Twice-Exceptionale 2June 2005 Newsletter Issuee 11 for Parents, Teachers and Professionals

TM 2 Twice-Exceptionale 2June 2005 Newsletter Issuee 11 For parents, teachers and professionals. . Price US$8 Helping twice-exceptional children reach their potential. Roslyn Middle School A Model for 2e Education Quote By Wendy Eisner, Ph.D. & Jennifer Byalick Altman, Psy.D. “High expectations with high levels of sup- a different entry point into understanding. Take Perhaps the most in- port” is the motto of Roslyn Middle School me, for instance, I guess you could call music a novative thinkers include (RMS) in Long Island, New York. It describes way into me.” Similarly, 2e students understand an approach to education that is effective for in terms of their gifts; their gifts are “a way into not only the ones with all students because it teaches them to try to them.” the greatest intellectual reach their potential and provides them with the This article describes a case study of the talents, but also the needed scaffolds. Furthermore, this approach is 2e Educational Approach used in a public school consistent with the method shown by research to setting. Although the profiles of twice-exceptional ones who blend that be the gold standard for educating twice-excep- students vary widely, they also show common intellect with perceptive tional students: using strength-based instruction, features. Those commonalities should enable dysfunctions that allow accommodations, and compensation strategies. this case study to be a useful model for other 2e The formula for this approach, which we’ll refer students. them to function beyond to here as the 2e Educational Approach, is to the norm. provide academic challenges Meet Geoffrey, Age 12 in the students’ areas of Geoff shows traits typi- – Kiesa Kay strength and remediation in cal of gifted children (see their areas of disability. Mann, 2004). He’s curious, Researchers Susan asks probing questions, INSIDE Baum, Carolyn Cooper, and is inventive, and thinks Terry Neu (2001) found that theoretically and abstractly. News...... 3 this dually differentiated cur- He predominantly uses a riculum yielded significant !ASD Primer...... 4 visual/spatial rather than improvements in students’ auditory/sequential learn- Gifted Children with self-esteem, academic perfor- ing style. He shows strong Asperger’s...... 6 mance, behavior, and career feelings and opinions, direction. This curriculum sometimes challenges Giftedness, acts as a fulcrum, balancing teachers, and discusses is- Asperger’s, and the students’ strengths and limita- sues in detail. He has deep “Real World”...... 9 tions. It must be challenging feelings of compassion and Event: AEGUS..... 12 to engage them; it also must responsibility for human- provide alternate ways of accessing and commu- kind, prefers adult company to that of peers, and Featured. nicating information (from US Department of Edu- is keenly observant. He also shows asynchronous Columns...... 14-15 cation, 1993, cited in Baum et al., 2001). It is development and what is referred Book Review: . like the multiple intelligences approach, in which to as “overexcitablities,” such as 18 Different Minds.. 16 Howard Gardner explains that “every student has restlessness; sensitivity to light,

Broken Dreams.. 17 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 Events...... 20 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 email.

www.2eNewsletter.com  2e Newsletter • June 2005 2e F r o m t h e P u b l i s h e r s 2e: Twice-Exceptional News- Welcome! letter (ISSN 1546-0762) is published six times a year by Greetings from the publishers of 2e: Twice-Ex- Glen Ellyn Media PO Box 582 ceptional Newsletter. The focus of our June issue Glen Ellyn, IL 60138-0582 is autism spectrum disorders in gifted children. Phone: 630-790-2252 Fax: 630-790-2267 More readers and friends of 2e Newsletter have www.2eNewsletter.com [email protected] expressed an interest in this topic than in any other since we launched our publication in late 2003. Linda Neumann, Editor Mark Bade, Business Manager Perhaps this interest reflects the growing number Editorial Board: of children diagnosed with these disorders in recent years. One esti- Susan Assouline, EdS, PhD mate puts the number of school children in the United States with ASDs at over 100,000. Susan Baum, PhD Kathi Kearney, MA Ed Our cover article tells the story of a twice-exceptional child with Asperger Syndrome, a Deirdre Lovecky, PhD Marlo Payne Rice, MS disorder often referred to as a mild form of autism and typified by difficulty with social interac- Linda Kreger Silverman, PhD tions and repetitive patterns of behavior. The program developed for him at school, forged from Joan Franklin Smutny, MA Meredith Warshaw, MSS, MA a strong parent/school alliance, can serve as a model for the education of all 2e children, not The cost for a one-year US sub- just those with Asperger’s. Inside are two articles by psychologists Teresa Bolick and Deirdre scription is $45, for a two-year Lovecky that provide insight into the combination of giftedness and Asperger’s. A review of Dr. subscription $80. Electronic edition, $35. Contact us for Lovecky’s book, Different Minds: Gifted Children with AD/HD, Asperger Syndrome, and Other international or institu- tional rates. Send changes Learning Deficits, also appears in this issue. of address to us by mail or to Along with our regular columns and features, you’ll find an article by former educator, ad- [email protected]. ministrator, and consultant Wendy Handrich. She shares her observations on what makes the The contents of 2e Newsletter are not intended to constitute home/school connection work for the benefit of 2e kids. In addition, we bring you coverage of medical or clinical advice, the 2005 AEGUS conference, which took place in Denver earlier this spring. which should be obtained from a licensed practitioner. As the school year draws to a close, we hope you’ll remember a favorite teacher or adminis- The use of information from 2e Newsletter for commercial trator with a gift subscription to 2e: Twice-Exceptional Newsletter. purposes is prohibited without We wish you a satisfying summer, whether in pursuit of edification, relaxation, or some consent in writing from Glen Ellyn Media. We thank our sup- combination of the two. porters and subscribers. – Linda Neumann and Mark Bade Copyright © 2005 by Glen Glen Ellyn Media Ellyn Media, unless otherwise June, 2005 noted. The yellow and red 2e logo on blue is a trademark of Glen Ellyn Media.

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2e Newsletter • June 2005  www.2eNewsletter.com N e w s E t c . 2e Items of Interest GDC Tours… and Publishes Misuse of AD/HD Stimulants. them for prescribed stimulant In March Linda Silverman and Alexandra Golon of the Gifted In his May 11th issue of “At- medication. Development Center went on a speaking tour of Australia and tention Research Update,” New Zealand. Linda Silverman shared their experiences with Dr. David Rabiner reviewed a AD/HD Patch Coming? A drug 2e Newsletter: large-scale study on the mis- company press release in We visited Auckland and Christchurch in New Zealand use of stimulant medications May described the results of and Brisbane, Canberra, Sidney, and Melbourne in Australia. among students in middle a study involving a low-dose I talked with tons of 2e parents everywhere – we had packed school and high school. Re- skin patch that releases the houses. We did day-long workshops with teachers, and Allie sults were based on 1,536 stimulant used in Concerta worked with parents and kids. responses to an anony- and Ritalin. The study tested There is tremendous interest in the topics of twice ex- mous, web-based survey in the effectiveness of the patch ceptional and visual/spatial in Australia. It’s “Visual/spatial a Midwestern public school alone or in combination with Central”! Why is there so much interest? Maybe it’s because district. The study found that behavioral modification ther- noise levels are high in Australian cities and schools. They about a quarter of those apy. Findings showed that the don’t seem to have good acoustics. Plus, the layout of the cit- on presecription stimulants combination was most effec- ies is crazy! The addresses on one side of the street don’t nec- reported being approached tive in improving behavior and essarily match those on other side. People need to depend on to sell, give away, or trade also required less medica- visual/spatial abilities there. their medication; high school tion. Lower doses reduce side A large number of 2e kids are aboriginal – Maori Pacific students and females were effects such as loss of ap- Islanders. They tend to think holistically, and many of the chil- those most likely to be ap- petite. Shire Pharmaceuticals dren suffer from chronic ear infections. They have difficulty proached. And of those taking will seek FDA approval for the with the same things that our 2e students do here – handwrit- prescribed stimulants, about MPH patch in 2006. ing, timed tests, spelling, reading by means of phonics – all a quarter reported illicit use methods that don’t suit them well. of stimulant medication – ei- New Digs for Bridges Academy. In Australia, they don’t recognize learning disabilities. The ther misusing their own or This spring, Bridges Academy, only way to get services is to get an Asperger’s diagnosis. So taking other stimulants in ad- a Los Angeles-area school for Asperger’s is a common label. dition. Rabiner’s conclusions: twice-exceptional students, It’s hard to get accommodations for students in Australia parents and educators must moved into facilities designed and New Zealand. The parents over there were very interested be aware of the potential for especially for them. Watch fu- in our strategies and recommendations. misuse of prescribed medica- ture issues of 2e Newsletter tions, and also must educate for a profile of The Gifted Development Center has other news besides the children and teens about the academy. 23 “tour.” Allie Golan has a new book coming out. Here’s what what to do if others approach she says. If You Could See the Way I Think: A Handbook for Visual- Bridges Academy campus Spatial Kids is based on my work with over 120 visual-spatial children, ages seven to thirteen, in three different countries. The book is aimed at visual-spatial students, gifted and non- gifted, ages eight through twelve. It offers proven techniques for success in areas that these children, regardless of intel- lectual ability, often struggle with: spelling, memorizing times tables, handwriting, taking timed tests, getting and staying organized, taking notes, focusing during auditory lectures, self- advocacy, and sleep issues. Readers can stay tuned to www.visualspatial.org for word on a release date, or they can ask to be added to my “Notify Me When” list at www.gifteddevelopment.com. 2e

www.2eNewsletter.com  2e Newsletter • June 2005 2e Focus on ASDs Autism Spectrum Disorders Q&A Q: What are Autism Spectrum Disorders (ASDs)? integration therapy, and sensory integration therapy. A: They are a continuum of related developmental disorders Medications may also be used, although no medication can that range from a severe form, called autistic disorder, to correct the brain structures or impaired nerve connections a milder form, called Asperger Syndrome. You won’t find that seem to underlie autism. Scientists have found, however, the term Autism Spectrum Disorders in the Diagnostic and that drugs used to treat other disorders may be effective in Statistical Manual of Mental Disorders (the DSM). Instead, treating problematic symptoms and behaviors resulting from you’ll find the disorders listed under their official name, ASDs. For example, the table at the bottom of the page shows Pervasive Developmental Disorders, or PDD. People with some types of medications that can benefit people with ASDs. ASDs can range in intelligence from mentally challenged to highly gifted. A few have savant abilities (abilities far Q: How does having an ASD affect children socially? beyond ordinary). Certain characteristics are common among A: They find it hard to develop relationships with other children individuals with ASDs: and adults. A main cause is their difficulty with nonverbal • Difficulty with social interaction behaviors. Making and keeping eye contact and interpreting • Deficits in verbal and nonverbal communication facial expressions and body language are skills these children • Repetitive behaviors lack. The ability to respond to the emotions of others and • Narrowly focused interests the urge to share emotions such as excitement or joy are • Unusual responses to sensory experiences, such as also missing. In addition, these children tend not to engage certain sounds or the way objects look. in the types of pretend play typical of others at their level of development. Q: Are more boys than girls diagnosed with Autism Spectrum Disorders? Q: What effect does having an ASD have on communication? A: Yes. Boys outnumber girls four to one. A: The development of spoken language is delayed or not present in children with an ASD (although this may not be true Q: What causes Autism Spectrum Disorders? of gifted children, such as those with Asperger’s). Those who A: According to the BBC News (November 15, 2004) “The are able to speak often fail to initiate or sustain conversations. condition has a strong genetic component…. However, the Their speech is commonly marked by the use of repetitive number of children with autism appears to be increasing words and phrases. Their style of speech tends to be the same more than expected for a genetic disorder. This suggests, – often formal – whether they’re talking to strangers or to too, that genetic abnormalities require the influence of other familiar people. factors to cause the disorder. Birth complications, toxins, diet, and viruses and other pathogens have been suggested, Q: What types of behaviors and interests do kids with an ASD though there is no strong evidence for any of these.” display? (For more information, see http://news.bbc.co.uk/2/hi/ A: They might engage in repetitive behaviors such as hand health/4004075.stm.) flapping and finger flicking, especially when feeling anxious. They might show an intense focus on a particular subject, Q: How are Autism Spectrum Disorders treated? such as dinosaurs. Or they might become preoccupied A: There is no “cure” for ASDs; and because the symptoms with parts of objects rather than with whole objects. and behaviors vary with each individual, there is no one For example a child might focus on one wheel of a 5 treatment plan that works for everyone. Among the treatments toy car, spinning it repeatedly, while the child’s that may be used are: occupational and physical therapy, peers are playing with the car as a toy vehicle. speech therapy, cognitive behavioral Medications used to treat: Can benefit those with ASDs who have: therapy, special Anxiety and depression Distraught feelings and aggressive behavior education, social skills training, Obsessive-compulsive disorder Obsessive, repetitive behavior vision and auditory Attention deficit hyperactivity disorder Hyperactive behavior For more information, see the National Institute of Mental Health Publication No. 97-4023, printed 1997.

2e Newsletter • June 2005  www.2eNewsletter.com Focus on ASDs 2e What Causes Autism Spectrum Disorders? The Mercury Connection cent increase in the rate of learn from others’ actions, The Brain Inflammation Link According to an article in special education services understand their intentions, In November, 2004, the the Washington Times, (“The and a 61 percent increase in and empathize with them. BBC reported that research- Age of Autism: Mercury in the the rate of autism.” “Because autism is charac- ers at Johns Hopkins Uni- Air,” March 15, 2005), a new terized, in part, by deficits in versity produced compelling study has found a possible The Link to Mirror Neuron exactly these sorts of social evidence that autism may, link between higher mercury Dysfunction interaction and communica- in some cases, be linked to emissions and higher rates According to a study tion skills,” a news release inflammation of the brain. of autism. The lead author reported in March, 2005, re- from UCSD stated, “previous Research showed that certain of the study is Raymond F. searchers from the University research has suggested that immune system components Palmer, an associate profes- of California, San Diego, used a dysfunctional mirror neuron that promote inflammation sor at the University of Texas brain imaging technology to system may explain the ob- are consistently activated in Health Science Center in San identify a dysfunction in the served pathology. The current people with autism. Antonio. Palmer described brain circuitry of individuals findings, the researchers say, In the brains of the the study as the first to look with autism. They found that lend substantial support to people with autism, scientists at the relationship between brain cells in the premo- the hypothesis.” found abnormal patterns “the total legal amounts of tor cortex area of the brain, One of the senior au- of immune system proteins released mercury from dif- called mirror neurons, fail to thors of the study, V.S. Ra- called cytokines and chemo- ferent sources of industry perform in the usual way. machandran, director of the kines. These patterns were and developmental disorders Normally, mirror neurons UCSD Center for Brain and consistent with inflamma- and special education rates enable people to perceive Cognition, stated: “We have tion. According to researcher in the general population.” and understand the actions a long way to go before these Dr. Carlos Pardo-Villamizar, What researchers found, he of others. They are thought therapeutic possibilities are “These findings reinforce the explained, was that “on aver- to play an important role in a reality, but we’re that much theory that immune activa- age, for each 1,000 pounds higher cognitive processes, closer now that we’ve linked tion in the brain of environmentally released such as language and hav- autism to a specific region of is involved in 6 mercury, there was a 43 per- ing the ability to imitate and the brain.” autism, although

Q&A, continued In addition, people with ASDs often find it hard to be flexible. Q: How do the traits of giftedness combine with those of an Small changes in their routines can cause significant distress. ASD? A: In her article “Gifted Children with Asperger’s Syndrome,” Q: How do children with an ASD respond to sensory Gifted Child Quarterly, Fall 2000 (pp. 222-230), Maureen experiences? Neihart states, “Able autistic individuals can rise to eminent A: They tend to have heightened sensory responses. In positions and perform with such outstanding success that addition, they commonly show a high tolerance for pain but a one may even conclude that only such people are capable high sensitivity to light touch. of certain achievements. It is as if they had compensatory abilities to counterbalance their deficiencies. Their unswerving Q: What other physical characteristics do these children determination and penetrating intellectual powers, part display? of their spontaneous and original mental activity, their A: According to psychologist and author Tony Attwood, these narrowness and single-mindedness, as manifested in their kids are more likely to display motor difficulties. They tend to special interests, can be immensely valuable and can lead show clumsiness in gross motor skills, such as walking and to outstanding achievements in their chosen areas.” (For balance, as well as in fine motor skills, such as handwriting the complete article, see http://www.ditd.org/Cybersource/ and using scissors. Other common characteristics are fear of Printable.aspx?print=1&sid=11381&scat=902&stype=110&st crowds, sleep disturbances, and limited food preferences. erm=”Twice%20Exceptional”.) 2e www.2eNewsletter.com  2e Newsletter • June 2005 2e Focus on Asperger’s Gifted Children with Asperger Syndrome By Deirdre Lovecky, Ph.D. Max showed early signs Max had collections of Max had difficulty in pre- Max was diagnosed with of giftedness. He spoke his toy cars and trucks, which he school. He didn’t like circle Asperger Syndrome after an first word, “truck,” at eight liked to line up in patterns. He time and left the group to extensive evaluation. He had months. At one year, he could enjoyed sorting the toys into read on his own. He didn’t many talents, but his deficit pick out letters of the alpha- colors and size order. Max like the other children touch- areas were striking. For ex- bet and was soon reading. used his toys as a means of ing him or his things. When ample, most gifted children By age three, Max especially beginning to count. By the they tried to look at his toys, enjoy games with strategy. loved books about trucks and time he went to preschool, he Max would scream or hit At age eight, Max was good dinosaurs, his two special could add, subtract, and mul- them. He didn’t like to play at figuring out strategy and interests. tiply based on “vehicle math,” with other children at all, and could often outwit adults. On as his father called it. avoided any of the imagina- the other hand, when Max ap- tive play going on in class. peared to be losing a game, Understanding Asperger Syndrome (AS) Instead, he stacked and he would try to change the sorted Lego pieces by color, rules, insist he have another What it affects (Attwood, 1998; Gillberg and Gillberg, 1989): size, and shape. If other turn, or rethrow the dice. He • Social understanding children wanted to play with would even insist he had • Social behavior Legos, he wouldn’t share. He won when he had not. If he • Emotional functioning did not know any of the other were told he hadn’t, he would • Verbal and nonverbal communication skills children’s names. Max had a throw the game to the floor • Some areas of cognitive functioning lot of idiosyncrasies that were and have a major tantrum, People with AS show: accommodated at home but continuing for hours until he • Repetitive routines were troublesome at school. was hoarse from screaming. • Narrow interests For example, he didn’t like By age eight, it • Poor motor coordination the color orange and resisted was obvious to 7 • Sensory integration deficits being near anything of that all that Max did color. What Causes, continued... it is not yet clear whether it is an ongoing study of 200 Ca- Autism Observation Scale for more of these markers by the destructive, or beneficial, or nadian infants. The research- Infants (AOSI). When used time they are a year old.” both, to the developing brain.” ers were able to pinpoint 16 with a high-risk group of “This is groundbreak- Researchers believe that specific behavioral signs, or infants, siblings of children ing work that is pushing the the future might hold a diag- risk markers, in babies as diagnosed with autism, re- frontier of what we know nostic test for autism based young as 12 months that searchers found the predic- about the biological nature of on looking for signs of inflam- can predict whether a child tive power of the new tool to autism, and why it emerges mation. It might also bring a will develop autism. Current be “remarkable,” according so early in life,” says Dr. treatment for autism aimed at diagnostic tools are designed to Dr. Zwaigenbaum, a lead Zwaigenbaum. “Our hope is reducing the inflammation in for children 18 months and investigator for the study and that it will lead to the devel- order to reduce the symptoms older. a developmental pediatrician opment of new and earlier of the disorder. Using the risk markers, with the Offord Centre and treatments that could make such as not smiling in re- McMaster Children’s Hospi- a huge difference for these Predicting Autism at an Early sponse to the smiles of oth- tal. He explained that “almost children.” Age ers or not responding when all of the children who are In April, 2005, preliminary their name is called, the diagnosed [with autism] by See page 23 for links to more findings were reported from research team developed The age two years have seven or information on causes. 2e

2e Newsletter • June 2005  www.2eNewsletter.com Focus on Asperger’s 2e Gifted with Aspergers, continued... not behave in an age-appro- • Reading nonverbal cues Helping Gifted Children with job and live an independent priate manner. in a social context AS adult life. Those with mild AS • Regulating feelings. Here are some ways that need social training, even A Definition of Asperger Having one or two symp- parents, teachers, and others though they may not be Syndrome toms of AS is not what’s im- can help gifted children with recognized as having special Asperger Syndrome (AS) portant; rather, the underlying AS achieve their potential... needs. Thus, in childhood is a developmental disor- lack of social awareness and Teach them how to ne- and adolescence, gifted der in which children have social reciprocity matters gotiate social situations well children with pronounced and pervasive most. In essence, Asperger enough to be able to have a AS need help 8 difficulty with social relation- Syndrome is a severe social ships. (The term “Asperger learning disability. Syndrome,” as used in this Gifted children with AS Special Interests article, includes children are like other gifted children Like other gifted children, they: who might be diagnosed in some ways but different • Have absorbing interests and acquire large amounts of High-Functioning Autism by from them in others. The factual information about them. some clinicians.) They tend to tables accompanying this • Give lengthy, elaborate responses to questions in areas have difficulty in these areas article show these similarities of knowledge and interest. (Lovecky, 2004): and differences in several • Can immerse themselves in material of interest and • Understanding how and areas: hyperfocus so that they are unaware of the passage of why others think and act • Early development time. in certain ways • Special interests • Have a rage and passion for learning. • Understanding how • Social/emotional • Can be high achievers in many fields including math, to know what to do development writing, literature, science, social studies, foreign themselves in any • Cognitive development languages, debating, drama, chess, music, and art. situation Unlike other gifted children, they: • May collect and categorize information but not connect Early Development it to anything else they are learning; fail to see the big Like other gifted children, they: picture; and tend to focus on parts and patterns, not the • Show precocious development of first words and full underlying meaning. Thus, they have difficulty seeing sentences. how a trend in one area may be like a trend in another. • Develop extensive vocabularies, which are especially • Have excellent skills in many areas but are hindered by sophisticated in areas of special interest. deficits in executive function skills, compromising their • Show early descriptive and factual memory that is ability to show what they know. advanced over age mates. • Can hyperfocus on an endeavor but have trouble being • Are early readers, spellers, and mathematicians. creative. With their deficits in getting the big picture, they cannot conceive of an unknown, making typical creative Unlike other gifted children, they: work in school difficult. They are creative but need to • May show advanced reading skills but somewhat lower work in a different way, through manipulating parts and reading comprehension. This lag is especially notable for observing small details. This allows them to see details fiction as reading develops complexity and requires un- and make interpretations others may not (Hermelin, derstanding human relationships, human dynamics, and 2001). They may develop a catalog of different parts inferences based on emotion. They have more trouble in that can be reassembled into something new (Grandin, analysis of literature for metaphor, irony, and in following 1995). Because they are not embedded in a particular a theme. They understand the action of the plot but not context and blinded by common assumptions, they are the nuances of character. Many prefer reading nonfiction freer to think of something new, to literally see with for this reason. different eyes. www.2eNewsletter.com  2e Newsletter • June 2005 2e Focus on Asperger’s Gifted with, continued... in learning about how others video games. Thus, a focus ally result in no response be allowed to skip classroom think and feel, in solving on individual interests of the because they can’t think of spelling and have advanced social dilemmas, in learn- child is vital. what to do. Asking them to spelling activities such as ing social reciprocity, and in Find mentors who un- think of lots of animals and thesaurus work. Those ad- increasing empathy. derstand how to work with select parts of them to make vanced in math can acceler- Give them the oppor- bright AS children, especially an impossible animal will ate just like gifted children tunity to develop their gifts. creatively. The usual creativity result in a new animal (Harris without AS. Because schoolwork is so projects at school do not fit and Leevers, 2000). Provide supports for ex- time consuming and takes the needs of gifted learners Allow them to acceler- ecutive function deficits that so much energy to complete, with AS, who can be cre- ate their pace of learning in other students do not need, many gifted children with AS ative within a structure that areas of strength, despite such as have nothing left to do their removes the need for gener- deficits in other areas. Many • More explicit directions own work. Over time, chil- ating novelty without a cue. can spell any word, have • Models and pictures dren who once delighted in For example, asking young extensive vocabularies and • Compensatory devices learning everything they could children with AS to draw an can easily learn to speak a such as word processors spend all their time playing impossible animal will usu- foreign language. They should and calculators, among many others • Help with open-ended Social/Emotional Development questions, oral and writ- Like other gifted children, they: ten expression, and the • Show a high level of moral development. Concepts of fairness and justice can be ad- development of strate- vanced, showing advanced moral reasoning about issues related to these concepts. gies for organization, • Adhere to high ideals of following rules and being truthful, honest, and fair. planning, and problem • Are more asynchronous than average children (i.e., have a bigger gap between mental age solving. and chronological age). Giving these supports will allow them to function more Unlike other gifted children, they: independently. • Have difficulty applying rules flexibly. They miss the social context and so apply rules rig- idly, failing to understand when not to apply them. Conclusion • Tend to see fairness as meaning, “what I want,” especially if they are rigidly locked into Like other gifted children, seeing only one aspect of a situation. Given what feels like just one choice, these children those with AS have many can panic and react badly. Also, due to an inability to feel empathy, their concern for jus- talents and gifts. They learn tice does not include a consideration of individual rights or circumstances. rapidly and well, and they can • Are much less mature and act like much younger children in social situations. A child with be uniquely creative. While a mental age of 12 and a chronological age of 8 may have a social age of 2. it is vital that they learn to • Do not know how to make friends or play in sophisticated ways. Given another gifted child remediate and compensate with similar interests, they will not be able to interact at an appropriate level. (Other gifted for deficit areas in social and children may lack friends because they cannot find others who share their interests, or emotional functioning, it is play at the level of sophistication they need.) also important that they be • Are much less able to forgive. They can obsess about how things are unfair, preventing both allowed and encouraged them from letting go of the hurt or moving on. Instead, many feel the need to actively ex- to use their gifts in school. press angry feelings through plotting revenge. With encouragement and • Objectify human interactions. They tend to relate to objects and see interpersonal rela- support, these gifted children tionships in object terms. People are mystifying because they don’t obey exact rules like can achieve their potential objects do. On the other hand, studying human relationships in object terms can lead to and make significant contri- an understanding of dynamics, such as an anthropologist might with an alien culture. This butions to the type of understanding can lead to creativity in writing novels and poetry, in photography, world. 9 theater, and art.

2e Newsletter • June 2005  www.2eNewsletter.com Focus on Asperger’s 2e Gifted with, concluded References, Books of Interest Deirdre Lovecky, other behavioral or mental Andron, L. (Ed.) (2001). Our Journey Gillberg, C. and Gillberg, I. C. PhD, has been health disorders. She is the Through High Functioning Autism (1989). Asperger syndrome - Some a clinical psy- Director of the Gifted Re- and Asperger Syndrome. London: epidemiological considerations: Jessica Kingsley. chologist for source Center of New Eng- A research note, Journal of Child Psychology and Psychiatry 30, 631- more than 20 land, located in Providence, Attwood, T. (1998). Asperger’s 638. years, spe- RI. She is the author of Dif- Syndrome: A Guide for Parents cializing in work with gifted ferent Minds: Gifted Children and Professionals. London: Jessica Grandin, T. (1995). Thinking in children, especially those with AD/HD, Asperger Syn- Kingsley. Pictures. New York: Doubleday. who are highly and excep- drome, and Other Learning tionally gifted and those with Deficits.See a review of this Gillberg, C. (2002). A Guide to Haddon, M. (2003). The Curious Asperger Syndrome. Cambridge: learning disabilities, AD/HD, book elsewhere in this Incident of the Dog in the Night-Time. Cambridge University Press. New York: Doubleday. Asperger’s Syndrome, or issue. 2e Harris, P. L. and Leevers, H. J. Cognitive Development (2000). Pretending, imagery and self- awareness in autism. In S. Baron- Like other gifted children, they: Cohen, H. Tager-Flusberg, and D. J. • Display advanced reasoning ability, often showing excellence in deductive and logical rea- Cohen (Eds). Understanding Other soning. Minds Second Edition (pp 182-202). • Are excellent at pattern recognition and sequential ordering of information, which allows New York: Oxford University Press. flexible thinking about grouping information. Hermelin, B. (2001). Bright Splinters of the Mind. London: Jessica Unlike other gifted children, they: Kingsley. • Show more difficulty with output of work, especially written work, and are hindered by slow work speed and slow handwriting output. Jackson, L. (2002). Freaks, Geeks and Asperger Syndrome. London: • Have difficulty with work on demand. Although they may be exceptional at producing work Jessica Kingsley. around their own interests, they cannot do assigned work unless they understand exactly what is expected. They need much more explanation about what to do and how to do it Lovecky, D. V. (2004). Different and smaller steps than average children. Minds: Gifted Children With AD/HD, • Show subtle language problems, such as not understanding the meaning of common say- Asperger Syndrome, and Other Learning Deficits. London: Jessica ings. They have trouble with narrative ability and cannot make up stories about things they Kingsley. don’t know. Unless something happened to them, they find it impossible to imagine, due to their difficulty understanding another’s perspective. Moon, E. (2003). The Speed of Dark. • Have difficulty with the idea of explaining what they know to teachers. Since the teacher New York: Ballantine Books. knows the material, and they know the material, why do they need to tell the teacher? This Moore, S. T. (2002). Asperger Syn- difficulty arises from deficits in understanding that others have different thoughts; they drome and the Elementary School think the teacher knows that they know. Experience. Shawnee Mission, KS: • Only see one solution or one way of doing something. They can get stuck, unable to guess Autism-Asperger Publishing Co.

because they don’t see the big picture, and focus only on a part. Being unable to general- Ozonoff, S., Dawson, G. and McPart- ize to the underlying concept, they may have difficulty with tackling unknown problems. land, J. (2002). A Parent’s Guide to • Have much more trouble seeing the big picture and making sense of things if they have to Asperger Syndrome and High-Func- put parts together. They are less adept at extracting meaning from the whole, at drawing tioning Autism. New York: Guilford. inferences, and at inductive reasoning. Stoddard, K. P. (Ed.) (2005). Chil- • Are better than most other gifted children at memorizing, list and fact learning, and recit- dren, Youth and Adults with Asperger ing verbatim whole conversations, poems, and pieces of dialogue. Many learn how to in- Syndrome. London: Jessica sert the right dialogue at the right moment, even if they don’t entirely know what it means. Kingsley. 2e Because it can be difficult to compose an answer to an open-ended question, having a whole library of possible phrases in mind can enhance communication. The gift of memo- rization also allows them to learn many jokes and puns. Because they can play with parts of things, they are able to make up new puns, both verbal and visual. www.2eNewsletter.com  2e Newsletter • June 2005 2e Focus on Asperger’s Giftedness, Asperger Syndrome, and the “Real World” . By Teresa Bolick, Ph.D.

“Overexcitability is a higher than average capacity as a function of interests or intellectual abilities that outstrip for experiencing internal and external stimuli, based those of peers. Difficulties in making inferences about the on a higher than average responsiveness mental states of others can be attributed to “living in his own of the nervous system…” world.” And, of course, difficulties in managing emotions and (Dabrowski, 1964) behavior may be explained in terms of “artistic temperament” or the “overexcitability” of giftedness. In other words, we make Kazimierz Dabrowski was writing about the exceptional accommodations and modifications that pave the social/emo- individual. Exceptional individuals have bestowed their gifts tional way for everyone. upon all of us through their discoveries, insights, and creative Often, though, what is tolerable or even cute in young chil- works. Yet, the exceptional individual with Asperger Syndrome dren becomes less acceptable in adolescence and adulthood. (AS) often offers his or her gifts with strings attached. Given While I don’t recommend that we eliminate the accommoda- a lab or a computer or a musical instrument, he or she would tions and modifications that make it easier to learn, interact, be perfectly content and remarkably productive. But, the reac- and be productive, we do need to teach adaptive skills simul- tions and expectations of other people in the real world tend taneously. Just as we teach children to swim, we must teach to get in the way! It’s not the technical or intellectual demands gifted individuals with AS the skills of self-regulation and so- that “do in” the gifted person with AS. It’s the expectation of cial/emotional competence instead of always working around self-regulated and socially and emotionally competent behav- their differences. ior. Over the years, I have discovered some tips that help in Self-regulation is the ability to establish and maintain this process. mental arousal/alertness, attention, activity, and affect (or 1. “Come clean” with the person about strengths and chal- emotion) at levels that are suitable to the situation at hand. lenges, as well as passions and peeves. This “demystifi- Regulation of these “Four A’s” involves the ability to “settle cation” (a term coined by Dr. Mel Levine) allows the indi- down” or “perk up” the nervous system as needed. All of us vidual to create a working partnership with us in order to self-regulate throughout the day, as we “read” the signals we identify and meet the goals of the real world. receive from our bodies and our surroundings. Individuals with 2. Once goals are established, identify specific skills needed AS are no different from the rest of us in their need for self- to meet the goals. He may be able to do math “in his regulation. What differs is their ability to regulate adaptively head,” but few investment bankers are likely to hand over and efficiently, perhaps for these reasons: the money without seeing a business plan. She may have • Their nervous systems tend to register sensory input and fabulous acting skills, but these won’t be seen on the sil- output inefficiently, causing sensory load to accumulate ver screen unless she can take direction from the director. more quickly. 3. Teach skills for self-regulation. One resource that can • Their inability to “read” social situations may make it dif- help is the Alert Program How Does Your Engine Run? by ficult to recognize that their “A’s” are incompatible for the Williams and Shellenberger (1996). James, for example, context. learned that a high voice was a signal that he was getting • Even when they perceive a need for self-regulation, they “revved up”; and when he was revved, he was more likely may choose strategies that others consider socially inap- to talk incessantly about his favorite topic, the Dow Jones propriate. Industrial Average. He learned from the Alert Program that When people are young and/or gifted, others tend to over- he could use deep breathing and movement to settle him- look inefficient or inappropriate self-regulation. I often hear self down before he annoyed other people. things like, “Oh, that’s just Michael. He’s so busy figuring out 4. Address clothing, hygiene, and nutrition. Many gifted fantastic math solutions that he doesn’t stop to find a tissue.” adults with autism spectrum disorders (like noted authors, Or, after a student rages about an error, I might hear, “She’s speakers, and advocates Stephen Shore and Jerry New- such a perfectionist that she can’t handle mistakes.” port) emphasize the importance of discovering clothing The social/emotional challenges of the gifted individual and hygiene options that fit within societal expectations without violating sensory sensi- with AS typically follow a similar path. As a young person, the 22 absence of “give and take” in conversation is explained away tivities.

2e Newsletter • June 2005 10 www.2eNewsletter.com Focus on Asperger’s 2e Book Review The Curious Incident of the Dog in the Night-Time By Mark Haddon (Doubleday, Christopher, we learn that when I am in a new place and explained in an interview 2003) the world can be a confusing there are lots of people there that “most teenage fiction Review by Linda C. Neumann and scary place to someone it is like a computer crash- has an invisible ring of safety Pick up this book and with AS. He doesn’t like to be ing and I have to close my built into it. However sticky you’ll see what looks like a touched, or even to be near eyes and put my hands over situations get, however dark typical children’s book. The people. He my ears and the material, little signals sentences are short and often doesn’t groan, which here and there give off the direct and the line drawings know what peo- is like press- message that this is ‘only’ scattered throughout are ple mean when ing CTRL + a kids’ book. Don’t worry. simple. After all, the author they speak ALT + DEL and Nothing too bad will happen. Mark Haddon has made his to him, and shutting down Things will come right in the name as a children’s writer; he’s unable to programs and end. I didn’t want that ring of and for this book, he has interpret their turning the safety. And the swearing is received several awards for gestures and computer off one of the signals in Curious children’s literature, including expressions. and rebooting Incident that it isn’t there.” the 2004 Dolly Gray Award As the so that I can (Adult /Young Adult Lines for Children’s Literature in story unfolds remember Grow Increasingly Blurry, Developmental Disabilities. – a mystery what I am do- http://news.bookweb.org/ But as you start to read, sparked by the ing and where features/2469.html.) you’ll find that it’snot a typi- murder of a I am meant to In The Curious Incident cal children’s book. The plot dog – we see be going.” readers will find not only a revolves around adultery and how Christopher uses num- Mark Haddon writes well-told story, but a wealth of betrayals of a child’s trust in bers and patterns to try to with great understanding of information for teachers, par- a parent. It also features a create order in his world and people like Christopher and ents, and others who want to number of adults behaving make sense of it. We also see of the difficulties and stress gain a better understanding badly and a good sprinkling the frustration of the people involved in teaching or raising of AS. Plus, the book is likely of four-letter words that might around him who can’t under- them. In creating this book he to delight young adult readers distress parents of younger stand his odd and inappropri- drew on his own experience with AS who might find a kin- readers. ate behavior, like hiding in a of working with mentally and dred spirit in Christopher. Not that any of this cupboard when he feels over- physically disabled children makes it a bad book. Quite whelmed or striking a police- and adults. In explaining the Robert Seney’s column re- the contrary. It just makes man who touches him. language and adult plot, he turns next issue. 2e it a book better suited to Throughout the book teen readers as well as to Christopher offers many Autism/Asperger’s Fiction for Younger Readers adults, a book that parents descriptions of how he ex- Some authors to check out for younger readers: of younger readers will want periences the world, such • Alexandra Eden, To Oz and Back, ages 9-12 to preview before handing it as this one, “When I am in • Kathy Hoopmann: over to their kids. a new place, because I see – Blue Bottle Mystery: An Asperger Adventure, ages 9-12 The Curious Incident everything, it is like when a – Lisa and the Lacemaker: An Asperger Adventure, ages does an excellent job of of- computer is doing too many 9-12 fering readers insight into the things at the same time and – Of Mice and Aliens: An Asperger Adventure, ages 8-13 mind of Christopher, an intel- the central processor unit is • Nancy Ogaz, Buster and the Amazing Daisy: Adventures ligent 15-year-old boy with blocked up and there isn’t with Asperger Syndrome, ages 9-12 Asperger Syndrome (AS). The any space left to think about • Celia Rees, The Truth Out There, ages 9-12. story is told in his voice, with other things.” He goes on • Jude Welton, Adam's Alternative Sports Day: An Asperger humor and sensitivity. From to explain, “…[S]ometimes Story, about a nine-year-old 2e www.2eNewsletter.com 11 2e Newsletter • June 2005 2e Event Coverage The 2005 AEGUS Conference in Denver From the Higgins and Nielsen Keynote Denver, April 15th and 16th, the Radisson Hotel. The 2005 AEGUS Confer- Elizabeth Nielsen asked audience members to ence. Hundreds of educators and parents interested in the education of gift- “imagine you got what sounded like the perfect job. The money was great and it sounded too ed, underachieving students. Keynote sessions by Elizabeth Nielsen and Den- good to be true. When you eagerly report nis Higgins, Rachel McAnallen, Susan Baum, and Temple Grandin. Dozens of for work on the first day, you find out that job entails everything you’re not good breakout sessions. One-on-one consultations with the likes of Terry Neu, Gail at. How would you feel and what would Herman, Lois Baldwin, Rich Weinfeld, and Stuart Omdal. you do? The options would be: flight, fright, or fight – just what school’s like Find out more as we post session coverage on the 2e Newsletter website and for 2e kids.” Educators Nielsen and her hus- as write-ups on sessions dealing with topics such as band, Dennis Higgins, explained that dyslexia appear in future issues. it’s important to really think about what it feels like to be twice exceptional, to Conference talk about it with students, to use analo- Organizers gies to help them understand, and to use Daphne Pereles, Stuart Omdal empathy when you interact with them. They de- scribed the four Cs of empathy: • Competence. Find their gifts and focus on them, either in classroom or at home. Whatever the talent is, it’s up to us to give the child every opportunity to use it. • Beverly Choice. Offer options to choose from. Trail • Connections. The two kinds of connections that are vitally important for these kids are friendships with peers and the connection between the teacher and the student. • Compassion. The speakers urged audience members to celebrate these children and find ways to make these things happen. George Betts

Quotes from Rachel McAnallen, Ms. Math Higgins and Nielsen Keynnote • Math is questioning the answers. Arithmetic is answering the ques- tion. • My opinion of the education system in the US – it’s really screwed up. We have to ask ourselves what we want for the year 2025 because that’s what we’re educating for. It worries me. I think we’re educating nonthinkers. • The way we teach math is an educational immorality. It should be taught as a language, as art, music, dance. • They want kids to know the math facts fast and I’ve never known why. Do we do that with anything else? What matters is not that kids know their math facts fast, but that they know how to get them.

2e Newsletter • June 2005 12 www.2eNewsletter.com Event Coverage 2e The 2005 AEGUS Conference in Denver Denver, April 15th and 16th, the Radisson Hotel. The 2005 AEGUS Confer- Temple Grandin, Keynoter of the Autistic Persuasion ence. Hundreds of educators and parents interested in the education of gift- With high-functioning autism, people get hung up on the social issues. The result is that schools focus on the disability ed, underachieving students. Keynote sessions by Elizabeth Nielsen and Den- rather than on the students’ talents and abilities. nis Higgins, Rachel McAnallen, Susan Baum, and Temple Grandin. Dozens of The brains of people with autism are not as intercon- nected as other people’s, so individual areas of the brain breakout sessions. One-on-one consultations with the likes of Terry Neu, Gail specialize. Three kinds of specialist brains among autistic Herman, Lois Baldwin, Rich Weinfeld, and Stuart Omdal. individuals and others with certain learning disabilities are: Find out more as we post session coverage on the 2e Newsletter website and 1. Visual thinking, which tends to be poor at algebra 2. Music and math as write-ups on sessions dealing with topics such as 3. Verbal logic/language translation, which tends to be dyslexia appear in future issues. poor at drawing People with these kinds of brains often display skills that Conference have a value in the workplace. You can find people with autism spectrum disorders Organizers all over in the business world enjoying success. They tend to do non-routine work Daphne Pereles, Stuart Omdal with things, rather than people, such as computer programmer, graphic artist, draft- sperson, auto mechanic, computer repairperson, equipment designer, photogra- pher, physicist, engineer, or language translator People in these careers have developed their talents. Often, they had mentors both in school and in the business world. We need to get kids to start thinking about work skills by 10 or 11 years old. We Beverly Trail can help them learn about careers by stocking the school library with magazines from different industries and by taking them to visit the workplace. We can teach them to create a portfolio of their work and to sell their skills because people in the business world respect skill.

George Keynoter Professor Susan Baum Betts The single most important thing with twice-exceptional children is to focus on their talents. I always talk about that. What I don’t talk about is that the journey Higgins and Nielsen Keynnote from novice to expert is challenging. There are bumps in the road along the way. They are predictable. Four main bumps to watch out for are: 1. Identification. This is a major problem. These kids often get misdiagnosed. 2. Balanced services. Sometimes we only give them part of what they need. 2e kids need talent development, academic support, and targeted remediation. 3. Identity issues. These children have a hard time figuring out who they are – with whom to identify. Should they be with the talented group? With achievers? They usually don’t identify with the athletes. They often thrive in small group settings where the focus is on the individual, and they often need counseling. Depres- sion is an issue for many of them. 4. Acceptance. These kids have to accept that they are twice exceptional. The sooner they come to grips with that, the more likely things will improve for them. 2e

www.2eNewsletter.com 13 2e Newsletter • June 2005 2e Dear Dr. Sylvia Should I Accelerate My Gifted Kindergartner? My son has scored in Your question can help make the appro- Dr. Sylvia the ninety-nine and about your son is priate decision for him. For Rimm is Q nine-tenths percen- A too complex to sim- some children, bridging two a child ply answer by way of a col- grades can go on for quite a psycholo- tile in six of eight categories on the Woodcock-Johnson umn, but I can at least steer while. For others, it’s better gist and Achievement Test, and I’m you in the right direction. You to place them in one grade clinical agonizing over what I should should get the advice of a only. You may also want to profes- do with him as he prepares to psychologist or school psy- check the NAGC.org website sor at enter kindergarten. He’s well chologist who specializes in (National Association for Case University School of above his peers cognitively, gifted children. Gifted Children) to find out Medicine, author, newspaper but I want him to socialize, It’s true that children do more information about gifted and magazine columnist, have friends his age, and en- need both intellectual chal- children. and radio/TV personality. joy the play that comes in kin- lenge and social opportuni- [A highly respected tool You can visit her website at dergarten. Can you steer me ties, but it would be wrong used in considering academic www.sylviarimm.com. For a to some resources that might to prioritize his social needs acceleration is the Iowa Ac- free newsletter on the pres- help me decide whether he above his intellectual needs. celeration Scale - A Guide for sures bright children feel, should skip ahead to first It’s often difficult to make a Whole-Grade Acceleration send a large self addressed, grade, as the school district decision about grade skip- K-8, developed and tested by stamped envelope to P.O. Box will allow, or be secure that ping, and it certainly should the Belin-Blank Center at the 32, Watertown, WI, 53094, kindergarten will also serve be made carefully, with pro- University of Iowa. The Belin- or read “The Pressures Bright him well? fessional help. Your school Blank Center has also issued Children Feel” at may be flexible with your son, an informative report on ac- www.sylviarimm.com. 2e allowing him some time in celeration entitled A Nation kindergarten and some time Deceived: How Schools Hold in first grade. Observations of Back America’s Brightest Stu- his behaviors in both grades dents. – Ed.]

A Review of Autism/Asperger’s Digest Magazine

The pages of this bi- Trees, Camping with Children and to provide readers with monthly magazine are filled on the Spectrum.” the necessary information for with straight-forward and The magazine’s audience meeting their needs. informative articles focused includes the parents and Columnists include Tem- on autism spectrum disor- family members of children ple Grandin, professor and ders. They address issues with ASDs, as well as caregiv- author who speaks about her of education, therapy, and ers, educators and aides, experiences as a person with family life. They include book and medical/mental health autism, and Reed Martin, a reviews and personal ac- professionals. The publisher lawyer who specializes in spe- counts of living with an ASD. of this 52-page magazine is cial education law. A year’s They tell about resources and Future Horizons, a company subscription costs $49.95. offer practical tips. Examples that specializes in publica- Back issues are available for of titles in recent issues are: tions, conferences, and prod- purchase. “Top 10 Tips for Negotiating ucts related to autism. The an IEP for Your Child,” “The publisher’s aim, as stated in For more information, visit: Art of Managing Profession- the magazine, is to promote www.autismdigest.com or als and Appointments,” and better understanding of chil- http://www.futurehorizons- “Seeing the Forest and the dren and adults with ASDs autism.com/. 2e

2e Newsletter • June 2005 14 www.2eNewsletter.com Meredith Warshaw’s Column 2e The Importance of Teaching Self-Advocacy One of the most important lessons we can teach our should not have to equal typicality, but in so many people’s children is self-advocacy. Frequently, our first instinct is to try eyes the two are synonymous. I firmly believe that everyone on to clear paths for them – which can certainly be an important the autistic spectrum can and should learn advocacy skills. task. However, we are only doing half our job if we don’t also Sibley discusses a six-stage plan for learning or teach- teach our children to clear the paths themselves, since we will ing self-advocacy skills, starting with planning and modeling not always be there to do it for them. and eventually progressing to independent self-advocacy. She If we wait until they’re ready to leave home, our children states, “The first stage demonstrates, with the autistic per- will face the world without having practice in the advocacy son’s involvement, how to plan for successful self-advocacy. skills they’ll need in order to be successful in navigating the After being involved in the planning of this stage, the person outside world. This is especially problematic for children with on the autism spectrum observes the partner in the act of ad- special needs that make it difficult for them to learn purely by vocating ...” example. For this reason, it is important that we get our chil- Sibley provides sample letters and examples of how she dren involved in self-advocacy from an early age, constantly advocates for herself in daily life. She also discusses the im- explaining the process and gradually increasing their involve- portance of learning to tell the difference between times when ment as they master each step. it is reasonable to ask for a situation to be adapted for her ver- Editor Stephen M. Shore sus times when she has to find ways to cope. Sibley’s training has compiled a valuable stages should prove useful in working with people with AD/HD guide to this process, Ask and other special needs, as well as with people on the autism and Tell: Self-Advocacy and spectrum. Disclosure for People on the Shore’s chapter, “Using the IEP to Build Skills in Self-Ad- Autism Spectrum (Autism vocacy and Disclosure,” discusses how IEP meetings can be Asperger Publishing Com- used as a venue for learning self-advocacy. He shows ways pany, 2004). The entire book to involve younger children and, eventually over the years, is written by people with increase their involvement to the point where they are full autism, and it helps readers participants in the meeting. As Shore explains, this is a crucial gain a full understanding of skill for students to learn before leaving high school, since they the challenges these individu- will have to be prepared to request needed accommodations als face. The authors of the and services at college or on the job. By being involved in the essays that comprise this IEP process, students learn more about their own needs as book address advocacy for well as gain practice navigating the official system for getting children and adults at school, work, personal life, and even in their needs met. community organizing. The book is also helpful for parents of Every parent of a child with autism or other special needs children with other special needs, including AD/HD and learn- and every professional working with this population should ing disabilities. have a copy of this book. Most parents will find two chapters to be the most im- mediately useful sections of the book: “Help Me Help Myself: Meredith Warshaw, M.S.S., M.A., is a special needs educa- Teaching and Learning,” by Kassiane Sibley; and “Using tional advisor, writer, lecturer, and contributing editor for 2e the IEP to Build Skills in Self-Advocacy and Disclosure,” by Newsletter. She may be reached for comment and response Stephen M. Shore. It is worth buying this book just for these to this column at [email protected]. 2e chapters. In “Help Me Help Myself,” Sibley starts out by saying: Self-advocacy is a topic I find extremely important because it is so rarely thought about and discussed. I have had to learn advocacy skills the hard way, and I do not want that for my younger peers. I find myself frustrated by parents and profes- sionals who prefer to strive for “indistinguishable from peers” rather than self-sufficiency. Independence does not and www.2eNewsletter.com 15 2e Newsletter • June 2005 2e Book Review Gifted Children with AD/HD, Asperger Syndrome, and Other Learning Deficits Different Minds By Deirdre V. Lovecky (Jessica The book is the prod- ters start out with Kingsley Publishers, 2004) uct of years of observing, case examples taken Reviewed by Linda C. Neumann assessing, and counseling from the hundreds gifted children in her prac- of gifted and twice- Readers who raise or tice at the Gifted Resource exceptional children work with these twice-excep- Center of New England. It that Lovecky has tional kids should expect to resulted from the frustration observed and tested. have many “aha!” moments of parents who needed help Chapter previews as they read this book. understanding their children and summaries help They’re likely to find them- – the giftedness, the uneven guide readers through selves thinking, “Now I know development, and the learn- the extensive informa- why they….” The author, clini- ing difficulties. In response, tion provided in each cal child psychologist Deirdre Lovecky produced a book chapter. Lovecky, provides numerous that “discusses not only the The first three insights into the behaviors disorders, but also the issue chapters give readers of gifted children who have of giftedness and how being an excellent founda- problems with attention and gifted amplifies problems or tion in giftedness, learning – such as why they ameliorates them.” attention deficit dis- fail to finish their work, and Parents, teachers, and order, and Asperger why they have difficulty with mental health professionals Syndrome. Unlike written expression, and why will find clear explanations many authors, Lovecky ex- they seem to be unable to and useful strategies and plores the strengths of gifted describes the assessment learn from past mistakes. recommendations in the kids with these disorders as process for gifted children, book’s 500-plus pages. Chap- well as their weaknesses. including tests that might be She also looks at other dis- used, and addresses the is- Quotes from Different Minds orders and learning deficits sues that arise when the gift- that might co-exist in these ed child has attention prob- “Many gifted children are combined learners…easily able to children. lems. At the end of the book, integrate both auditory and visual aspects of experience… The next five chapters Lovecky provides readers with [S]ome gifted children are ‘wired’ for one style only, and look at different aspects of a listing of resources and an can only learn in this style… Gifted children…who seem these children’s develop- extensive bibliography. ‘wired’ only one way… are not oppositional… because they ment: Different Minds, a book insist on one way of doing things. Indeed without special • How “those with a dense with information, training, this is the only way they can function.” (pp158- different mind think,” makes the reader work; but 159) including a description it’s well worth the effort. of executive functions Whether you use the book as “Children who have the largest gaps between ideas and and how they affect a reference or read it from ability to produce them may also be the most original. The performance more original the idea, and the less it is an extension of cover to cover, you will come • what else the child has already produced, the less well the Creativity away with well-researched child may be able to translate it to a project or product….” • Emotional intelligence facts to help you better un- (p.216) • Social interactions derstand gifted children with • Moral reasoning and attention and learning deficits “Many gifted children are not original in their ideas because compassion. and many practical strategies they are so programmed to think in certain ways by what Lovecky also includes a for nurturing and teaching they hear and see on television, from video games, movies, chapter for professionals who them. 2e and peers.” (p.216) assess these children. She

2e Newsletter • June 2005 16 www.2eNewsletter.com On School and Family 2e Broken Dreams By Wendy Handrich

I have spent close to 30 years participating in meetings Families with special needs children are often strapped with school personnel and families. Without a doubt, the most for time, while financial resources are stretched to the maxi- emotionally charged meetings are those involving children mum. Parents have to juggle work schedules around doctor who are twice-exceptional. Seems odd in so many ways. Given and therapy appointments. Receiving calls at work to pick up the nature of the profile of a 2e student, it’s obvious that their child from school because of behavioral issues (or worse there’s so much to celebrate – their gifts and their strengths. yet, because the police have been called) deepens family So why is it, then, that these meetings seem to be the most stress and endangers parents’ careers. Zero Tolerance poli- contentious? cies, designed to address the most serious misconduct, are As I walk into a school meeting with a family, I often try to now frequently used to address what historically were school put myself in their shoes. Just the number of people attending discipline issues, creating a direct track into the juvenile and the meeting can spark feelings of intimidation. The reports are criminal justice systems. Because many 2e students have a complex and often share personal information about the child “hidden disability,” their behaviors are all too often decontex- and family. It takes a professional, empathic, child-centered tualized from that disability. I continue to be amazed when I school team to help calm the nerves of family members who hear school folks and even a few school district attorneys talk attend these most important meetings. about the advantages of getting a student “involved in the Sometimes I hear from school personnel that families [the juvenile or criminal justice] system” as a way to secure come to meetings with an aggressive, emotional, and/or services for a family. Talk to the families who have been on demanding posture. I would be lying if I said that I never ini- the receiving end and you’ll hear differently. They have more tially considered some parents to be that way. Over my years appointments, services are fragmented, and their financial of working as a special education teacher and principal, as resources are tapped to a greater extent. well as in my current role as an educational consultant, I’ve What a pleasure it is to work with school teams who are learned that there are consistent triggers for those behaviors. professional, empathetic, and child-centered. They understand Many parents fear for their child’s future; some feel judged the issues behind the initial aggressive, emotional, and/or by school personnel; others feel their child is not understood demanding behaviors of parents. They do the right thing and or even liked by peers or teachers; and all are in the throes welcome parents as equal members of the team. Blame, judg- of coming to grips with a broken dream. It’s tough to have a ment, and control issues do not factor into the work of these dream of a “perfect” child and to see that dream take a turn. teams. In addition, they understand and respect the multiple Families want to do well by their child, so they dive in and responsibilities of parents and make every effort to schedule learn all they can about the diagnosed disability. Parents with meetings at convenient times. It’s simply amazing for me to twice-exceptional children have twice the homework! Too of- watch the fear, stress and anxiety wash away from families ten, they’re eager to share what they’ve learned with school when they are working with a school team who genuinely cares teams, only to leave with the sense that the team doesn’t “buy about their child and is creative in designing services that into” the fact that their child is twice-exceptional. Other times, help the child soar with strengths while tackling areas of need. parents feel they must minimize their child’s strengths and fo- When this sort of partnership is in place, families are able to cus on their weaknesses to secure proper special educational focus on the many positive attributes of their child and begin services. the process of rebuilding their dreams. Parents also receive mixed messages about the support they provide for their child during homework time. “Too much” Wendy Handrich is the president of The is viewed as over-protection on the parent’s part and manipu- Learning Curve of Wisconsin, Inc. (www. lation on the part of the child. Frequently, neither is the case. learningcurvewi.com), an educational Instead, the work sent home may be beyond the student’s consulting service that helps families of independent capabilities; or neurological attending issues children with special needs and provides may prevent work from being completed after a long day in inservice opportunities to schools and school. Parents who say “enough” and have their child return agencies. 2e to school the next day with unfinished work are viewed as un- supportive. www.2eNewsletter.com 17 2e Newsletter • June 2005 2e Feature Article A Model, continued Geoff’s Education Program The educational recommendations in Geoff’s neuro­ sound, smell, and touch; love of fantasy; emotional hypersen- psychological evaluation formed the basis for the educational sitivity; and pleasure from problem-solving. He is a child with program designed for him at RMS. Architects of the program above-average abilities, creativity, and commitment to tasks were the school psychologist Dr. Altman and Geoff’s parents. in his areas of interest. These areas include science, etymol- Guiding them was Dr. Altman’s philosophy of middle school ogy (word derivations), and foreign languages; Internet surfing; education, which has these characteristics: playing video games; reading non-fiction and humor; map- and • It entails a holistic view of each student; the need for maze-making; drawing and watching cartoons; inventing jokes a stimulating, nurturing, and flexible environment that values and riddles; and playing the piano. individual differences; and the development of trusting rela- Geoff’s special education classification isOther Health tionships. Impairment (OHI). A neuropsychological evaluation shows that • It’s based on the beliefs that students can come to Geoffrey has Tourette’s Syndrome (TS). His symptoms, which appreciate their strengths, be aware of their weaknesses, de- vary in type, severity, and frequency, include different types velop self-advocacy skills, and assume increased responsibility of vocal and motor tics, along with problems with impulse as learners. control. His evaluation further states that Geoff has Asperger • It has these overarching goals: to help students feel Syndrome, which is “characterized by impairment in social that they are secure, successful members of a community and functioning as well as restricted and repetitive patterns of be- to ensure that they do not feel isolated, “weird,” or unchal- havior, interests, and activities.” Elsewhere in the report, Geoff lenged due to being overlooked or underserved by the educa- is described as having problems with fine motor coordination tional system. that “warrant a diagnosis of Developmental Coordination Dis- The importance of adhering to this holistic, rather than order,” and as “an intellectually gifted child.” pathological, model cannot be overemphasized (Eisner, 2004). Geoff’s Full-Scale IQ (determined by the WISC-III) is in the This perspective is the key that opens the door to implement- very superior range (99th percentile). He has a Verbal IQ in the ing the 2e Educational Approach. Additionally, this approach: same range and a Performance IQ in the superior range (98th • Enables school personnel to interpret behaviors in a percentile). While his overall intelligence test scores fall within positive light the 99th percentile, subtest scores show significant scatter • Frees the 2e student from undeserved criticism (from 9 to 19 within each domain). Such significant discrepan- • Underlies an accurate evaluation cies in subtest scores are a marker of the 2e individual. • Prevents inappropriately prescribed medication. Geoff’s cognitive strengths and weaknesses include those For example, when viewed through the holistic lens, a in the table below. gifted student’s daydream- Strengths Weaknesses ing and distractibility is likely Verbal expression Executive functioning, including motor planning and perceptual to be seen as engagement organization in heightened imaginative/ Verbal and visual learning/ Sensorymotor functioning intellectual activity. When memory seen through the pathologi- Nonverbal reasoning Inhibition cal lens, these appear to be symptoms of AD/HD (Arm- Perception of visual details Impulse control strong, 1997). Ability to resist distractions The building principal, Social understanding Jack Palmadesso, has played Emotional functioning an equally important role in Perseveration (repetitive and rigid thoughts/actions) during developing an effective edu- tasks that are unstructured or require motor manipulation, and cational program for Geoff. when emotionally aroused The principal has given staff members the freedom to use the necessary strategies and resources to meet Geoff’s needs, and he has supported staff 19 members in their efforts.

2e Newsletter • June 2005 18 www.2eNewsletter.com Feature Article 2e A Model, continued All of the factors cited here have shaped the decisions Teachers regarding Geoff’s Individualized Education Program (IEP), cur- The teachers selected for Geoff are nurturing, open to pa- riculum/instruction, classroom environment, and behavior rental input, non-traditional in their assignments and presenta- management. His case managers, Dr. Altman and Geoff’s spe- tion of course material, and flexible and responsive to student cial education teacher Mrs. Darlene Maffei, continuously moni- needs. For example, when the emotional content of a topic or tor their implementation. Following are details from Geoff’s book is too disturbing, Geoff receives an alternate assignment. education program and the approaches taken by his team. If a written assignment is too overwhelming, he may present his knowledge in the form of a comic. Geoff’s IEP, A 2e Model Geoff’s teachers were trained by an outside consultant re- Dr. Altman wrote a 2e-sensitive IEP for Geoff based on garding his neurobiological disorders at a case conference at the key assumption that it must address both his strengths the onset of the academic year. They were instructed to ignore and weaknesses. Geoff’s IEP explicitly acknowledges his edu- symptoms that are not disruptive or harmful; and, when they cational needs stemming from his giftedness; visual/spatial are, to use a positive behavior intervention plan (described learning style; impairments in organization, motor, and social later). The teachers give him positive feedback during class, skills; impulsivity; and sensitivity to positive discipline. Many to acknowledge his strengths in front of his peers, and on his of the sophisticated computer programs now used to gener- written work. ate IEPs give authors the opportunity to alter and supplement At frequent team meetings, Geoff’s teachers share ideas computer-generated comments and goals. Dr. Altman added to on effective teaching, assessment, and discipline techniques. the comments section statements like “This student can ben- Geoff’s parents attend these meetings on a quarterly basis. efit from advanced content, the opportunity to create original Because both parents and school personnel respect each products and display/develop intellectual giftedness.” In the other’s opinions and areas of expertise, these meetings are table below are additional statements taken from his IEP. highly productive. Other constructive avenues for home/school communication are weekly parent/special ed teacher phone conversations as well as Area Addressed Example conversations between the school psychologist and par- Consideration of Geoff needs positive behavioral interventions and supports to behavior ents as needed. This on-going special factors that impedes his learning or that of others. communication within the Academic/ Geoff: school, and between home education • Responds to positive suggestions. and school, assures a coor- achievement • Is able to acquire, generalize and retain information through a multi-sen- dinated and consistent ap- and learning characteristics sory approach with consistency. proach. It’s a key factor that • Is functioning above grade level in reading comprehension. contributes to the program’s • Demonstrates mathematical computation skills above grade level. effectiveness. • Has an above-average rate of progress in academic content areas. Curriculum/Instruction: . • Has diverse learning styles and strategies. A Dually Differentiated . • Needs academic challenges. Curriculum Social develop- Geoff is: Geoff’s program provides ment • Willing to attempt difficult work. both intellectual stimulation and needed support services. • Able to work well in a structured environment. In terms of stimulation, Geoff • Responsive to teacher reinforcement. is currently taking accelerated • The subject of positive home/school communication. math. Some of his teachers • Able to organize a writing assignment. use a compacted curriculum –that is, when Goals/ Geoff will utilize graphic organizers such as outlining, webs, and/or story Geoff shows un- objectives maps to organize a writing assignment. 20 derstanding of www.2eNewsletter.com 19 2e Newsletter • June 2005 2e Feature Article A Model, continued material, he’s given fewer questions on it and is able to move Geoff’s peers were sensitized to the nature of his disor- on to new material that he doesn’t yet know. His teachers also ders in several ways. All of the students in the co-teaching use experiential learning techniques and assign him multi-sen- classroom discussed their disabilities with each other in a sory and creative projects. Instead of using traditional assess- structured lesson. The school offers a program for all students ments, like written reports, they offer Geoff alternatives such each year that addresses issues like tolerance and stereotyp- as designing a board game and book jacket or creating comic ing. A book group at the school discussed Quit It by Marcia strips and a newsletter. Byalick (Dell Yearling, 2002), a children’s book concerning TS. In terms of support, Geoff receives accommodations like these for his motor and organizational deficits: Social and Emotional Support • Adaptive physical education Geoff’s social and emotional support has provided the • Access to the computer to type instead of write assign- foundation for his educational success. He has developed ments feelings of trust and security regarding his school psycholo- • Copies of teachers’ notes gist, TAs, teachers, classmates, guidance counselor, and • The use of structured and detailed outlines for administrators. He participates in a teacher mentorship pro- reports/essays. gram which was implemented on the basis of resilience stud- Geoff receives speech/language therapy, with a particular ies showing that one good relationship with an adult helps focus on pragmatics (use of language in different real-world students succeed and contributes to enhanced self-esteem, situations). He also participates in a program called Social decision-making, and optimism (Altman, 2004). Geoff meets Skills in Our Schools (developed by Michelle Dunn, Ph.D). The weekly with his keyboarding teacher to talk, and this relation- program offers weekly lessons for special ed students, class- ship is an additional source of emotional support for him at room lessons for mainstreamed students, peer mentoring, and school. He knows that school personnel genuinely care about bi-monthly parents’ meetings. his well-being and that they see him as a whole person rather than focus on his disabilities. They listen to his perspective on The Classroom Environment situations, and they respect his feelings. Within this context, Because anxiety often triggers Geoff’s tics, impulsivity, they set clearly defined limits, expectations, and consequenc- and perseverative thinking/behavior, efforts were made to es; they consistently enforce school rules and may remove him minimize his anxiety level at school. He was placed in a co- from a classroom if his behavior warrants that action; and they teaching program with a regular and a special ed teacher and ensure that he is actively involved in his school environment. with a mix of mainstreamed and special ed students in his classes. Two different teaching assistants (TAs), each care- Behavior Management fully screened, were assigned to him for different classes to Preventative intervention is the guiding principle of effec- reduce the intensity of the student/aide interaction. They, like tive behavior management at RMS. School personnel consult- the teachers, are trained on an on-going basis so that they un- ed with Geoff’s doctors and parents to formulate an effective derstand their student’s needs and implications for classroom approach to behavior management. One outcome of those functioning. Geoff was also given preferential seating and discussions was a truncated schedule. His doctor, a TS expert, permission to leave the classroom to go to a safe space as recommended a shortened school day to reduce his need to needed to regroup. suppress tics and control impulses for too long a period of Accommodations minimize Geoff’s anxiety about taking time. Another custom-designed management accommodation tests and optimize his test performance. In addition to having is to allow Geoff to draw when he is bored in class. In addition, extended time on tests, Geoff gets test breaks, has directions when teachers see Geoff needs to regain self-control, they ask repeated or clarified, and takes tests in a separate location. him to help them do a task (for example, to be the teacher’s Additionally, his teachers designed a checklist for his math lab assistant) so as to transform a potentially embarrassing tests to minimize carelessness. situation into a positive one. Accommodations in math from flexible and responsive Cognitive and positive disciplinary approaches form the teachers are what allow Geoff to be challenged and successful basis for the disciplinary techniques used with in the accelerated math class. Without this support, his disor- Geoff. Discussions between Geoff and school ganization, inattention to detail, and calculation errors would personnel are held without threats of punish- 21 lower his math grades and relegate him to regular math. ment, suspension, or detention. When need- 2e Newsletter • June 2005 20 www.2eNewsletter.com Feature Article 2e A Model, continued ed, Geoff’s tiered Behavior Intervention Plan (BIP) is invoked. Wendy Eisner is currently a Professor of First, his TA signals him to stop an unacceptable behavior. If Psychology at Nassau Community Col- he fails to stop, they discuss the situation. If he still does not lege (NCC). She has worked extensively stop, Geoff discusses it with Dr. Altman. on professional development projects at NCC and has received national, state, Counseling and local awards for teaching excel- Dr. Altman has become trained in the education and coun- lence. In addition, she co-founded and seling of twice-exceptional students, enhancing her ability to serves as Vice President of Long Island meet Geoff’s needs. The goals and functions of Geoff’s coun- Twice-Exceptional Children’s Advocacy seling include: (LI-TECA). • Learning to identify feelings and triggers and to find alter- natives for expression Jennifer Byalick Altman, Psy.D., is a psy- • Having an outlet to discuss issues as they arise chologist in the Roslyn Public Schools • Expressing pride in his accomplishments. and in private practice in Roslyn, NY. She works with children, adolescents, Conclusion and young adults with a variety of cogni- The 2e Educational Approach, as used at RMS for Geoff, tive, educational, social, and emotional has been highly successful. He has shown a marked decrease issues. Dr. Altman has a special interest in negative classroom behaviors. His teachers currently report in character education and creating a exemplary behavior, self-control, a consistently cooperative safe, tolerant, and accepting school en- attitude, and improved academic performance. Geoff is more vironment for all youngsters. 2e focused in class, is taking his own notes, and is working well with his classmates. He has moved out of co-teaching into References mainstreamed classes. Altman, Jennifer Byalick (4/1/04). “Dual Differentiation: Supporting the 2e Geoff has flourished in an emotional atmosphere where Student in the Mainstream: Academic, Social, and Emotional Needs of the there are trusting relationships with caring school personnel 2e Students in the Least Restrictive Environment.” Presented at LI-TECA responsive to his needs, where he is seen to be 2e rather than Meeting, Mineola, NY. 1e, where he is simultaneously intellectually challenged and supported, and where both his social/emotional and intel- Armstrong, Thomas. (1997). The Myth of the A.D.D. Child. NY: Penguin Books. lectual needs are addressed. This strength-based approach Baum, Susan, Cooper, Carolyn, & Neu, Terry (2001) “Dual differentiation: an draws upon a concept expressed in an Indian greeting: The approach for meeting the curricular needs of gifted students with learning light in me sees the light in you. The success that Geoff has disabilities.” Psychology in the Schools, 38 (5), pp. 477-490. experienced under the 2e Educational Approach shows that Eisner, Wendy. (4/16/04). “An Introduction to Twice Exceptionality.” the first step educators must take to support the needs of Presented at GT/LD Symposium Reaching & Teaching Underachieving these students is to see the light within them. Then educators Students: Unlocking Potential with Strength-Based Instruction, Garden City, can offer these children the dually differentiated curriculum NY: Nassau Community College. that research shows enables their inner light to shine. Mann, Rebecca (5/3/04). “The Myths of Giftedness: Who’s Really Gifted To learn more about the 2e Educational Approach, see these Anyway?” Presented at Annual Meeting of LI-TECA: Myths and Realities of additional sources: Giftedness, Molloy College, Rockville, Center, NY. • To Be Gifted & Learning Disabled: Strategies for Helping Murray, Bridget (April 1996). “Students stretch beyond the 3 R’s.” APA Bright Students with LD, ADHD, and More, by Susan Monitor, p. 46. 2e Baum and Steven Owen (Creative Learning Press, 2004) • “Gifted Children with Learning Disabilities: A Review of the Issues,” by Linda Brody and Carol Mills, LDOnLine (www. ldonline.org/ld_indepth/gt_ld/jld_gtld.html)

www.2eNewsletter.com 21 2e Newsletter • June 2005 2e Focus on Asperger’s Giftedness, Asperger Syndrome, and the “Real World,” continued

5. Teach, model, and reinforce lifelong fitness programs. Ex- workshops for law enforcement professionals regarding ercise has demonstrated benefits for physical and mental how to understand the behavior of individuals with AS and health. Of equal importance is its potential for less pres- related disorders. sured social interactions. 14. Most importantly, continue to celebrate the strengths and 6. Foster involvement in the arts. Whether as a listener, pursue the passions that emerge from overexcitability. viewer, or active participant, the individual is likely to find These are the fuel for perseverance and creativity. And regulatory “remedies” in the arts. Few groups of people they also help us find explanations for the real world. are as accepting of diversity as those pursuing artistic en- deavors. Teresa Bolick, Ph.D., is a licensed psycholo- 7. Teach the individual to identify the purpose of any activity gist who works extensively with individuals, (or to ask, if it isn’t apparent). Then eliminate any chal- families, and schools around the challenges lenges that are not essential to achieving the purpose. of Asperger Syndrome and autism spectrum For a child who is inefficient in handwriting, for example, a disorders. She is an enthusiastic speaker discussion with the teacher is more likely to display under- who presents at workshops across the na- standing of critical concepts than a hand-written essay. tion. She has written Asperger Syndrome 8. Explore the use of technology to circumvent any “glitches” and Adolescence: Helping Preteens and in the individual’s organization and productivity. Teens Get Ready for the Real World and 9. Take advantage of the individual’s preference for rules Asperger Syndrome and Young Children: Building Skills for the and predictability by explicitly teaching the “rules of the Real World, both published by Fair Winds Press. social road.” Start with manners, conversational skills, and things not to say (such as “Mom, your hair looks awful See the 2e Newsletter website for references and additional that way”). resources recommended by Teresa Bolick. 2e 10. Provide varied opportunities for social interaction. Use so- cial stories or scripts to help the person know what to ex- pect. A social story explicitly states the implicit information The Lord of the Rings Conventions: . that a person with AS might miss in a situation. Success A Social Story from Teresa Bolick is most likely if initial social interactions center around Like me, a lot of people loved The Lord of the Rings. a passion or special interest, but it’s also important to branch out as soon as possible. [See the sidebar for an They have read the books and seen the movies many times. example of a social story.] They get together at conventions to talk about everything 11. Directly teach Theory of Mind and empathic behavior. Theory of Mind is the ability to make inferences about the they know. They even dress up like favorite characters. mental state of another person, such as when that person Most of the people at LOR conventions are experts. is signaling that “enough is enough,” in terms of talking about a special interest. With regard to empathy, even if They like to talk about all of the details, especially the mis- individuals do not yet “feel” it intuitively, displaying the ver- takes in the movies. Like when one of the Hobbits had on bal and nonverbal behaviors that convey such feelings is sneakers! When people talk about the details, though, they an immensely important thing for them to do. 12. Create a positive behavioral support plan before prob- don’t like to be interrupted – even by someone who knows lems arise. Visit the website of the National Technical As- more. sistance Center on Positive Behavioral Interventions and Supports (PBIS), www.pbis.org, for more information. When I go to the LOR convention next week, I’ll prob- 13. Create a safety net by informing critical adults (teachers, ably dress like Gandalf. And I’ll try to let other people do coaches, first responders) that the individual is at risk for violating social conventions. Dennis Debbaudt, a private most of the talking. I’ll remember that others don’t like to be

investigator and parent, has created a book, video, and interrupted or corrected, even when they’re wrong. 2e

2e Newsletter • June 2005 22 www.2eNewsletter.com The End of the Issue 2e News, continued Back Issues

From the Davidson Institute. educational community. One the “twice-exceptional” ar- Available! Parents and educators who program is Davidson Young ticles section. 2e Newsletter deal with twice-exceptional Scholars, a program aimed profiled the Institute in our October 2003 children will find plenty of re- at nurturing profoundly intelli- October, 2004, issue. Understanding Gifted and 2e Children sources through the Davidson gent children aged 4 through Institute for Talent Develop- 18. The Institute recently re- A New IDEA. Revisions to the December 2003 ment. Founded by software ported that 650 young people Individuals wtih Disabilities in Public Policy and 2e Kids entrepreneurs Jan and Bob now participate in that pro- Education Act go into effect February 2004 Davidson, the Institute of- gram. Visitors to www.ditd.org July 1st. Watch 2e Newslet- Homework and 2e Kids fers programs and services will find information about the ter for further information on to support profoundly intel- programs along with articles what the revisions mean for April 2004 ligent children and adoles- and other resources; check 2e students and families. 2e AD/HD in Gifted Children cents, their families, and the June 2004 2e Advocacy and the Montgomery County Public References from “What Causes Autism” Next Issue: School System

• For more information about the mercury connection, visit: Teaching 2e Kids August 2004 http://www.washtimes.com/upi-breaking/20050314- • Teaching with humor Assessment and Evaluation 052518-7615r.htm. • How some 2e students October 2004 • For more information about mirror neuron dysfunction, are role-playing their way Providing support for twice- visit: http://ucsdnews.ucsd.edu/newsrel/soc/Autism.asp. exceptional students in the to better writing classroom • For more information about brain inflammation and • A review of Susan autism, visit: http://news.bbc.co.uk/go/pr/fr/-/2/hi/ Baum’s To Be Gifted and December 2004 health/4004075.stm. A look at output, the work Learning Disabled that twice-exceptional stu- • For more information about predicting autism early, visit: • And the usual columns dents produce – or fail to http://www.offordcentre.com. and features produce February 2005 Other 2e Newsletter Resources Viewing learning and behav- ior problems through the lens of neuroscience On the 2e Newsletter Website For supplemental content that didn’t make it into the news- April 2005 letter, see the subscriber-only portion of the 2e Newsletter Haiku Parenting 2e kids website. There you’ll find coverage of: Prices: $8.50 for print • AEGUS conference sessions editions (shipping outside of the US is extra); $7 for • Resources for ASDs and Asperger’s PDF editions ($3 for sub- scribers). In a Previous Issue of 2e Newsletter Lighting one candle See “Asperger’s and Beyond: Strategies that Work for MasterCard and with another candle – Visa accepted. Call Educators and Parents,” by Susan Kraus, and “What are 2e teacher. (630.790.2252) or e-mail Asperger’s and PDD-NOS?,” both in the October, 2004, issue. ([email protected]) –From Buson today!

www.2eNewsletter.com 23 2e Newsletter • June 2005 2e E v e n t s June 30 to July 3, 2005, PG Retreat ‘05, Denver, Colorado. For families with profoundly gifted children. By the Gifted Develop- ment Center, www.gifteddevelopment.com.

July 8-10, 2005, 22nd SENG Conference, Albuquerque, New Mexico. For educators, parents, mental health professionals, gifted adults, gifted children. By Supporting the Emotional Needs of the Gifted, 773.857.6250 or www.senggifted.org.

July 24-29, 2005, Gifted and Talented Edufest, Boise, Idaho. For educators, parents (Parents’ Day July 23) and counselors (School Psychologist and Counselors’ Institute July 25). In collaboration with the Council on Exceptional Children’s Gifted and Talented Division and ITAG/SAGE. See www.edufest.org or 208.344.1761.

August 3-7, 2005, Gifted Child 2005/16th Biennial World Conference, New Orleans. By the World Council for Gifted and Tal- ented Children, 818.368.7501 or www.WorldGifted.org.

October 20-22, 2005, New England Conference on Gifted and Talented Education, Killington, Vermont. For educators, parents, and other advocates of gifted children. See www.necgt.org.

November 3-5, 2005, NAGC’s 52nd Annual Convention, Louisville, Kentucky. For educators, other professionals, parents. By the National Association for Gifted Children, www.nagc.org or 202.785.4286.

For state association conferences relating to giftedness, see www.hoagiesgifted.org/conferences.htm on Hoagies’ website. For additional conferences on learning differences, see www.sped.cec.org/pd/meet.html on the website of the Council for Exceptional Children.

Twice-Exceptional Newsletter from Glen Ellyn Media PO Box 582 Glen Ellyn, IL 60138-0582

Feature: Autism Spectrum Disorders

First Class 2e Newsletter • June 2005 24 www.2eNewsletter.com