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Gifted and Talented Students on the Autism Spectrum: Best Practices for Fostering Talent and Accommodating Concerns
... Les élèves doués ayant un TSA se retrouvent essentiellement dans le premier niveau de sévérité du TSA (Williams et Freed, 2018). Il existe une grande variabilité chez les élèves doués ayant un TSA, que ce soit sur le plan du rendement scolaire, des habiletés cognitives ou de leur fonctionnement adaptatif, ce qui rend difficile les généralisations (Foley-Nicpon et al., 2011). ...
... • Une meilleure compréhension en lecture (Foley-Nicpon et al., 2011); pas d'écart entre le décodage et la compréhension (Ostrolenk et al., 2017); ...
... , voire un isolement social(Foley-Nicpon et al., 2011);Caractéristiques similaires et distinctes dans des contextes liés à la douance ou au TSADifficultés à trouver des amis qui partagent les mêmes intérêts ou qui ont un même niveau développemental; pas de difficultés à comprendre les règles ou le fonctionnement social, car, une fois que les amitiés sont établies, pas de difficulté à les garder. Amitiés avec des élèves plus vieux ou du même niveau d'habiletés. ...
Ce document vise les objectifs suivants:
• Reconnaitre les principales manifestations du TSA.
• Briser certains mythes reliés au TSA.
• Distinguer les manifestations comportementales similaires du TSA et de la douance.
• Reconnaitre les principales caractéristiques des élèves doués ayant un TSA.
• Connaitre les facteurs de risque et de protection associés au TSA et à la double exceptionnalité.
• Cibler les principaux besoins des élèves doués ayant un TSA.
... Sources : Assouline, Foley-Nicpon, Colangelo et O'Brien, 2008;Assouline, Foley-Nicpon et Fosenburg, 2008;Baska et VanTassel-Baska, 2018;Baum et Schader, 2018;Coleman, 2014;Coleman et Shah-Coltrane, 2011;Daniels et Freeman, 2018;Dunson, 2020;Ferguson, 2012;Foley-Nicpon et al., 2011;Foley-Nipcon et Candler, 2018;Foley-Nicpon et Kim, 2018;Galbraith et Delisle, 2015;Fugate, 2018;Heacox et Cash, 2014;Hugues, 2020;Hughes et al., 2011;Johnsen, 2012;Karnes et al., 2009;Massé, Verret et al., 2021;Misset, 2018;Nielsen, 2002;Omdal et al., 2020;Reis et Ruban, 2005;Robertson, 2013;Rollins et al., 2011;Shevitz et al., 2011;Silverman et al., 2014;Smutny et al., 2008;Trails, 2011;Weinfeld et al., 2013;Williams et Freed, 2018;Winebrenner et Brulles, 2018;Wu et al., 2019. ...
Ce document vise les objectifs suivants:
• Énoncer les principaux axes d’action pour répondre aux besoins des élèves doublement exceptionnels.
• Explorer les principales réponses aux besoins des élèves doublement exceptionnels.
• Décrire les niveaux proposés de planification et d’organisation des interventions pour répondre aux besoins des élèves doublement exceptionnels s’inspirant du modèle de Réponse à l’intervention (RAI) et du Système de support à plusieurs niveaux.
• Identifier les composantes clés du modèle proposé.
• Distinguer les mesures pouvant être offertes selon le niveau d’intervention.
• Décrire les rôles des principaux acteurs scolaires auprès des élèves doublement exceptionnels
... En este sentido, no existe un sistema que mida esta prevalencia en el sistema de salud o escolar (Foley Nicpon et al., 2010b). Otros autores como Ziemann (2009) señalan que se estima que hasta un 20% del alumnado con AC podría presentar 2e, y en un estudio más reciente desarrollado por Barnard-Brak, Johnsen, Hannig y Wei (2015), se estima que el 9,1% que presenta alguna discapacidad podrían también identificarse como estudiantes con alta capacidad. ...
En la década de los 80 surge un nuevo concepto en educación -doble excepcionalidad- que hace referencia a una paradoja entre una alta habilidad y una dificultad que impactan en el desarrollo y aprendizaje de niños, niñas y jóvenes. El objetivo del presente artículo es aportar a la comprensión de esta temática poco abordada en el contexto latinoamericano y a su estado de desarrollo para que profesionales que se vinculan al ámbito educativo la visibilicen e incorporen a sus prácticas pedagógicas. Se realizó una búsqueda sistemática en diversas bases de datos electrónicas y en revistas especializadas en el área de alta capacidad y se identificaron variables cognitivas y socioafectivas a la base de la condición de alta capacidad con trastorno por déficit de atención y alta capacidad con trastorno del espectro autista. Se incorporaron, además, aspectos relativos a identificación y apoyos educativos. Como principales temáticas se visualizan la complejidad en la comprensión de la doble condición, así como la necesidad de procesos de identificación e intervención comprensivos que reconozcan las características particulares de cada dualidad. Se recogen y comentan los principales desafíos tanto para su identificación como para su abordaje psicoeducativo y se plantean los aspectos que requieren de mayor investigación para avanzar en el estudio de esta temática. Es responsabilidad de los grupos profesionales de la educación visibilizar y atender a este estudiantado que convive con la incomprensión personal y social en entornos educativos que no los reconocen ni distinguen sus características.
... Diagnostically, high- ability students with Autism Spectrum Disorder were formerly categorized separately under Asperger Syndrome. Those who do well academically through most school years and are therefore not referred for assessment may self-isolate because of interpersonal limitations and concerns (Foley Nicpon, Assouline, Schuler, & Amend, 2011). ...
The Peterson Proactive Developmental Attention (PPDA) model offers a framework for affective curriculum for gifted children and adolescents and for both formal or informal interaction with individuals. The model was developed in authentic clinical and educational settings in response to perceived needs but was also informed by considerable research focused on the social and emotional development of gifted youth. The proactive, developmental, and attention components are explained here, and findings from three studies of the model attest to its usefulness. The model is adaptable to a wide age range and can enhance communication across achievement levels, cultural groups, and socioeconomic levels. The small- and large-group applications can be facilitated by laypersons with brief training.
... De literatuur geeft aan dat onjuiste classificaties van kinderen met leer-en/of sociaalemotionele problemen en het vermoeden van HB leiden tot verkeerde beeldvorming bij het kind zelf en zijn omgeving en tot verdere leer-of emotionele problemen ten gevolge van verkeerd (be)handelen in onderwijs en opvoeding, en dat om die reden het stellen van een juiste classificatie belangrijk is (Cash, 1999;Neihart, 2000;Webb e.a., 2012;Foley Nicpon, Assouline, Schuler & Amend, 2011). Deze manier van redeneren heeft in onze visie iets weg van 'als het niet werkt doen we gewoon nog beter ons best met hetzelfde', namelijk blijven classificeren. ...
Due to various causes, misdiagnoses and missed diagnoses may occur rather frequently in children with
learning and/or social-emotional problems and suspected giftedness. This article demonstrates how the
needs-based assessment of the Strength and Weakness Heuristic (S&W Heuristic) can be of added value
in case of these children. This dynamic assessment can lead to insights into the sometimes very contradictory and conflicting psycho-educational needs of an individual child with learning and/or social-emotional
problems, where giftedness is suspected. It may as well provide guidance for teachers, educators or
therapists. It shows whether the ‘underachievement’ of a smart child may have a (hitherto camouflaged)
underlying neurocognitive cause, while it wont be necessary to classify the child as gifted or twice exceptional. It is all about a shift in the mindset of diagnosticians, teachers and parents: from thinking in
terms of labels towards thinking in terms of individual profiles and psycho-educational needs. This article
reflects on clinical practice and is also meant to start further theorizing in special educational needs.
... Barber 1996;Burger-Veltmeijer 2003;Cash 1999;Donnelly and Altman 1994;Gallagher and Gallagher 2002;Grandin 1992;little 2002;Neihart 2000;Webb et al. 2005). As from 2007, a few systematic empirical (case) studies were noticeable with or without controls (Assouline, Nicpon, and Doobay 2009;Doobay 2010;Doobay et al. 2014;Foley Nicpon, Assouline, et al. 2011;Huber 2007). These were aiming at the differentiation between IG with and without concomitant ASD conditions and thus primary served correct labelling, that is, classification-based assessment. ...
The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and intervention indications. The current study is the second in the validation process of the S&W Heuristic. An in-depth analysis of three assessment dossiers of Dutch IG-students with possible characteristics of ASD is focused upon. The core question is whether the S&W Heuristic is of added value to diminish bias in any direction and increase systematicity. The results indicate that bias, mainly directed at Strengths, as well as unsystematicity were present in different stages of two assessment dossiers. The conclusion is that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG + ASD.
ASD manifests in children throughout the ability spectrum, though screening tools may not adequately identify high-ability youth who would benefit from a comprehensive identification evaluation; thus, the impetus for developing The High Functioning ASD Screener (HFAS). Information from content area expert interviews determined the 93-item pilot form administered to high ability youth (ages 5 years, 11 months to 18 years, 2 months) with ASD (n = 15), average ability students (n = 10), and high ability students (n = 23). ANOVAs identified items that differentiated the three groups and/or were most endorsed by the high ability/ASD group, resulting in the 36-item HFAS. Preliminary receiver operating characteristic curves indicate the scale is excellent at classificaiton.
Vor dem Hintergrund des Kernlehrplans NRW für das Fach Biologie der Sekundarstufe I zeigt sich, dass es in der Schule nicht ausschließlich darum geht, die Schüler1 auf einen Abschluss vorzubereiten, sondern auch auf das Leben nach der Schule. Es heißt, dass die „… naturwissenschaftliche Grundbildung […] im Sinne eines lebenslangen Lernens auch die Grundlage für die Auseinandersetzung mit der sich verändernden Welt und für die Aneignung neuer Wissensbestände–sowohl für individuelle Entscheidungen im Alltag als auch im Rahmen naturwissenschaftlich-technischer Berufsfelder [entscheidend ist]“(Internetquelle [1]). Das heißt, es geht darum, die Schüler im Bereich ihrer Stärken und Schwächen zu schulen und somit ihre Entscheidungskompetenz, nicht zuletzt bezüglich ihrer Berufswahl, zu stärken. In den letzten Jahren hat sich besonders im Bereich der Ingenieurswissenschaften beziehungsweise im Bereich Technik gezeigt, dass immer mehr Arbeitsstellen frei bleiben. Bis 2029 ist davon auszugehen, dass in Deutschland mehrere Tausend Stellen unbesetzt bleiben, so dass sie mit der Einstellung von qualifizierten Arbeitskräften aus dem Ausland besetzt werden müssen (vgl. Lackmann, 2015, S. 29 f.). Gerade die Technik stellt einen Bereich dar, der sich ständig weiterentwickelt und das heutige Leben in höchstem Maße beeinflusst. Besonders die Interessen der Schüler beeinflussen zum einen ihre schulische Leistung in den verschiedensten Fächern und zum anderen sind sie entscheidend für ihre Berufswahl. Daher ist es wichtig, auch im Rahmen der Schule Anreize zu schaffen, in denen Schüler ihren Horizont erweitern …
Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.
Gifted and talented students who are diagnosed with autism spectrum disorder (ASD) have multifaceted needs. Their cognitive and academic profiles are typically very different from their social, communication, behavioral, and adaptive functioning profiles, which can be challenging to educators and professionals who work with this population of learners. The purpose of this article is to summarize the current diagnostic, therapeutic, and psychoeducational research-based approaches to working with gifted students with ASD. Therapeutic interventions that appear most promising for students with ASD include behavioral and cognitive behavioral interventions, yet research specifically examining effectiveness for high ability students with ASD is nonexistent. Effective psychoeducational interventions take a multi-tiered approach where cognitive and academic strengths are programmed for while simultaneously addressing the students constellation of individual communication, social, and behavioral difficulties.
A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD.
The diagnostic category of autism has been extensively investigated over the past 65 years since the condition was first described by Dr. Leo Kanner (1943), making it one of the most validated psychological disorders. Research has examined the characteristics of children with autism spectrum disorder (ASD) across a variety of domains, including diagnostic symptomology, intellectual profiles, adaptive behavior, and psychosocial functioning. However, there exists a paucity of empirical research on intellectually gifted children with ASD. The goal of the current study was to compare the psychometric profiles of gifted youth with and without ASD across the domains of intellectual functioning, psychosocial/behavioral functioning, social skills, and adaptive behavior using an empirical, group study design. It was hypothesized that, in comparison to the group of youth without ASD, the group of youth with ASD would demonstrate equally strong verbal and nonverbal intellectual abilities with relatively poorer processing speed, poorer adaptive functioning skills, more psychosocial/behavior concerns, and poorer social skills. Data from 81 school-age youth who had been identified as intellectually gifted were included in the present study. Forty of the participants in this study met DSM-IV-TR diagnostic criteria for ASD; the remaining 41 participants did not meet diagnostic criteria for an Axis I or Axis II psychological disorder. Statistical analyses included independent-samples t tests and split-plot analyses. Results of the current study demonstrate that statistically significant differences exist between gifted youth with and without ASD in the areas of processing speed, adaptive functioning, psychosocial/behavioral functioning, and social skills, despite equivalent verbal and nonverbal intellectual functioning. The current study is unique in that it is the first to examine these domains of functioning and make empirical comparisons of characteristics among gifted individuals with ASD using a group study design. Importantly, this study has significant implications for diagnosis of ASD and will provide an empirical foundation upon which to develop effective classroom interventions to best meet the unique needs of this twice-exceptional population.
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