jim russell ph.d., n.c.c., l.p.c. st. louis, mo 63141 twice exceptional person...the “twice...

Jim Russell Ph.D., N.C.C., L.P.C.

777 Craig Rd, Suite 200

St. Louis, MO 63141

Phone: (314) 963-8862

Fax: (314) 918-8943

PDF Presentation

http://www.jimrussellphd.com

E-mail jimrussell3@juno.com

Miriam School March 12, 2013

Motivating the Gifted/LD

Person

The “Twice Exceptional”

Person

The Cow Personality test

Developed by Dr. Jim Russell

3 dist

Learning Objectives:

To Understand the basics about the neurobiology of being a Twice-Exceptional Person: i.e., being Gifted /LD

To understand: Strengths, …then weaknesses & The Average Person

To understand emotions and cognition, all the letters: ADHD, OCD, ODD, etc.

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Learning Objectives…

Getting the correct Accommodations

Establish a “paper trail”

Advice for motivating a Twice-Exceptional

Person

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Oceangram Stories Archive, Author unknown, 08/19/2006

Enough

I wish you enough sun to keep your attitude bright.

I wish you enough rain to appreciate the sun more.

I wish you enough happiness to keep your spirit alive.

I wish you enough pain so that the smallest joys in life appear much bigger. 6 di

Oceangram Stories Archive, Author unknown, 08/19/2006

Enough

I wish you enough gain to satisfy your wanting.

I wish you enough loss to appreciate all that you

possess.

I wish enough hellos to get you through the final

good-bye.

Giftedness (Ellen Winner—Gifted Children p. 3). Gifted children have precocity in one domain,

probably not globally.

They march to the beat of a different drummer.

Driven to master the domain “rage to master” the material.

“Children can be gifted in one area but average or even learning-disabled in another. Thus, abilities can be independent of one another.”

(Ellen Winner p.12)

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Giftedness (Ellen Winner—Gifted Children p. 12).

“Children can be gifted in one area but average or even learning-disabled in another. Thus, abilities can be independent of one another.”

(Ellen Winner p.12)

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Higgins & Neilsen (2000) list Strengths:

superior vocabulary

advanced ideas and opinions

high levels of creativity & problem-solving ability

extremely curious, imaginative, & questioning

wide range of interests not related to school

penetrating insight into complex issues

specific talent or consuming interest area

sophisticated sense of humor dist

Higgins & Neilsen (2000) list Weaknesses:

poor social skills

high sensitivity to criticism

lack of organizational and study skills

discrepant verbal and performance abilities

poor performance in one or more academic areas

difficulty in written self expression

stubborn, opinionated demeanor

high impulsivity dist

Major characteristics of Twice exceptionality (Some people hate this description)

A major characteristic of all gifted children is asynchronous development.

These children (small human beings) are

uneven in abilities.

Major characteristics

According to Singer (2000) : mental age, chronological age, emotional age may be extremely different. Asynchronous development becomes even greater when the person has special needs.

Major characteristics

Twice-exceptional is a term that describes a person who is gifted and who also has deficits, (Some people hate this description).

The characteristic behaviors of this group as: Perfectionism Supersensitive Lacks social skills Has unrealistic self expectation Socially isolated Hyperactive

– Low self esteem Distractible Has psychomotor inefficiency Chronically inattentive Frustrated by demands of the

classroom

Fails to complete assignments Excessively critical of others Rebellious against drill and

excessive repetition Become "an expert" in one area

and dominates discussion with their expertise

Disparaging of the work they are required to do

Dr. Linda Kreger Silverman (1989, p.37) dist

Characteristics of Gifted/LD: Ability to express

emotions Ability to improvise with

commonplace materials Articulateness in role playing and storytelling Enjoyment of and ability

in a specific area

Expressive speech Fluency and flexibility in

nonverbal media Enjoyment of and ability

in small group activities Problem solving Humor Originality of ideas in

problem solving – (Adapted from Torrence)

Identification of the Twice Exceptional Person

Three categories: Gifted/LD LD/Gifted Hidden “C” students Use 120 as Superior IQ

• Verbal IQ • Performance IQ • Full IQ

Dr. Susan Baum et al. dist

Wechsler IQ Tests

Verbal Comprehension

Perceptual Reasoning

Working Memory

Processing Speed

General Ability Index (GAI)

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The Psychology of Science, 1966, Abraham Maslow

"If the only tool you have is a hammer, you

will see every problem as a nail."

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If I had a hammer “is a song written by Pete Seeger and Lee Hays. It was written in 1949…first recorded by The Weavers, …and then by Peter, Paul and Mary.

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Anti-inertial, multiple impact, nail eradication device

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Dr. Jim Russell says

Life is in the doing

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Dr. Jim Russell says

Not necessarily in the

testing of the doing

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Possible Sources: Aristotle, Max Wertheimer, R. Buckminster Fuller

The concept of a learning disability,

Embodies the phrase:

“The whole is greater than the sum

of its parts”

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Gifted Development Center http://www.gifteddevelopment.com/About_GDC/newiqtests.htm

How to Use the New IQ Tests

in Selecting Gifted Students

( Executive Summary of "The Measurement

of Giftedness")

Linda Kreger Silverman, Ph.D.

Gifted Development Center

When using the WISC-IV, either the

General Ability Index (GAI), which

emphasizes reasoning ability, or the Full

Scale IQ Score (FSIQ), should be

acceptable for selection to gifted programs.

The GAI should be derived using the table

provided by Harcourt Assessments

(Technical Report 4).

http://www.gifteddevelopment.com/About_

GDC/newiqtests.htm dist

Vocabulary

Similarities

Comprehension

(Silverman, Gilman & Falk, 2004).

…the six core subtests of the WISC-IV from

which the General Ability Index (GAI) can be

derived:

Block Design

Matrix Reasoning

Picture Concepts

As most of these subtests are richly loaded

in general intelligence (g), they are likely to

locate the students who would be most

successful in a gifted program.

http://www.gifteddevelopment.com/About_G

DC/newiqtests.htm

Dr. Jim Russell

Use of Wechsler Subtests to evaluate for exceptionality:

Use 120 as Superior IQ—Susan Baum et al.

Use of Wechsler Subtests to evaluate for exceptionality:

Subtests Mean STD Similarities 10.9 3.3 Comprehension 10.3 3.0

(WAIS-III WMS-III, 1997,Technical manual P. 81) dist

Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV)

Composite Score Summary

Sum of

Scaled

Scores

Composite

Percentile

Confidence

Interval

Qualitative

Description

Verbal

Comprehension 45 VCI 130 98 123-134 Very Superior

Perceptual Reasoning 34 PRI 107 68 100-113 Average

Working Memory 29 WMI 125 95 117-130 Superior

Processing Speed 19 PSI 97 42 89-106 Average

Full Scale 127 FSIQ 118 88 114-122 High Average

General Ability 79 GAI 121 92 115-125 Superior

Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV)

Verbal Comprehension Subtests Summary

Subtest Raw

Scaled

Percentile

Reference

Scaled Score SEM

Similarities 27 11 63 11 1.16

Vocabulary 55 19 99.9 18 0.73

Information 21 15 95 15 0.9

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Small Human WISC-IV

Composite Scores

Summary

Sum of

Scaled

Scores

Composite

Percentile

Confidence

Interval

Qualitative

Description

37 112 79 105-118 High Average

42 125 95 115-131 Superior

Working Memory (WMI) 15 86 18 79-95 Low Average

Processing Speed (PSI) 15 85 16 78-96 Low Average

Full Scale (FSIQ) 109 107 68 102-112 Average

Small Human WISC-IV

Subtest Score Summary (Total Raw Score to Scaled Score Conversions)

Subtest

Scaled

Percentile

Similarities 21 12 75

Vocabulary 35 13 84

Comprehension 22 12 75

Small Human WISC-IV

Subtest Score Summary

Subtests

Scaled

Percentile

Block Design 34 12 75

Picture Concepts 18 12 75

Matrix Reasoning 29 18 99.6

Small Human WISC-IV

General Ability Index (GAI)

122, at the 93rd percentile

Statistics

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A Human Being

Second year graduate student

report card, teachers notes, testing from childhood, supported that he had ADHD, and an information processing problem

Used accommodations in high school and college

Denied the use of accommodations in medical school

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Many ways to be intelligent Dr. Howard Gardner, Frames of Minds: Logical/Mathematics

Visual/Spatial

Bodily/Kinesthetic

Musical/Rhythmic

Interpersonal/Relational

Intrapersonal/Introspective

Naturalistic

Spiritual/Existential dist

S.O.A.R.® Study Skills

Visual

People

Nature

Overcoming Dyslexia, by Dr. Sally Shaywitz

Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level

Overcoming Dyslexia Dr. Sally Shaywitz, page 49: “Although both speaking and reading rely on the same particle, the phoneme, there is a fundamental difference: Speaking is natural, and reading is not.”

Dyslexic Brains

Dr. Todd Richards, University of Washington 44 di

Why are learning problems so complicated?

Time MagazineMarch 26, 2001

Blame it on the Written Word

By Unmesh Kher

English has 1120 different spellings for ~44

phonemes

Italian has 33 different spelling for 25

phonemes

English is notoriously illogical

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The rate at which you learn will become the only sustainable

competitive advantage you’ll have in your life.

Peter Senge (The Fifth Discipline).

What is below average performance?

50% 37% 16%

Learning...

Disabilities—require accommodations to level the playing field

Difficulties— may need enrichment in an area of weakness

Differences—need to understand strengths and weaknesses

Learning Disabilities

There are many definitions used to identify learning disabilities.

National Dissemination Center for Children with Disabilities: NICHCY

NICHCY’s website

http://nichcy.org/laws/idea

•Children (3 to 22)

•Disability & Education Laws

•Research

•En Español

•Babies & Toddlers

•Children (3 to 22)

•Disability & Education Laws

•Research

•En Español

Search thiSearchSearch thiSearchdi

NICHCY

IDEA—the Individuals with Disabilities

Education Act

NICHCY’s website is full of information

about IDEA

NICHCY

Specific Learning Disability…means a

disorder in one or more of the basic

psychological processes involved in

understanding or in using language, spoken

or written, that may manifest itself in the

imperfect ability to listen, think, speak,

read, write, spell, or to do mathematical

calculations.

NICHCY

The term includes such conditions as

perceptual disabilities, brain injury, minimal

brain dysfunction, dyslexia, and

developmental aphasia.

NICHCY

The term does not include learning

problems that are primarily the result of

visual, hearing, or motor disabilities; of

intellectual disability; of emotional

disturbance; or of environmental, cultural,

or economic disadvantage.

Americans with Disabilities Act Amendments Act (ADAAA) Major life activities

Reading

Thinking

Concentrating

Learning

Communicating

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The “paper trail”

If you cannot get your child into Gifted

If you cannot get an IDEA- IEP

If you cannot get a 504 Plan

Document…document…document!!!!!!!

The clinician/diagnostician needs to be very specific in describing his or her

clinical judgment regarding the standardized test scores and percentile ranks that support the identification of a

learning disability.

The Average Person Standard

According to Dr. Michael Gordon and Ms. Shelby Keiser in their book Accommodations In Higher Education Under The Americans With Disabilities Act (ADA): A No-Nonsense Guide for Clinicians, Educators, Administrators, and Lawyers (2000. P. xiii): ”’Average, or even slightly below average, is

not disabled for the purpose of the ADA’

(Gonzalez v. National Board of Medical Examiners, 99-CV-72190-DT)”

A diagnosis is not necessarily a disabling condition

Special Education laws do not automatically qualify a person for ADAAA accommodations in Post secondary settings e.g., IEP and 504 Plans.

The disability must impact the person as a functional limitation on a major life activity i.e., learning or working. And, the pervasiveness, chronicity, and severity of the disabling condition must be documented.

Some Post Secondary administrators believe that the person’s test scores need be at or

below the 16th percentile to demonstrate below average performance.

Flow chart for LD:

Input Integration Memory Output

Adapted from Dr. Larry Silver’s book, The

Misunderstood Child

Most common DSM-IV-TR Post Secondary setting are:

315.00 Reading Disorder 315.2 Disorder of Written Expression 315.1 Mathematics Disorder 315.9 Learning Disorder, NOS 314.00 Attention-Deficit/Hyperactivity Disorder,

Predominately Inattentive Type

314.01 Attention-Deficit/Hyperactivity Disorder, Predominately Hyperactive/Impulsive Type

314.01 Attention-Deficit/Hyperactivity Disorder, Combined Type

ADHD is ADD: DSM-IV names: – 314.01 Attention-Deficit/Hyperactivity

Disorder, Combined Type – 314.00 Attention-Deficit/hyperactivity

Disorder, Predominantly Inattentive Type – 314.01 Attention-Deficit/hyperactivity

Disorder, Predominantly Hyperactive-Impulsive Type

– 314.9 Attention-Deficit/hyperactivity Disorder, Not Otherwise Specified (NOS)

Neurology:

Cortex Lobes: Frontal, Temporal, Parietal &

Occipital Limbic System: Amygdala & Hippocampus PET and MRI scans

Modulating disorders

Anxiety Depression Anger (Disruptive mood dysregulation disorder) Obsessive-compulsive disorder Dr. Larry Silver, (The Misunderstood Child, pp. 80-88.)

Lateral Brain

66 dist

67 dist

Sagittal Brain

Amygdala

Hippocampus

http://www.cns.nyu.edu/home/ledoux/

The cupcake kid di

The Highly Sensitive Child by Elaine N. Aron, PH.D.

15%-20% of the population are Highly

Sensitive Children (HSC)

Introversion is not high sensitivity (70% of

introverts are highly sensitive HS)

Not inherently shy or neurotic

Their brains process information more

thoroughly, feel stronger emotions

Overwhelmed by “high volume”

The Highly Sensitive Child by Elaine N. Aron, PH.D.

Stronger feelings

Deeper thoughts

Suffer when others suffer

Will melt down when overwhelmed

Want to known the “meaning” of life

Afraid of social judgments

Scientists-theologians-historians-lawyers-doctors-nurses-teachers-artists

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The Highly Sensitive Child, by Elaine N. Aron, PH.D.

“If you want to have an exceptional

child,

you must be willing to have an

exceptional child.”

74 dist

Uniquely Gifted

Top 10 Pieces of Advice for Parents of

Uniquely Gifted Children

Meredith G. Warshaw, M.S.S., M.A.

Special Needs Educational Advisor

http://www.uniquelygifted.org/top10.htm

Uniquely Gifted

1. Trust your instincts

You know your child better than anyone else

in the world. Don't assume that professionals

know better because they have credentials.

Uniquely Gifted

2. Trust your child

If he says he can't do something, don't

assume that he's being lazy or obstinate or

unmotivated, and don't believe anyone who

says that is all that's going on.

Uniquely Gifted

3. Don't ignore the giftedness while trying

to fix the disabilities

Children get depressed when they don't get

to learn anything new.

Uniquely Gifted

4. Don't ignore the disabilities while

feeding the giftedness

Children get frustrated/depressed if they are

constantly required to do things they can't

Uniquely Gifted

5. Your child can both be in a gifted

program and have an IEP or 504 plan

Children in gifted programs can have IEPs

or 504 plans. Children with IEPs or 504

plans can be in gifted programs. They are

not mutually exclusive.

Uniquely Gifted

6. Don't overwork your child

If homework takes her four times as long as

it takes the other kids, have her do 1/4 of the

homework

Uniquely Gifted

7. See the good in your child and find

time to have fun together

When things are falling apart, it is easy to

lose sight of what we enjoy about our

children and not find time for the good

stuff.

Uniquely Gifted

8. Take care of yourself

If you fall apart from exhaustion and

neglect, you won't be any good for anyone

Uniquely Gifted

9. Know when to cut your losses

Some situations are irreparably bad. If your

child's school situation is completely

poisoned, it may be time to look for

alternatives (other school, homeschool,

whatever).

Uniquely Gifted

10. Network

Local support groups can be great. In

addition, the internet has opened a whole

new world, allowing us to connect to people

at any hour of day or night. Support and

information are both invaluable.

The Art of War, Sun Tzu know yourself and know others know yourself but do not know

others unknown self and do not know

others

100% Success 50% Success 0% Success

Strategies Strengths & remediate weaknesses: Extended time on

examinations (2.0 the allotted time)

Distraction reduced test environment

Scribe Tape record lectures Class notes or note takers Use of Spell checker Use of fact sheets Test reader Visit the writing center to

have material edited

Use of calculator for math course work

Use of computer, voice recognition software

Books on tape Computer software that

reads the text Alternative test format Fewest number of hours for

full-time enrollment Study skills course Medical consultation for

medication for ADHD Bibliotherapy for

gifted/learning disabled dist

Arthur Schopenhauer (1788-1860)

All truth passes through 3 stages

It is ridiculed

It is violently opposed

It is accepted as being self evident

The Philosopher Arthur Schopenhauer

Anyway, by Kent M. Keith Paradoxical Commandments

People are illogical, unreasonable, and self-centered Love them anyway

If you do good, people will accuse you of selfish ulterior motives Do good anyway

If you are successful, you will win false friends and true enemies Succeed anyway

[Reportedly inscribed on the wall of Mother Teresa's children's home in Calcutta, and

attributed to her. However, an article in the New York Times has since reported

(March 8, 2002) that the original version of this poem was written by Kent M. Keith.] dist

The good you do today will be forgotten tomorrow

Do good anyway

Honesty and frankness make you vulnerable

Be honest anyway

The biggest men and woman with the biggest ideas can be shot down by the smallest men and the smallest mind Think Big anyway

People Favor underdogs but follow only the top dogs Fight for a few underdogs anyway

What you spend years building may be destroyed overnight Build anyway

92 dist

People may really need help but may attack you if you do help them

Help people anyway

Give the world the best you have and you’ll get kicked in the teeth

Give the world the best you have

anyway

Thank you!

Jim Russell Ph.D., N.C.C., L.P.C.

777 Craig Rd,

Suite 200

St. Louis, MO 63141

Phone: (314) 963-8862

Fax: (314) 918-8943

E-mail jimrussell3@juno.com

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jim russell ph.d., n.c.c., l.p.c. st. louis, mo 63141 twice exceptional person...the “twice...

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