes of address to [email protected] or by mail to Glen Ellyn Media, PO Box 11, Winfield, IL 60190.

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

Editorial Advisory Board: Susan Assouline, EdS, PhD; Susan Baum, PhD; Kathi Kearney, MA Ed; Deirdre Lovecky, PhD; Pat Schuler, PhD; Linda Kreger Silverman, PhD; Joan Franklin Smutny, MA; Marlo Rice Thurman, MS; 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 © 2012 by Glen Ellyn Media, unless otherwise noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

2e Newsletter • September/October 2012 2 www.2eNewsletter.com 2e Featured Topic Occupational Therapy and 2e Children

By Debra A. Johnson, M.S., O.T.R./L. Examples of Children’s Roles, Habits, and Tasks Roles Habits Tasks The focus of occupational therapy is help- ing individuals with disabilities achieve inde- (activities or routines chil- (individual activities pendence in performing their daily activities. dren perform within the necessary throughout “Occupation” refers to the roles, habits, and roles they fulfill) the day) tasks a person engages in throughout the • Student • Morning routine to get • Getting dressed day. For children, these might include those • Sibling ready for school • Eating listed in Table 1, to the right. • Son or • Bedtime routine • Toileting and When there is disruption in a child’s daughter • Meals with family hygiene functional abilities to fulfill roles, engage in • Sports • Participating in recess • Manipulating toys habits, and complete tasks, a pediatric occu- team games at school for play pational therapist might be part of the team player • Engaging in play with • Physical movements of professionals who work with the child and • Friend friends for play like swinging family. Pediatric occupational therapists (OTs) • Pursuing a preferred • Reading are specialists trained in the assessment of leisure activity • Socializing developmental skills as they relate to the fol- lowing: Table 1 • Task performance • The relationship of the child within his or Type of Skill Description/Examples her surroundings, including family, school, Physical • Gross and fine-motor coordination, balance, and community. skills strength, and endurance Pediatric OTs work with a wide variety Visual/ • Voluntary movements of the eyes for obtaining of conditions that include impairments or perceptual visual information; visual motor skills for drawing dysfunction of these types: physical, social/ skills and writing; perceptual skills of figure-ground emotional, cognitive, and sensory. Primary (finding objects in busy backgrounds), spatial care physicians and specialists treating these relations, right/left discrimination conditions might refer their patients to an OT • for evaluation. Depending on the needs of the Cognitive Task focus and attention, organization, impulse individual child, a pediatric OT may assess skills control, problem solving and mental flexibility any of the skills in Table 2. Sensory • The ability of the central nervous system to Following assessment, the OT develops a processing organize and respond to information it receives treatment plan that: from the body’s senses in an efficient and 1. Addresses remediation of skill deficits appropriate way 2. Provides for use of adaptive equipment Social/ • Ability to engage in social interactions, cope and accommodations to compensate for emotional with frustrations in task performance, tolerate skill deficits skills changes in routines, complete transitions between 3. Modifies the child’s environment to activities or settings, advocate for own needs better support taking part in routines and Daily living • Dressing, bathing, toileting and hygiene, feeding, completing tasks skills routines such as bedtime or getting ready for 4. Educates parents and caregivers on school the child’s needs, home activities Play skills • Ability to engage in productive play by self and or programs, adaptive equipment, with others, take turns in play activities, engage in environmental accommodations, and pretend play, participate in age-appropriate play resources needed to support the child’s that facilitates developmental skills success in all settings Table 2

2e Newsletter • September/October 2012 3 www.2eNewsletter.com 2e Featured Topic Occupational Therapy and 2e Children, continued

5. Empowers the child, as appropriate for age and One group of gifted children who can especially cognitive level, to be independent in using adaptive benefit from occupational therapy is often not referred. techniques, strategies, or equipment; knowledgeable These are twice-exceptional (2e) children, whose intel- about his or her own needs; and able to advocate lectual skills allow them to compensate for or mask their appropriately for those needs. difficulties. Twice-exceptional children may exhibit compe- Therapy approaches and the techniques used depend tency and even high achievement in some areas of task on a child’s individual needs. Overall, however, the basis performance, but then have specific areas where they of pediatric occupational therapy is using play-based struggle or tasks they avoid. Their behavior often gives activities that are both developmentally appropriate and away the fact that they are struggling. When challenged, intrinsically motivating. The variety of activities a pediatric these students are likely to exhibit some or many of these OT can draw on might range from yoga to crafts and from behaviors: video games to horse-assisted therapy. The goal overall is • Oppositional to find ways to help children build self-esteem, gain inde- • Demanding pendence in daily tasks, and improve their relationships • Controlling with the people and environment around them. • Distractible Occupational therapy can be provided in a private clin- • Obsessive ic, outpatient hospital-based clinic, at the child’s home, • Hyperactive or in school. The duration and frequency of therapy varies • Lazy greatly, depending on the child’s needs and the setting. • Passive On average, a child attending a private clinic for OT would • Depressed be seen once or twice a week for a period of three to six • Unmotivated months. While the OT works directly with the child during • Underachieving. treatment sessions, parents play a big role in the therapy In some cases, these behaviors can be related to un- process by following through with home activities that help derlying conditions that have not yet been identified, such the child achieve therapy goals. Parent involvement is es- as sensory processing differences or a sensory process- pecially important with young children, although parents ing disorder (SPD). (In the past, this disorder was known may be asked to participate for a child of any age. as sensory integration dysfunction.) OTs with advanced training in evaluation and treatment of sensory processing How Occupational Therapy Can Help the 2e Child disorders can be a vital member of the child’s team in this Gifted children, especially those who are highly gifted, situation. often demonstrate asynchrony (uneven development) and exhibit behaviors easily misinterpreted as disordered. Twice-exceptional Children with SPD These include: Many gifted children demonstrate difficulty with • Perfectionism sensory processing, the ability to accurately perceive • Obsessive interests and respond to the information we receive through our • Persistence in topics senses. When asked to name the senses, most people • Questioning of authority (demanding things be done would list five: seeing, hearing, smell, taste, and touch. “their way”) However, there are actually two additional senses related • Preference for older companions or adult interaction to balance, movement, and body position: the vestibular • High energy level and the proprioceptive senses. According to the Sensory • Competitiveness. Processing Disorder Foundation, as many as one-third These behaviors can be extreme enough that a child of gifted individuals may have symptoms of a sensory has a hard time interacting with peers and adults both in processing disorder. and out of school. An OT knowledgeable in gifted issues Table 3 on the next pages shows the three main cat- can help gifted children overcome these challenges, en- egories of SPD, summarizes how each might appear in a abling them to achieve a better “fit” with both their home gifted child, and tells how an OT might work with the and school environments. child to address these challenges.

2e Newsletter • September/October 2012 4 www.2eNewsletter.com 2e Featured Topic Occupational Therapy and 2e Children, continued

Categories of SPD 1. Modulation Disorders Description Gifted children with this type of SPD may… Occupational therapy can help by… Individuals with these dis- • Have difficulty at school due to: • Identifying sensory orders can display one or a − Distractibility and poor attention to task “triggers,” or combination of responses − Increased need for movement patterns of sensory including: − Emotional reactions to auditory input such as responsiveness • Over-responsivity the class bell, fire alarm, or volume level in the • Establishing a • Under-responsivity classroom “sensory diet,” a • Sensory-seeking or − Inability to stand in line or sit close to peers program of specific craving. − Demanding or controlling behaviors related to sensory activities A person can be over- tasks and experiences designed to help responsive to some sensory • Display increased sensitivity to sensory input which the child regulate input, under-responsive can hinder their ability to perform daily tasks, including sensory information to others, or have variable getting dressed, eating, or going out with family to and responses thresholds for sensory input malls and restaurants. effectively in different situations. Inap- • Have great difficulty interpreting sensory information • Increasing propriately responding to and may respond inappropriately or become easily parent/caregiver stimuli or seeking inordinate overwhelmed (e.g., have an “emotional meltdown,” understanding of amounts of sensory input which may be misinterpreted as a tantrum) the child’s sensory can interfere with daily • React differently to similar sensory information in needs activities. different situations, which is confusing to others • Using a variety of • Exhibit explosive behaviors when they reach the end of activities in therapy their tolerance for specific sensory experiences (loud that include a wide noise, bright light, etc.) range of sensory experiences and help develop the child’s ability to process sensory information

Table 3a

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2e Newsletter • September/October 2012 5 www.2eNewsletter.com 2e Featured Topic Occupational Therapy and 2e Children, continued

Categories of SPD 2. Sensory-based Motor Disorders Description Gifted children with this type of SPD may… Occupational therapy can help by… These disorders: • Demonstrate poor timing, rhythm, and sequencing • Educating parents • Are often undiagnosed (which can have a negative impact on learning) and teachers about in gifted children unless • Fatigue quickly when engaged in activities, even the child’s underlying they are referred to an simple tasks such as sitting at a table or standing in needs related to OT who specializes in line sensory processing SPD • Have emotional meltdowns when asked to perform a so that they can • Include: task they perceive as too difficult adjust task demands − Dyspraxia, or • Have trouble with writing due to poor postural stability or expectations motor coordination and corresponding hand weakness (extremely to help the child disorders, that frustrating for gifted children whose verbal skills succeed result in poor ability exceed their written expression skills) • Improving the to learn new motor • Be resistant to active physical play, withdrawing child’s physical tasks and complete from group activities and avoiding structured sports endurance and motor motor tasks activities coordination skills efficiently • Mask their motor difficulties by: • Improving the child’s − Postural disorders − Choosing sedentary activities which adults accept ability to motor plan characterized by as typical due to the child’s intellectual level and for new tasks and low muscle tone interests generalize motor or strength, poor − Controlling the activities they participate in, learning across eye control, poor a behavior again seen as typical for the high- situations and coordination of intensity gifted child settings the two sides of • Avoid challenges or new learning • Working to help the body, and • Experience: the child increase difficulty tolerating − Acute awareness of their own weaknesses confidence in movement or − Increased self-criticism due to perfectionism movement and heights − Increased self-consciousness due to establish a sense embarrassment of competency necessary for facing challenges and succeeding at higher- level learning

Table 3b

2e Newsletter • September/October 2012 6 www.2eNewsletter.com 2e Featured Topic Occupational Therapy and 2e Children, continued

Categories of SPD 3. Sensory Discrimination Disorder

Description Gifted children with this type of SPD may… Occupational therapy can help by… Children with SDD have • Have very short frustration tolerance due to making • Identifying the difficulty interpreting or frequent errors specific types of distinguishing sensory infor- • Appear inattentive to verbal instructions in crowded or sensory information mation. (Someone with sen- noisy environments the child struggles sory discrimination disorder • Get easily lost or confused in new settings with might have trouble locating • Have poor ability to judge how much pressure to use • Using a variety of a pencil in a backpack just with play or movement therapy activities by feel, without looking; or • Need more time than other children to process that expose the child finding “hidden pictures”; or information and complete tasks to sensory input completing puzzles.) to help develop discrimination skills • Establishing environmental structure that helps the child discriminate sensory information more readily and complete tasks more efficiently • Educating others about the impact the disorder has on task performance

Table 3c

Other Ways 2e Children Can Benefit from Occupational occupational therapy helps gifted children reach their full Therapy potential, regardless of obstacles. While SPD can occur with other conditions and be a primary issue for children with other diagnoses, occupa- Debra A. Johnson has been an occupational therapist for tional therapy can be beneficial in treating issues related 23 years. She is currently the owner of STEPS for Kids, to other exceptionalities in 2e children. The table on the Inc. (www.rightstepsforkids.com), in Yorkville, IL, where next page lists some of these conditions and gives exam- she specializes in working with children who have sensory ples of the issues a pediatric OT might address. processing disorders and related conditions. In addition, she writes the blog, Right STEPS for Kids (http://right- Conclusion stepsforkids.wordpress.com), which includes discussions OTs are experts in assessing the “fit” between indi- of current issues, book reviews, and updates on new viduals and their environment (task, situation, surround- resources. As the mother of a gifted child with sensory ings, and relationships); and they can be of great help needs, she understands the joys and challenges of raising when parents need support for their 2e child. By address- gifted children. 2e ing both the impairments and environmental barriers,

2e Newsletter • September/October 2012 7 www.2eNewsletter.com 2e Featured Topic Occupational Therapy and 2e Children, concluded

Exceptionality Examples of Issues for OT Examples of Therapy Approaches and Techniques AD/HD • Lack of task focus and • Environmental adaptations to accommodate for deficits sustained attention • External structure/cues such as schedules • Physical hyperactivity • “Brain-based” interventions such as Interactive Metronome, • Disorganization listening programs, etc. • Poor follow-through with tasks Autism spectrum • Self-care and activities • Environmental adaptations to accommodate for deficits disorders of daily living • Schedules with visual cues (pictures) • Social skills • Skills-based training • Play skills • Caregiver training • Motor coordination • Community skills training, such as shopping, mobility, or • Executive function skills eating out Specific learning • Difficulty with written • Environmental adaptations to accommodate for deficits disorders expression • “Brain-based” programs for specific skill development • Poor reading • Adaptive equipment to help with task completion (such as a comprehension keyboard for writing) • Auditory processing • Advocacy within the school difficulties Mood and behav- • Anxiety • Task-focused therapy for development of coping skills and ioral disorders • Oppositional behaviors emotional well-being • Depression • Development of self-esteem • Eating disorders • Management of behaviors • Skill-based training and education for independence with daily activities • Participation in age-appropriate activities Sensory impairment • Hearing impairment/ • Environmental adaptations to accommodate for deficits in hearing or vision deafness • Skill-specific training for safety and independence in daily • Auditory processing activities with use of adaptive equipment or techniques disorder • Auditory interventions in conjunction with speech therapist • Low vision • Skill-specific training for adaptive equipment and • Blindness techniques to allow for independence in daily activities and mobility • Environmental adaptations for safety and independence in daily activities Physical disabilities • Neurological or • Skill-specific training, including use of adaptive equipment orthopedic condition for mobility or daily activities, • Disease or injury and • Equipment and environmental adaptations for increased resulting physical access to home and community deficits such as spinal • Task-focused treatment for physical skills and emotional cord injury, congenital well-being limb deformities, muscular dystrophy, etc.

Table 4

2e Newsletter • September/October 2012 8 www.2eNewsletter.com 2e Featured Topic Getting the Most Out of OT for Your 2e Child

Here are some tips for choosing an OT for your child: 1. Observe some of the therapy sessions. This will allow 1. Ask your child’s primary care physician or other you to assess your child’s relationship with the OT, health care provider for referrals. learn about what is being in done in therapy, and 2. Refer to your insurance company’s provider listing for follow through with home activities. OTs who specialize in pediatrics. 2. Regularly discuss your goals for your child and 3. Use the SPD Foundation website to find OTs who request updates on how your child is progressing if specialize in SPD. the therapist does not provide this information. 4. Contact the clinic and ask to speak directly to an OT 3. Use your OT as a resource to find community services about services offered and your child’s needs. Have and to advocate for your child in other settings. a list of questions specific to your child’s issues so 4. Request suggestions for home activities and ask you can get a feel for how the therapist approaches the therapist to both demonstrate techniques and specific situations. then watch you doing the activity to be sure you 5. Ask if the clinic provides any screening services. understand the instructions. Many clinics will provide a brief screening for free and 5. Take advantage of home visits if your OT provides without a doctor’s order. This gives you a chance to in-home services. Seeing the child at home and with meet the therapist and see the clinic space before family members present can be an important part committing to therapy. of treatment and assist with determining what is 6. Ask the OT how many gifted children he or she has addressed in the clinic as well as ensure carry-over of treated or about experience with gifted children. treatment into the child’s natural environment. 7. If you suspect your child may have SPD, ask the OT 6. Request referrals to other providers as issues arise. what training he or she has had in SPD or Sensory Many OTs work closely with speech therapists, Integration (SI) treatment. physical therapists, optometrists, nutritionists, 8. Ask about specific interventions provided. Many OTs social workers, psychologists, and other health care use a form of “listening therapy,” various brain-based providers who can be valuable team members for training programs, structured sensory techniques, your child. and other approaches that complement direct One last recommendation, but probably the most sensory-based therapy. important, is to talk with your OT about how you will know 9. Choose an OT who invites you to observe sessions that your child is ready to end therapy. Tell your OT what and is comfortable having parents ask questions. A is most important for your child to achieve in therapy and good OT is skilled in answering your questions so that use this information to establish treatment goals that you understand the rationale for treatment activities guide the intervention. While finding the right OT and get- and can follow through with home activities. ting started in therapy can be one piece of the puzzle for Once you have chosen an OT, here are ways to help your child’s issues, ending therapy and celebrating suc- ensure that both your child and your family benefit from cess is the ultimate goal. occupational therapy: —DJ

2e Newsletter • September/October 2012 9 www.2eNewsletter.com 2e Featured Topic Where to Learn More About SPD and Occupational Therapy

Here are some suggestions from 2e Newsletter for • Books and Magazines further investigating these topics. − Books written by Carol Stock Kranowitz such as • Past issues of 2e: Twice-Exceptional Newsletter The Out-of-Sync Child: Recognizing and Coping − February, 2005 — articles on sensory processing with Sensory Processing Disorder, Perigee Trade, disorder revised edition (2006) − July, 2006 — coverage of conference sessions: − Sensational Kids: Hope and Help for Children “Identification of Sensory Integration with Sensory Processing Disorder, by Lucy Jane Dysfunction in Gifted Children” and “Sensory Miller, Perigee Trade (2007) Integration Techniques Designed to Manage the − The Sensory-Sensitive Child: Practical Solutions Overexciteabilities of Gifted Children” for Out-of-Bounds Behavior, by Karen A. Smith − July, 2007 — articles on coping with sensory and Karen R. Gouze, HarperResource (2004) integration issues − SI Focus Magazine, www.SIFocus.com • Articles • Websites − “Asynchronous Development and Sensory − Children’s Disabilities Information: Sensory Integration Intervention in the Gifted and Talented Integration Articles and Resources, www. Population,” www.davidsongifted.org/db/Articles_ childrensdisabilities.info/sensory_integration/ id_10251.aspx index.html − “Occupational Therapists: What Do They Do?” − Raising a Sensory Smart Child, www. www.childmind.org/en/posts/articles/2012-8-14- sensorysmarts.com/index.html occupational-therapy − The Sensory Integration Education and Research − “Sensory Processing Issues Explained,” www. Foundation (SIERF), www.sierf.org childmind.org/en/posts/articles/2011-10-26- − The Sensory Processing Disorder Foundation, sensory-processing-issues-explained www.sinetwork.org/index.html 2e − “Treating Sensory Processing Issues,” www. childmind.org/en/posts/articles/2012-1-15- treating-sensory-processing-issues-sensory-gym

Resources for Parents and Educators New! ► Writing and the 2e Learner: The Issues and Strategies ► Caring for the Mental Health of the Spotlight Twice-exceptional Child ► Parenting Your Twice-exceptional Child On 2e ► Understanding Your Twice-exceptional Student ► The Mythology of Learning: Understanding Series Common Myths about 2e Learners ► The 2e Reading Guide: Essential Books for Understanding the Twice-exceptional Child $12 for subscribers to 2e: Twice-Exceptional ► Guiding the Twice-exceptional Child: A Newsletter; $13.95 for others. Collection of Columns by Meredith Warshaw ► The Twice-exceptional Child with Attention Nominal shipping charges. Quantity discounts available. Deficit Find out more and order at ► The Twice-exceptional Child with Asperger www.2enewsletter.com Syndrome

2e Newsletter • September/October 2012 10 www.2eNewsletter.com 2e Featured Topic A Case Study Occupational Therapy and the 2e Child

By Teri Wiss, M.A., O.T.R./L. Debra Johnson’s article in this issue provides a de-

scription of the roles of occupational therapy with Author’s Note: This fictional case study is based on actual children who are twice-exceptional (2e). This article clients but has been altered for privacy and to illustrate provides a look at how sensory processing issues some of the issues that may be seen and addressed. Indi- might look in a particular child, and how an occu- vidual variations are common. pational therapist might help the child, family, and Meet Jon school address those issues. Jon is an 8-year-old public school student. He has peer interactions on the playground and often spent great ideas, is very verbal, and has a good sense of recess walking the perimeter of the area. humor. In addition to his gifted intelligence, he has some significant challenges, including a diagnosis of Asperger Getting an Occupational Therapy Assessment Syndrome. Jon’s writing is laborious and he’s frequently As a part of the occupational therapy assessment frustrated by classroom expectations. He can also be seen process, Jon’s mother filled out a Sensory Profile (a as controlling, rude, demanding, and emotionally reactive standardized questionnaire), and his classroom teacher (or sensitive). completed the accompanying School Companion. Their Jon prefers to be alone or to play one-on-one, and responses suggested sensory sensitivities related to he tends to interact better with adults than peers. He’s sound and touch, plus increased emotional responses to often sedentary and avoids any sports, rough play, and sensory experiences. The therapist suspected difficulty in noisy environments, or “messy” activities. Jon occasionally modulation of sensory input. has “bursts of energy” where he briefly runs around with Everyone has variations in sensory processing limited direction or purpose. abilities. Those who have sensory modulation disorders Jon’s parents requested an occupational therapy (SMDs) have trouble regulating the degree, intensity, evaluation because of a number of concerns. The main and nature of their responses to sensory input. They issues were: may also find it hard to regulate their behavior, which • Abbreviated and often illegible writing. Jon’s fine- has an impact on their daily roles and routines (Miller, motor skills were never great. Learning to tie his 2006). Sensory modulation disorders and difficulty in shoes was hard and, even now, they are usually self-regulation may occur with or without the presence of untied. another diagnosis, such as Asperger’s or attention deficit. • A restricted diet. Jon was an extremely picky eater. During the occupational therapy assessment, the He would eat foods like toast and cereal, plain pasta, therapist provided sensory-rich challenges and observed dry soup, sugary snacks, and junk food; but no Jon’s responses. The therapist saw that he pulled away vegetables and limited protein and fruits. from her touch whenever she cued or positioned his • Difficulty with attention. Although he had adequate body. He frequently noticed noises from outside the attention for preferred tasks, getting work done at room and commented on the sound of the clock ticking school was difficult for Jon. As for homework, he in the testing room. He shifted position and wiggled in needed significant support and oversight from his his seat, despite being provided frequent opportunities parents, and still often failed to finish by bedtime. for moving around the room. Jon was initially cooperative • Sensitivities. While Jon was finally able to tolerate and participated in some tactile-based activities (e.g., showers, he continued to dislike getting his face or the therapist used her finger to “write” on his back and head wet. He also refused to wear jeans or shirts with asked him to find objects embedded in putty); but his buttons. facial expressions indicated discomfort with these tasks. • Home and school behavior. After a day at school, Jon He also disliked brief vibration on his face or in his mouth often had meltdowns and had difficulty recovering (similar to an electric toothbrush), even though from them. At school, he found it hard to manage he was in control of the input. Following

2e Newsletter • September/October 2012 11 www.2eNewsletter.com 2e Featured Topic Occupational Therapy with a Child who Is 2e, continued the tactile experiences, Jon appeared to be in a sullen — individuals who easily get dizzy — may show a longer mood for some time. In contrast, when given movement duration of eye movements. Those who are less sensitive, opportunities, he brightened up. Jon really enjoyed who under-respond, may show a short duration of eye activities in which he could spin around. However, after a movements or none at all. Jon was in the latter category, brief period of spinning, he suddenly became dizzy and showing limited eye movements. This was consistent with needed to immediately stop. his initial under-responsiveness, where he demonstrated In order to determine if motor coordination great enjoyment of activities that offered spinning. factors were contributing to Jon’s difficulty with writing and participation on the playground, the therapist Results of the Occupational Therapy Assessment administered a motor proficiency test. Results showed Jon’s occupational therapy assessment identified the motor scores mostly within normal limits; however, fine- following issues. motor precision was in the low normal range and the • Sensory modulation difficulties quality of Jon’s paper and pencil performance was poor. − Defensiveness (sensitivities) to light tactile and His pencil grasp reflected awkwardness in the positioning auditory input of his thumb, fingers, and wrist, and a lack of shoulder − Suspected oral sensitivities stability. − Behavioral/emotional responses that result from Additional testing assessed how responsive Jon inadequate sensory processing and contribute to was to vestibular input, the input we receive from our difficulties in social situations body’s movement and relationship to space and gravity. − Initial under-responsiveness to and then difficulty With the test used, the OT observes normally-occurring with modulating vestibular input (seen in Jon’s reflexive eye movements (eyes shifting back and forth) great enjoyment of spinning but then quick and after an individual has been spinning for a short amount sudden dizziness) of time. Those who are highly sensitive to vestibular input • Mildly low muscle tone

Definitions of Terms Related to Sensory Processing/Sensory Integration

• Tactile input: information about touch • Dyspraxia: difficulty in motor planning and − Our skin has tactile receptors that allow us to sequencing motor movements know where we are touched. − Novel or non-habitual movement sequences − “Messy” play such as sand and water play and place greater demand on individuals with finger painting provide significant tactile input. dyspraxia than do familiar ones. • Proprioception: input from our muscles and joints − Those with dyspraxia have difficulty in efficiently − This input provides feedback that allows us to processing sensory input about their body and know where our body is, where it is moving, and the world. how much force is being used. • Modulation: regulating the degree, intensity, and − This input comes from resistive activities nature of response to sensory input (referred to as “heavy work”) which include • Self-Regulation: the ability to control one’s own carrying books in a backpack, digging in the behavior dirt, or climbing on a play structure. − Many factors contribute, including sensory • Vestibular input: information about movement, processing abilities and social, emotional, and responsible in part for our knowledge of our cognitive development. position in space, whether we are moving or things − Learning self-regulation is a developmental around us are moving, and whether we are upright process in all children. − This input plays a role in balance, muscle tone, —TW postural reactions, and visual tracking. − Spinning provides strong vestibular input.

2e Newsletter • September/October 2012 12 www.2eNewsletter.com 2e Featured Topic Occupational Therapy with a Child who Is 2e, continued

• Inadequate muscle development in the hands that • Using a slip-on pencil grip and developmental hand results in: activities to facilitate mature grasp patterns − Compensatory strategies that keep Jon from • Taking part in a therapeutic program, such as the SOS using smaller precision muscles for writing, shoe Approach, to increase food tolerance tying, and other fine-motor tasks • Participating in daily physical activities such as biking, − The need to use greater physical effort and hiking, swimming, rock climbing, trampoline jumping, cognitive energy and strength training (Local resources were provided.) • Poor muscle control and joint stability in the shoulder, • Giving Jon incentives to participate in and persevere which hinders Jon in refining both fine and gross with his home program by allowing him to earn extra motor skills. computer time for his efforts. Jon’s parents met with the therapist to get the Recommendations for school included: assessment results and discuss the therapist’s • Seating Jon away from busy areas of the room recommendations. Jon took part, discussing his thoughts • Tying an elastic resistance band on the bottom of about setting goals that he would like to achieve. Jon the chair legs to allow Jon some sensory input while was particularly interested in ways to make handwriting seated easier, and learning about “tools” he could use to keep his • Limiting homework and writing assignments to allow “engine” running “just right.” completion and greater success By the end of the conference, Jon had these therapy • Having Jon use: goals: − A slip-on pencil grip for an improved grasp 1. Self-regulation − An inflated seat cushion to provide movement 2. Hand/muscle development and refined fine-motor and postural adjustments performance − A slant board when writing to facilitate wrist 3. Improvement of muscle tone and shoulder stability positioning 4. Expanded diet to include foods that are more • Giving opportunities for movement breaks such nutritious and more readily available in the as handing out papers, delivering messages, or community, such as at a restaurant or another moving to another pre-determined work station in the person’s home classroom 5. Greater endurance for daily physical activities • Providing and supporting opportunities and roles for to promote a healthy lifestyle and to provide peer interactions such as being ball monitor, a big opportunities and a context for peer interactions. buddy to a younger child, paired with a playground Recommendations for home included: peer, or taking part in group activities within the • Using a “sensory diet” to provide sensory experiences classroom to facilitate staying focused, alert, and organized • Providing Jon with visual schedules throughout the day and recovering from sensory and • Teaching Jon touch-typing (If unavailable at school, emotional challenges this should be part of Jon’s home program.) • Trying a type of deep-touch pressure called “brushing” to decrease tactile sensitivity and promote calming Jon’s Occupational Therapy through proprioceptive input For one hour each week Jon met with the therapist • Using cognitive behavioral tools and activities to for individual sessions in an out-patient clinic. The develop awareness of and strategies for dealing with sessions took place in either large or small therapy rooms, undesirable behavioral responses depending on Jon’s needs and interests on that particular • Using a vibrating toothbrush to increase oral muscle day. Sometimes it was just the two of them, and other tone and decrease oral sensitivity times another therapist and child would share the space. • Exploring strategies for decreasing sensitivity to The rooms were equipped with a variety of toys and games common noises, such as a modulated/filtered music for sensory and motor activities, both spontaneous and listening program, use of an ear filter, or auditory structured. Jon was appropriately challenged in integration training the activities, but with the therapist grading 2e Newsletter • September/October 2012 13 www.2eNewsletter.com 2e Featured Topic Occupational Therapy with a Child who Is 2e, concluded the level of difficulty so that he was always successful. The of gets” him. He also reported that he now wears jeans occupational therapist served as coach, educator, and because “you can do more things in them.” He has model for Jon’s parents, who were invited to observe and/ learned to double-knot his shoes so that they remain tied or participate in the sessions. during the day most of the time. After eight months of occupational therapy, significant changes were apparent in many aspects of Jon’s life. Conclusion He had begun riding a bike to school with other children This fictional child Jon was used to illustrate some in the neighborhood and could now put his face in the of the issues that occupational therapy may address in water for swimming lessons. His diet showed some working with individuals who are twice-exceptional. When improvement. While still restricted, Jon’s diet now included these children face struggles, such as sensory over- some proteins and a few fruits and vegetables. The family responsivity and the emotional responses that result from was able to successfully eat at two restaurants. those experiences, occupational therapy can be helpful. Jon’s mother reported that, with assistance, Jon With the aid of a therapist, a 2e child along with parents was successful in using his “tools” to regulate himself, and teachers can work to overcome the difficulties reducing the number of meltdowns at home. His teacher, interfering with success in the many occupations of trained as well in the “tools,” was able to help Jon with life. Twice-exceptional children often feel better when them at school. Also in use at school were the slip-on they know that they have more control over their bodies pencil grip, slant board, and inflated seat cushion. Other and their emotions. Then their world feels a bit more improvements at school included an improvement in the predictable and safer. legibility, length, and detail of Jon’s writing; but it was still necessary to control the length of assignments to avoid Reference making Jon feel overwhelmed by the challenge. Miller, L. J. (2006). Sensational kids: Help and hope for Jon is currently writing a play that some of his children with sensory processing disorder. New York: classmates will perform. His keyboarding skills are Putnam. developing, but will probably take a couple of years to become functional as an alternative for written Teri Wiss has been an occupational therapist for 30 years. assignments. After being paired with playground buddies, For over 20 years she has Jon is more comfortable on the play structures but still been the owner of Develop- avoids organized ball games at recess. He reports that ment is CHILD’S PLAY! (www. school is “better” and that he feels like his teacher “sort DevelopmentIsChildsPlay. com), an occupational therapy clinic in Cupertino, CA. She Resources and her staff of pediatric occupational therapists are • How Does Your Engine Run? The Alert Program for trained in sensory process- Self-Regulation, www.alertprogram.com ing disorders and have many • Zones of Regulation, www.zonesofregulation.com years of experience working • The Incredible 5-Point Scale and A 5 Could Make with twice-exceptional chil- Me Lose Control! www.5pointscale.com dren and their families. They • SOS Approach to Feeding collaborate with pediatricians, teachers, and other pro- − http://div13perspectives.asha.org/ fessionals in the community to help children succeed in content/20/3/82.abstract their world. Ms. Wiss can be reached at (408) 865-1365, − http://goo.gl/Ij5cF [email protected], and shares information at www.face- book.com/DevelopmentIsChildsPlay and http://pinterest. com/dicpot. 2e

2e Newsletter • September/October 2012 14 www.2eNewsletter.com 2e Featured Topic A First-hand Account Living with Sensory Processing Issues

By Peter L. Flom, Ph.D. How can we cope with sensory overload? Let me return to the analogy of the mountain. When you have a I often make an analogy between being learning dis- mountain in your way, there are essentially four things you abled and having a mountain between where you are and can do: not go over it at all, go over the top, dig a tunnel where you want to go. When your disability, like mine, is through it, or go around it. These could also be called: invisible, then the mountain is largely invisible to others. Stop trying, try harder, try longer, or try something else. While all learning disabilities are invisible, something like Because each can have its place in the arsenal of the NLD (non-verbal learning disability) is what I sometimes NLD person, it’s important for people who are helping us call “double invisible” because not only does it have no to know that the mountain is there and that we may have apparent physical manifestations, it also involves skills different ways of coping with it. that most people are unaware they have. One such skill is dealing with all of the sensory input we encounter in our Not Going Over the Mountain daily lives. Giving up would mean seeking to live with very little sensory input. For example, if you are a person with NLD Nonverbal Learning Disabilities and Sensory Overload who gets overwhelmed by the noise in restaurants or at Many NLDers have problems with sensory overload, parties, giving up would mean staying at home or engag- partly because we must consciously do a lot of the pro- ing only in relatively quiet activities. Of course, you’re likely cessing that neurotypical (NT) people — those without to miss a lot of socializing; and, if you aren’t careful in learning disabilities — do without thought. Sensory over- how you decline invitations, you may offend people. Nev- load is more or less what it sounds like. There is so much ertheless, this is a case where giving up is not altogether coming at us via our senses that we can’t cope. We get ridiculous. overwhelmed. Even people without learning disabilities However, maybe you, like many NLDers, are driven can experience sensory overload if too much is going on mad by being in a dentist’s chair. Or you are annoyed by — too many people, too many sights, sounds, or smells all the feel of the barber’s electric clippers on your hair. What at once. The difference is that we NLDers tend to experi- can you do? Avoid going? Not really a good option, espe- ence sensory overload more often and at lower levels of cially if you don’t want your teeth to fall out. stimulation.

What Is Nonverbal Learning Disorder (NLD or NVLD)?

By Linda C. Neumann find it listed as a diagnostic category in the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition Children with NLD have strong auditory and verbal (DSM-IV). Furthermore, it’s difficult to accurately diag- skills. However, their ability to learn by exploring their nose. One reason is that children with NLD share many physical environment is limited due to weak visual per- characteristics with those who have other disorders, es- ception, difficulty making sense of information related to pecially Asperger Syndrome. Another reason is that these space and time, and physical awkwardness. students, who are very verbal, are often seen as gifted in Because of their auditory strengths, many children their early years of schooling. They’re bright and they’re with NLD use words in an adult fashion and learn to read good readers with a large vocabulary, able to memorize before school age. They use these strengths to gain infor- and to articulate their thoughts in an adult-like way. As mation about the world around them, often asking end- they progress through school, however, difficulties in the less questions of adults in place of exploring on their own. areas in the table at the bottom of the next page begin to There is a certain amount of controversy about NLD. surface and hinder their academic and social success. Although it’s described as a learning disability, you won’t

2e Newsletter • September/October 2012 15 www.2eNewsletter.com 2e Featured Topic Sensory Processing Issues: A First-Hand Acount, continued

Instead, ask these professionals to accommodate you. (If ing adults give children with NLD who are struggling with you are one of these professionals, well…some of us are sensory overload. Unfortunately, there are limited op- like this. Please try to accommodate us. It will go better for portunities for trying harder in terms of sensory overload. everyone if you can.) What’s needed instead are ways to try less hard. Trying Find a sympathetic dentist and barber who will listen harder often makes overload problems worse. There are to what bothers you and work out ways around it. For ex- also relatively few ways to take longer to deal with sen- ample, one NLD child I know was panicked when the den- sory overload. The problem is inherently happening all at tist’s chair moved. One solution was to have him get out of once. If the input could be spread out, the problem would the chair, move it, and then have him get back into it; an- disappear. other was to warn him when the chair was going to move. Making suggestions like these to your child may not If you are the parent of a child with NLD, this will be only increase his or her frustration overall, it might in- another (yes, yet another) area where you have to advo- crease his or her frustration with you. It may strengthen cate for your child. As your child grows, it will become the your child’s sense that “no one gets me.” Fortunately, child’s responsibility to advocate for him- or herself. there are other solutions.

Going Through or Over the Mountain Going Around the Mountain These solutions involve trying harder or trying longer Because sensory overload manifests and are often the default response that many well-mean- itself in various ways, there are various

What Is Nonverbal Learning Disorder? continued

Area of Difficulty Problems Experienced with: Motor skills • Small motor tasks like tying shoelaces, coloring, drawing, cutting, and pasting • Handwriting (printing and cursive) • Physical coordination • Balance Conceptual skills • Abstract reasoning • Problem solving • Understanding cause-and-effect relationships Visual-spatial-organizational • Interpreting visual information (such as graphs, maps, geometry) skills • Physical navigation (finding their way around) Social skills • Using and understanding gestures, facial expressions, tone of voice, and other forms of nonverbal communication • Dealing with new information and situations • Adjusting to changes (making transitions) • Conducting conversations • Understanding the nuances of spoken language (hidden meanings, figurative language, etc.) • Understanding humor or good-natured teasing • Making and keeping friends Activity level • Hyperactivity in their younger years • Hypoactivity as they grow older Reading comprehension • Understanding at a deeper level (as required in the upper grades) • Interpreting word problems in math

2e Newsletter • September/October 2012 16 www.2eNewsletter.com 2e Featured Topic Sensory Processing Issues: A First-Hand Acount, concluded ways “around the mountain.” In my own experience, in simple as letting the child move to a different spot in the school lectures and meetings at work, I find it hard to both room. look at and listen to a person at the same time. I also find So, with sensory overload problems and with other it hard to listen and take notes; I prefer to concentrate on problems stemming from a learning disability, 2e children just listening. Therefore, I use my note pad for doodles. It and their parents and teachers should work together, first appears that I’m taking notes (and thus unable to look at to figure out what strategy they will use to deal with the the speaker), and it frees me to pay attention. There has mountain and then to find the best ways to implement been research on doodling that shows many people at- that strategy. Both of these will vary from child to child tend better while doodling. The message for parents and and situation to situation. After all, when you’ve seen one teachers is pretty clear: Don’t assume that a child who is 2e child, you’ve seen one 2e child. doodling isn’t paying attention. It may be the only way she or he can! Peter L. Flom is a learning Parents and teachers can help a child with NLD to disabled adult who also has find a refuge — a safe place to escape sensory overload. a Ph.D. in psychometrics and As a child and adolescent, I found that a long bath often works both as a freelance stat- relieved my sensory overload. Not only were baths calming istician and as a consultant in and of themselves (as they are to many people), but the on NLD. His book about non- bathroom is a spot where you are unlikely to be disturbed verbal learning disorder (NLD), and where sensory input can be limited. Screwed up Somehow, but not Some children who are overwhelmed in the class- Stupid, will be published this room may benefit from taking a walk. While it may not fall. He has a website and blog be possible to send the student on a walk around the at www.IAmLearningDisabled. block, perhaps you can ask the child to take something to com. This article is adapted the principal’s office. Sometimes the solution may be as from a post on his blog. 2e

What Is Nonverbal Learning Disorder? concluded

Over time parents and teachers see the child who familiar with the signs of NLD can provide support by began school as “a little adult” become what may appear identifying and teaching to the child’s strengths and by to be an underachieving or deliberately misbehaving child. advocating to get the child appropriate help. Children with undiagnosed NLD have no idea why they are annoying or angering others, and the result is often one or References more of the following: depression, anxiety, phobias, and Brace, P. What Are Nonverbal Learning Disabilities? Retrieved August low self-esteem. 1, 2012, from www.ldao.ca/introduction-to-ldsadhd/ldsadhs-in- depth/articles/about-lds/what-are-nonverbal-learning-disabilities. Typically, a clinical psychologist or a neuropsychologist Hubbard, A. & Smith Myles, B. Nonverbal learning disabilities: Read will use a battery of tests to determine if a child has NLD. answers to some of the most common questions about this well- publicized — but somewhat controversial — disorder. Retrieved Once diagnosed, a child may qualify for special education August 1, 2012, from www.greatschools.org/special-education/LD- services under the “learning disabilities” or “other health ADHD/907-nonverbal-learning-disabilities.gs?page=all. impairments” category under the Individuals with Disabili- The Invisible Disability: One of the best readers in your classroom might have a serious learning disability. Could you spot the signs? ties Education Act or under Section 504 of the Rehabilita- Retrieved August 1, 2012, from www.scholastic.com/teachers/ tion Act. Because the categorization of NLD varies from article/invisible-disability. state to state, parents need to check on their own state’s What is non-verbal learning disability (NLD or NVLD)? Retrieved August 1, 2012, from www.med.umich.edu/yourchild/topics/nld.htm. 2e education laws to see what their child might be entitled to. Even if a child has not received a diagnosis, teachers

2e Newsletter • September/October 2012 17 www.2eNewsletter.com 2e Conference Coverage SENG 2012 The 30th Annual Conference of SENG (Supporting Emotional Needs of the Gifted) took place in Milwaukee, Wisconsin, on July 12 through 14. Parents, professionals, children, and teens took part in programs, sessions, and other events. The conference offered keynote and breakout sessions plus training for SENG-Model Parent Support Group facilitators. In addition, there were sessions that offered continuing education workshops for psychologists. Following is coverage of two of the more than 50 breakout sessions offered at the conference. For additional conference coverage, see the July issue of 2e: Twice-Exceptional Newsletter.

Great Risk/Great Reward: Adolescence and the 2e Child Presenters: emotions. • Dan Peters, Ph.D., licensed psychologist; director of the Consider, said the speakers, all of the things we’re Summit Center; and co-director of Camp Summit for the asking adolescents to do at a time when their brains are Gifted, Talented, and Creative still under construction. Examples include: • Susan Daniels, Ph.D., author; associate professor of • Organize multiple tasks educational psychology and counseling at California State • Inhibit specific impulses University, San Bernardino; and educational director of the • Maintain self-control Summit Center • Set goals and priorities • Make sound judgments Presenters Dan Peters and Susan Daniels began their • Form strategies SENG conference session by painting a picture of the ado- • Plan ahead. lescent — a child who has moved into a stage of life that Now, the speakers stated, consider what happens “rivals the terrible 2’s” in terms of the tremendous chang- when someone facing the challenges of adolescence is es that take place in both the body and the brain. Accord- also twice exceptional. Their definition of a 2e child is one ing to the speakers, adolescence now starts as early as who is gifted with learning differences that include: 10 and stretches into the 20s, with gifted kids starting • Asperger’s earlier than others and remaining in it longer. It’s a time of • AD/HD “great potentiality and great awkwardness,” the speakers • Dyslexia explained; and its hallmarks are unpredictability, intense • Dysgraphia emotions, and a combined need for both individual iden- • Obsessive Compulsive Disorder tity and group affiliation. • Oppositional Defiance Disorder Peters pointed out that the brain development that • Learning disabilities occurs during adolescence brings new abilities; however, • Perfectionism young people are not good at them yet. “They need lots • Underachievement. of practice to learn how to behave in a more mature and The impact on the child, Peters and Daniels ex- organized way,” he noted. “It’s a messy process.” plained, can range from fatigue and frustration to feel- What takes place in the adolescent brain, the speak- ings of being stupid and hopeless as well as anxious and ers explained, is prolific growth in brain cells as well as a depressed. What counteracts these negative effects, they pruning process in which unneeded cells go away. This noted, is focusing on the 2e child’s strengths. A challenge growth, unfortunately, does not take place in an orderly here is that twice-exceptional children often have unusual way. Development of the command center of the brain, strengths in areas not often addressed in school, such as: the frontal lobes responsible for tasks such as planning, • Design (graphics, video, photography, etc.) organizing, and controlling impulses, lags behind the • Imagination development of the brain’s emotional centers. Exacerbat- • Building ing this situation is the flood of hormones that fuel the • Storytelling

2e Newsletter • September/October 2012 18 www.2eNewsletter.com 2e Conference Coverage The Many Shades of Giftedness What Gifted Children Need at School

Presenter: Dina Brulles, Ph. D.; Director of Gifted Education Ser- strengths and weaknesses vices, Paradise Valley Unified School District in Arizona; faculty • Help identify a child for a gifted program member at Arizona State University, serving as Coordinator of the • Uncover any learning disabilities that require Gifted Education Program and Director of the Herberger Academy intervention Outreach Program • Help in advocating for appropriate educational accommodations. Dina Brulles opened her session with these state- Brulles focused on two types of tests. One type, ments: achievement tests, measures what a child already knows. • Schools are doing the best they can with no money. She provided examples of two commonly used achieve- • What kids get is whatever the individual educator can ment tests: give under those circumstances. • Cognitive Abilities Test (CogAT) With this situation in mind, Brulles’ goal was to offer • Naglieri Nonverbal Ability Test (NNAT). parents information that would help them advocate for Achievement tests, which measure general ability, their gifted and twice-exceptional children in school. may include different types of questions, such as: Brulles pointed out that many parents already know • Verbal, involving words and sentences more about giftedness than do the teachers in their chil- • Quantitative, involving numbers dren’s classrooms. The reason is that few states require • Nonverbal, involving analysis of images. any coursework in that area. One thing parents often need All, Brulles pointed out, measure the same abilities, just in to learn more about, however, is testing — what tests mea- different ways. sure, what the results mean, and how that information A better indicator of giftedness in children, according relates to teaching and learning. to Brulles, is the IQ test. Two that are commonly used are: • WISC IV What Tests Measure • Stanford Binet V. An important reason for testing students, Brulles ex- IQ tests, Brulles explained, are often made up sub- plained, is to better understand their learning needs. Test tests that assess an individual’s ability to results can: solve different types of problems using dif- • Provide details about learning needs, including ferent types of thinking skills. Reasoning,

Adolescence and the 2e Child, concluded

• Acting • Remember these intervention mantras: • Drawing − Lead with strengths. • Creative writing. − Provide a bridge (a.k.a. “scaffolding”) for The goal, the speakers emphasized, is to give these weaknesses. children large doses of what they’re good at — “in school − Set up conditions for success. or out, wherever you can.” The result is not only talent • Don’t buy into the thinking that if they can’t do what development but also a chance to connect with others, others can do — such as what’s expected of them in experience success, and gain confidence — all essential in high school — they can’t get into college. keeping the child emotionally intact. • A lot of what 2e kids need won’t be in school. They Throughout the presentation, the speakers gave will find it outside of class, with mentors, in summer several pieces of advice for raising and educating twice- programs, etc. exceptional kids: • Sometimes it’s best to just help them survive school until they can get out and do what they want and what they’re good at. 2e

2e Newsletter • September/October 2012 19 www.2eNewsletter.com 2e Conference Coverage The Many Shades of Giftedness, continued memory, sequencing, making connections, and drawing average as those at the lower end of the bell curve. In her inferences are all examples of the types of abilities that IQ own school district, for example, there are over 15 types tests measure. Brulles noted that these tests should be of gifted programs designed for gifted students at all lev- administered by a licensed psychologist. els as well as for twice-exceptional students. Brulles concluded with a number of suggestions for Understanding Test Results ways in which parents and schools can better meet the IQ test scores are an important tool in identifying chil- needs of their gifted and 2e students. Among them were dren with high ability, specifically those who can: these: • Make relationships between ideas and things • To help teachers build on the strengths of gifted • Acquire and retain information quickly children, parents should share their kids’ interests • Learn advanced content more quickly than their age with teachers. peers. • Students should be able to test out of material they In discussing IQ range and distribution, Brulles already know. showed the following graph and table. She explained that • Gifted services for a child should start as soon as he 95 percent of students fall within the average range. She or she is identified rather than at a particular grade pointed out that the most gifted students, those on the level. right side of the graph, with an IQ score above 130, make • Place together (cluster) students of the least progress in school of any group. similar ability levels, interests, and learning styles in flexible groupings. This practice, she observed, doesn’t cost anything and has been proven by research to benefit students. • Make use of online instruction to give students access to honors curricula . • Provide programs for twice- exceptional students at all levels, from grades K-8, with teachers certified in both gifted and special education. • Use caution in grade skipping. It may be better to accelerate the material instead of the student. • Remember that enrichment is important for gifted students, but it’s not a replacement for accelerating curriculum. Relating Test Results to Teaching and Learning • Include all teachers — even those Brulles emphasized the importance of having differ- teaching music, art, ESL, etc. — in ent types of programs in schools to accommodate the the process for nominating a child to range of giftedness. She pointed out that no one would be in the gifted program. expect a single special education program to meet the • When looking for a school district, parents should needs of all diagnoses. Neither should we expect a single investigate the scope and sequence of teacher gifted program to meet the needs of all gifted students. training, making sure that it’s district wide. This It’s important to keep in mind, she explained, that kids at approach ensures consistency within a district. 2e the upper end of the scale have needs as different from

2e Newsletter • September/October 2012 20 www.2eNewsletter.com 2e Conference Coverage Conference Preview: NAGC 2012

The National Association for Gifted Children (NAGC) Concurrent Sessions has scheduled its 59th Annual Convention for Denver, NAGC promises a variety of other sessions of interest Colorado, on November 15-18, 2012. Billed as the largest to those who raise, educate, and counsel gifted children annual convention devoted to high-ability learners, the with learning challenges. Some of their titles are: convention is aimed at parents, classroom teachers, • Help! The Teacher gifted/talented coordinators, school administrators, Insists My 2e Child is researchers, and college and university faculty. According “Average” and “Just to the organization, all aspects of the convention — pre- Fine”! convention events, concurrent sessions, poster sessions, • Resilient, calm and exhibit hall, general sessions, and networking events deeply engaged: 27 — will be centered around the theme “Educating with strategies to promote Altitude: Reaching Beyond the Summit.” optimal well-being in our Materials provided by NAGC indicate that many of the brilliant, intense, and general sessions and concurrent sessions are on topics asynchronous kids related to twice-exceptionality. • Reflective RTI: Rationale and Resources to Create General Sessions Instructional Plans for A general session on Friday, November 16, features the 2e Learner author and presenter Temple Grandin. Grandin, a • The Twice-Exceptional: professor at Colorado State University, is scheduled An Endangered to share her personal story as well as her insights Species? Contemporary Policies, Post-Modern Politics, into twice-exceptional children in a presentation titled & the Vanishing 2e Individual “Helping Different Kinds of Minds to Learn.” The session • Twice Exceptionality and Psychological Issues: Can description promises “deeper insights into the challenges Special Support Change the Psychological Outlook for these learners face, as well as a fresh perspective These Children? on what we in the support community of parents and • Working Memory Training, an Innovation for Twice educators, can do to help some of our brightest children Exceptional Students? succeed.” • Leadership and Response to Intervention: A On Sunday, November 18, author and advocate Framework for Identifying Potential Jonathan Mooney presents a general session titled • Empowering Twice-Exceptional Gifted Children to “Neurodiversity: Your Compass to a Changing World.” Become Self-Actualized A dyslexic, as a child he rode the “short bus” to and • No Less Gifted/ No More Broken: Exploding the Top from school — the bus that special ed kids got to ride — 10 Myths About 2e Students because he was not able to read well or follow directions. • Strategies to Challenge and Support Twice-Exceptional Later, he graduated from Brown University with honors. Gifted Children As those who have heard him speak know, Mooney • Response to Intervention: The Promising Future for is a dynamic speaker who weaves his experiences and Gifted Education forward-thinking philosophies along with his knowledge • RTI and the Twice-Exceptional Child of education, psychology, sociology, and history of • Bright Not Broken: Maximizing the Potential of All learning and disability into entertaining and enlightening Kinds of 2e Minds. presentations. Mooney is founder and President of Project Eye-To- For More Information Eye, a mentoring and advocacy non-profit organization Readers wishing to find out more about the NAGC for students with learning differences. Project Eye-To-Eye convention may visit www.nagc.org/2012convention. currently has 20 chapters in 13 states, working with over aspx or call 202.785.4268. We at 2e: Twice-Exceptional 3,000 students, parents, and educators nationwide. Newsletter plan to attend the convention and provide coverage of 2e-relevant sessions. 2e

2e Newsletter • September/October 2012 21 www.2eNewsletter.com 2e News NEWSbits From the Blog and Briefing

2012 Davidson Fellows Below are some of the most significant postings from Twenty-two bright young people have been named our blog and briefing since the last edition of2e: Twice- to the 2012 Class of Davidson Fellows, exemplifying the Exceptional Newsletter. extraordinary work that can be accomplished by U.S. stu- The AD/HD Conundrum. Is the AD/HD-like behavior dents who are given opportunities to excel. The Davidson the result of AD/HD? The classroom environment or the Fellows program offers $50,000, $25,000 and $10,000 teacher? Asynchronous development? If the meds help, college scholarships to students 18 or younger who have does that mean the problem is AD/HD? In an opinion created significant projects that have the potential to piece in the New York Times, a mom recounts her family’s benefit society in the fields of science, technology, math- experience when her son’s teacher suggested that AD/HD ematics, literature, music, and philosophy. The program medications might help her son be more successful (i.e., has provided nearly $5 million in scholarship funds to 206 fit in better) at school. They tried it. It seemed to work -- for Fellows since its inception in 2001, and has been named a while. The mom began to suspect other factors were one of the most prestigious undergraduate scholarships at play. Finally, the son refused to take the meds out of by U.S. News & World Report. The Davidson Fellows is a health concerns. Five years later, off meds, the son loves program of the Davidson Institute for Talent Development, school, does well, and stays organized. Read the article at a national nonprofit organization headquartered in Reno, http://goo.gl/Gd1kp and see what you think. Nevada, that supports profoundly gifted youth. For more The Homeschooling Option. For parents of bright but information on the Davidson Fellows, please visit this unchallenged kids, or of gifted and learning disabled kids, shortened url: http://goo.gl/9Bv0W. homeschooling can be an option to cater to strengths and Separately, the application for the 2013-2014 school accommodate weaknesses. An essayist in the Wall Street year at the Davidson Academy of Nevada is now available Journal described with humor and insight her experiences at the school’s “How to Apply” page, http://goo.gl/t6x62. with homeschooling, how it has evolved over the years, The Academy is designed to meet the needs of profoundly and what the possibilities are with homeschooling. (The gifted middle and high school students who score in the essay’s first sentences: “I don’t know how most people 99.9th percentile on IQ or college entrance tests. spend their second morning home schooling. I spent mine hyperventilating into a paper bag.”) The essay is an Belin-Blank excerpt from the author›s newly-published book. Read Megan Foley Nicpon is lead author, along with Heath- the essay at http://goo.gl/pvksr or listen to the author on er Richards, Susan Assouline, and Allison Richards, of an NPR’s Diane Rehm show, http://goo.gl/a0V9F. article in the September issue of Journal for the Educa- Springsteen, Depression. Musician Bruce Springsteen tion of the Gifted. According to the article abstract, the revealed in a profile in The New Yorker that he has had purpose of the study was to examine the self-esteem and bouts of depression for decades. The Child Mind Institute self-concept of intellectually gifted children with and with- noted the profile and commented on its importance, say- out a coexisting diagnosis of AD/HD. The authors found ing “his candor could actually save lives other than his that “despite having similar IQs, gifted students with AD/ own. The biggest contributor to teenage suicide is unrec- HD had lower scores on measures of self-esteem, behav- ognized mental illness. Especially at risk are teenage boys ioral self-concept, and overall happiness than gifted stu- who hide their depression and anxiety from their parents dents without a comorbid diagnosis.” and friends, because they are ashamed to admit their feelings of despair and worthlessness. What we need Change of Address most... is prominent role models to tell teenage boys that As psychologist Pat Schuler closes the New York state it’s not unmanly to ask for help.” Way to go, Bruce. Read office of her practice, Creative Insights, over the com- the Child Mind Institute piece at this shortened url: http:// ing weeks, her postal address will change to 25 Gaffney goo.gl/e5sVY. 2e Lane, Kinderhook, NY 12106. Schuler is on the Editorial Advisory Board of 2e: Twice-Exceptional Newsletter and a frequent presenter on gifted and 2e-related topics. 2e

2e Newsletter • September/October 2012 22 www.2eNewsletter.com 2e News New Jersey District Must Support Twice-exceptional Kids

As part of a consent agreement negotiated with the as needed per students’ IEPs (Individual Education Pro- U.S. Department of Education, a New Jersey school dis- grams), according to the DOE. trict will, in the future, provide in-class support to twice- The complaining parent had two sons in the district, exceptional students who take advanced placement or each with an IEP. Both enrolled in honors courses; neither honors courses. The agreement also covers certain lan- received ICS in their honors courses, even though ICS was guage classes for which the school had failed to provide provided for their other, non-honors courses. Why not? Ac- in-class support. cording to the DOE, “The District stated that based on an The case was investigated over four years by the individual consideration of every student, the child study DOE’s Office of Civil Rights (OCR). Attorney Denise Dwyer teams had not yet come across a student who was quali- handled the case for the complaining parent. Dwyer, who fied for an honors course and who needed ICS.” also has children in the district, was quoted by The Times The DOE’s Office of Civil Rights disagreed with that of Trenton as saying that the district was “effectively forc- assertion by the District, which will be monitored as it ing the students to choose between academically chal- implements the resolution agreement. The agreement lenging courses and the support they needed. It was really states, “Effective immediately, the District assures OCR disheartening how long and how hard the district fought to that it will make individual determinations regarding keep these exceptionally able students out of advanced or whether a disabled student requires In-Class Support… honors-level courses.” as a related aid or service in any world language, honors The exact allegation by the complaining parent was and/or advanced level class currently offered by the dis- that the West Windsor-Plainsboro Regional School District trict.” The agreement also establishes a group of “knowl- “did not make individual decisions regarding whether edgeable persons” to help determine whether disabled students with disabilities required in-class support (ICS) students need ICS in any world language, honors and/or as a related aid or service in world language classes… advanced-level course for the school year 2013-2014. or in honors and other advanced classes.” When ICS is Attorney Dwyer said that in negotiating the resolution available, the classes are co-taught by the subject-matter agreement, “the one issue the district resisted most was teacher and a special education teacher, whose role is the possibility of having to provide in-class support to 2e to help direct students, provide extra assistance, and students in honors or advanced-level courses.” 2e provide accommodations for assignments and/or tests

Events November 15-18, 2012, NAGC Convention, Denver, Colo- August 5-9, 2013, 20th World Conference on Gifted and rado. For educators, parents, counselors. More informa- Talented Children, Auckland, New Zealand. More informa- tion at www.nagc.org. tion at www.worldgifted2013.com.

November 28-30, 2012, TAGT Annual Conference, Dallas, Please note: For state association conferences relating to Texas. By the Texas Association for the Gifted and Talent- giftedness, see Hoagies’ website, www.hoagiesgifted.org. ed. For educators, counselors, and psychologists; includes For additional conferences on learning differences, see a parents’ day. More information at www.txgifted.org. the website of the Council for Exceptional Children, www. cec.sped.org. 2e

2e Newsletter • September/October 2012 23 www.2eNewsletter.com 2e Dear Dr. Sylvia Smart High School Student Is Underachiever

My son’s a fresh- You would certainly 3. If he’s thinking about a Dr. Sylvia man and a classic benefit from get- particular career, take him Rimm is Q underachiever. A ting an evaluation to visit a college he might a child He’s also twice exceptional, by a psychologist who has really like to attend with a psycholo- with AD/HD. Over the years experience with twice-ex- good program in that ca- gist and he has rarely had home- ceptional kids, but here are reer field. Afterwards, find clinical work, but that changed a few suggestions for you: out the GPA he’ll need to profes- when he entered high 1. Read my book Why have to be accepted into sor at Case University school. The problem is he Bright Kids Get Poor that college so that he School of Medicine, author, mostly refuses to do it. Grades And What You Can knows what he has to do to newspaper and magazine I went online to check his Do About It (Great Potential follow his dreams. columnist, and radio/ assignments and grades Press, 2008). It may give 4. Be sure that your son TV personality. For free today. Disaster! I admit you a better understand- remains active in extracur- newsletters about AD/ I’d love a “quick fix,” but I ing of why your son refuses ricular activities and don’t HD and/or “Why Bright know it’s a process. Might to do his homework, plus take them away as punish- Kids Get Poor Grades And you recommend your top some strategies to use in ments. Active kids are bet- What You Can Do About one, two, or three strate- addition to my other sug- ter students; inactive kids It,” send a self-addressed, gies for getting him moti- gestions. are at high risk for alcohol, stamped envelope to P.O. Box 32, Watertown, WI, vated to get things rolling? 2. When you help your son drugs, etc. If he surrounds Thank you for any pearls of himself with good students, 53094. Read Dr. Rimm’s plan his schedule for next articles for parents and wisdom you may impart. year, be sure to include he’s more likely to do homework. teachers and submit family a daily study hall. He’s questions online at www. more likely to complete his 5. A smart, girlfriend with sylviarimm.com. All ques- homework at school than excellent grades as a study tions are answered. 2e at home. partner can also be very motivating to a high school boy.

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2e Newsletter • September/October 2012 24 www.2eNewsletter.com