Clifford thornton spe_600_research_project_final

By Clifford M. Thornton
For
Special Education 600
Prof. Lowery
Fall 2016

“Giftedness, intelligence, and talent are fluid concepts and may look different in different
contexts and cultures. Even within schools you will find a range of beliefs about the word
"gifted," which has become a term with multiple meanings and much nuance.”
“Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as
an exceptional ability to reason and learn) or competence (documented performance or
achievement in top 10% or rarer) in one or more domains. Domains include any
structured area of activity with its own symbol system (e.g., mathematics, music,
language) and/or set of sensorimotor skills (e.g., painting, dance, sports).”
Source: National Association of Gifted Children, Link: http://www.nagc.org/resources-
publications/resources/definitions-giftedness

Gifted student—
(i) A student who is exceptional under section 1371 of the School Code (24
P. S. § 13-1371) because the student meets the definition of ‘‘mentally gifted’’ in
this section, and needs specially designed instruction beyond that required in
Chapter 4 (relating to academic standards and assessment).
(ii) The term applies only to students who are of ‘‘school age’’ as defined
under § 11.12 (relating to school age).
Source: PA Code, Link:
http://www.pacode.com/secure/data/022/chapter16/s16.1.html

“Among many theoretical conceptions of giftedness are those of Francoys Gagné and Joseph Renzulli. Others include Robert
Sternberg’s Theory of Successful Intelligence and Howard Gardner’s Theory of Multiple Intelligences.
Gagné: The Differentiated Model of Giftedness and Talent proposes a clear distinction between giftedness and talent. In his
model, the term giftedness designates the possession and use of untrained and spontaneously expressed natural abilities
(called aptitudes or gifts) in at least one ability domain to a degree that places a child among the top 10% of his or her age
peers. By contrast, the term talent designates the superior mastery of systematically developed abilities (or skills) and
knowledge in at least one field of human activity to a degree that places a child's achievement within the upper 10% of age-
peers who are active in that field or fields. His model presents five aptitude domains: intellectual, creative, socioaffective,
sensorimotor and "others" (e.g. extrasensory perception). These natural abilities, which have a clear genetic substratum, can be
observed in every task children are confronted with in the course of their schooling.”
Source: Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly, 29,
103-112, Link: http://www.nagc.org/resources-publications/resources/definitions-giftedness
Renzulli: Gifted behavior occurs when there is an interaction among three basic clusters of human traits: above-average
general and/or specific abilities, high levels of task commitment (motivation), and high levels of creativity. Gifted and talented
children are those who possess or are capable of developing this composite of traits and applying them to any potentially
valuable area of human performance. As noted in the Schoolwide Enrichment Model, gifted behaviors can be found "in certain
people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances)."
Source: Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappa, 60, 180-181, Link:
http://www.nagc.org/resources-publications/resources/definitions-giftedness

GIFTED STUDENTS – DEVELOPMENT
“It can be evident in young children as exceptional performance on tests and/or
other measures of ability or as a rapid rate of learning, compared to other
of the same age, or in actual achievement in a domain. As individuals mature
through childhood to adolescence, however, achievement and high levels of
motivation in the domain become the primary characteristics of their giftedness.”
ASYNCHRONOUS DEVELOPMENT IN GIFTED STUDENTS
“Giftedness is asynchronous development in which advanced cognitive abilities
heightened intensity combine to create inner experiences and awareness that are
qualitatively different from the norm. This asynchrony increases with higher
intellectual capacity. The uniqueness of the gifted renders them particularly
vulnerable and requires modifications in parenting, teaching, and counseling in
order for them to develop optimally.”
Source: Webb et al, 2007; The Columbus Group, 1991.

GIFTED STUDENTS – EDUCATIONAL STRATEGIES
“Beginning in early childhood, their optimal development requires differentiated
educational experiences, both of a general nature and, increasingly over time,
targeting those domains in which they demonstrate the capacity for high levels of
performance. Such differentiated educational experiences consist of adjustments in
the level, depth, and pacing of curriculum and outside-of-school programs to
their current levels of achievement and learning rates. Marked differences among
gifted learners sometimes require additional and unusual interventions. Additional
support services include more comprehensive assessment, counseling, parent
education, and specially designed programs, including those typically afforded
students.”
 Source: Redefining Giftedness for a New Century: Shifting the Paradigm –
Statement, National Association for Gifted Children, Link:
http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Gift
edness%20for%20a%20New%20Century.pdf

“Academically gifted and talented students in this country
make up approximately six to ten percent of the total student
population (three to five million students).”
Source: National Association for Gifted Children, Gifted Education in the U.S., Link:
http://www.nagc.org/resources-publications/resources/gifted-education-us

•“Early reading and/or quick mastery of reading
•Learns new things quickly and easily
•Has extensive vocabulary, background knowledge in a particular area, or memory of detail
•Grasps math concepts quickly; solves problems involving critical thinking; is intuitive; enjoys logic and puzzles
•Interested in some things in depth. Grasps Big Picture, concepts, and forms connections.
•Has a more intense energy level, activity level, or ability to concentrate; talks fast
•Extremely sensitive and/or introverted
•Thinks differently; is creative
•Great sense of humor
•Curious, observant; Perfectionistic
•Displays interest in complex games, fantasy, non-fiction
•Likes to observe before participating
•Sensitive to environment
•Demonstrates leadership potential
•May have different friends in different activities or venues”
Source: Guiding Students with High Abilities: Social and Emotional Considerations 2nd Edition, Indiana Department of
Education, Link: http://www.doe.in.gov/sites/default/files/highability/guiding-students-high-abilities-social-and-emotional-
considerations.pdf

•“Poses unforeseen questions
•Is curious
•Generates complex, abstract ideas
•Knows without working hard
•Ponders with depth and multiple perspectives
•Is beyond the group
•Already knows
•Need 1-3 repetitions to master
•Prefers the company of intellectual peers
•Creates complex, abstract humor
•Infers and connects the meaning
•Initiates projects and extensions of assignments
•Is intense
•Enjoy self-directed learning
•Manipulates information
•Is an expert; abstracting beyond the field
•Guesses and infers well
•Is self-critical
•May not be motivated by grades
•Is intellectual”
Source: Kingore, B. (2004). Excerpts from Differentiation: Simplified, realistic and effective. Austin, TX: Professiona l Associates
Publishing.

“Assessment. It’s important for the child to have a comprehensive pediatric neuropsychological evaluation that assesses the
functioning of the whole brain. Also important is assessing a child’s hearing and vision.
Education. Parents and teachers need to learn about the brain as well as work at understanding the gifted child’s behavior. It’s
important to keep track of what does and does not work with a child.
Medication. In some situations, medications such as stimulants or anti-anxiety medications are appropriate. However, they
should never be used alone. Children need help in learning new behaviors. Stimulants may put a child at the doorway of
inhibition, but they still need to be taught proper behavior.
Cognitive Rehabilitation Therapy. This type of therapy takes a brain-injury approach to addressing behavior problems. It helps
a child learn new ways of doing things – ways to compensate for or work around weaknesses. It also is a means of evaluating
the child’s environment and accommodating that environment for structure, routine, and consistency.
Psychotherapy. A psychotherapist won’t be able to fix a brain-based disorder. However, this type of professional can work on
healing the emotional damage that these types of problems can do to a child’s self-esteem.”
Source: Behavioral Management Of Gifted Children: A Neuropsychological Approach, Gifted Home Schoolers Forum, Paul
Beljan, PsyD, ABPdN, Link: http://giftedhomeschoolers.org/resources/parent-and-professional-resources/articles/issues-in-
gifted-education/beans/

•”Plan ahead. Establish daily routines and be consistent about following them. Routines reduce the opportunity for
failure.
•Anticipate. As you enter new environments, be a step ahead of the child in regard to transitions, disruptions of
routine, and explaining your expectations for behavior.
•Develop a bag of tricks. Offer soothing techniques, distraction, etc. Give alternatives to undesirable behavior.
•Preview events. Anticipate the next developmental milestone and provide appropriate space in which to achieve the
milestone, without the opportunity for catastrophic failure.
•Make pre-emptive strikes Interrupt behavior before it passes the “point of no return.” The trick is to catch the child
before he/she is in trouble, which requires knowing what situations trigger problematic behavior (for example,
“meltdowns”).
•Intervention.When problematic behavior occurs, interventions should be short and frequent. They should take place
without anger, and they should be soothing to the child. Remember the idea is to soothe the back of the brain in
order to allow the front of the brain to regain control. Here’s a five-step intervention process to follow: Prime. Prepare
the child for how you will discipline by explaining that it’s a way to help him/her get back into control. Spend days
discussing the disciplinary process and get the child to buy into it. If he/she knows what’s coming, it won’t over
stimulate the child’s back of the brain and thereby flood the frontal system with undue stimulus.”
Source: Behavioral Management Of Gifted Children: A Neuropsychological Approach, Gifted Home Schoolers Forum,
Paul Beljan, PsyD, ABPdN, Link: http://giftedhomeschoolers.org/resources/parent-and-professional-
resources/articles/issues-in-gifted-education/beans/

•”Preview. Be in sync with the child so that you can better anticipate what his/her next
logical move or behavior will be and know what situations trigger unwanted behavior.
This knowledge helps you avoid pitfalls and plan for disruptions to routine.
•Pre-empt. Interrupt behavior before it passes the point of no return. Identify when the
child is “perking” (over stimulated) and on the verge of losing control.
•Disengage. Remove the child from a situation and engage him/her in an intervention
aimed at helping the child calm down or self-soothe.
•Rectify. Once the child is soothed, return him/her to the situation from which the child
was removed in order to rectify the behavior that led to the removal. You might ask the
child to apologize or clean up after a tantrum.”
Source: Behavioral Management Of Gifted Children: A Neuropsychological Approach,
Gifted Home Schoolers Forum, Paul Beljan, PsyD, ABPdN, Link:
http://giftedhomeschoolers.org/resources/parent-and-professional-
resources/articles/issues-in-gifted-education/beans/

1.”Start early by helping the child talk about his or her emotions. Trust me, they may not want to – but taking
the emotions from some raw feeling to a tangible thing that can be defined is an important first step in
learning to control the behavior. Further, the development of an emotional vocabulary can assist in providing a
common language with which to discuss emotions and behavior.
2.Help the child discover his or her unique escalation cycle. Likewise, know your own. Gifted kids have
considerable talent for pushing a teacher’s or parent’s buttons. Knowing the things that push you over the
edge will enable you to remain calm during emotional outbursts, whatever form they may take. Further,
helping children discover their escalation pattern will give them a chance to learn to manage and redirect their
feelings and emotions before they become too overwhelming.
3.Once the child can identify his or her pattern of escalation, work with the child to make a plan for what to do
when he or she is overwhelmed – when life becomes too intense. This plan should include a way to relax and
redirect his or her energy away from the emotional throngs of intensity.
4.Should the explosion happen anyway, it is important to remain calm and create a distance between your
emotions and the child’s. Anger and frustration always beget more anger and frustration, so it is really
important for the adults working with the child to stay emotionally neutral.”
Source: GT Kids and Behavior: Seven Strategies to Help Kids (and Parents) Cope, Supporting Emotional Needs of the
Gifted, Christine Fonseca, Dec 29, 2011, Link: http://sengifted.org/gt-kids-and-behavior-seven-strategies-to-help-kids-
and-parents-cope/

5.Take a breather. This goes for the child and the adults. The best way to create the distance I talked
about above is to remember to take a break and calm down.
6.Remember to focus on the good behavior you want to see. All too often, we get into a pattern of
responding to the negative behaviors strongly (because these behaviors emotionally hook us) and not
responding enough, to the positive behaviors. The result – more negative behaviors. So, do a mental
inventory and make sure to focus your time and energy on the positive behaviors.
7.Behavioral outbursts, whether internal or external, are teachable moments. Yes, they are frustrating and
annoying, maybe even infuriating. But they are still teachable moments. Take the time to redirect the
behavior, focusing on teaching the GT child how to understand and redirect the behavior.
Source: Source: GT Kids and Behavior: Seven Strategies to Help Kids (and Parents) Cope, Supporting Emotional
Needs of the Gifted, Christine Fonseca, Dec 29, 2011, Link: http://sengifted.org/gt-kids-and-behavior-seven-
strategies-to-help-kids-and-parents-cope/

•”Developing out of order - Because autism is a disorder, language development can actually happen out of
chronological order. For instance, an 18-month-old child may use more than 15 words but struggle with
imitating the inflection of regular speech. A five-year-old may speak in long sentences but never ask questions
or communicate her needs to others. A speech pathologist can help create a program for a child that targets
the specific areas of challenge.
•Echolalia - Many children with autism go through a stage in their language development where they repeat
phrases they have heard from others or on television. This is called "echolalia," and it is not as common in
neurotypical children. According to Communication in Autism by Joanne Arciuli and Jon Brock, echolalia may
help children with ASD learn how words go together in typical speech. In many cases, when they have learned
this skill, they stop the repetitive language. In other cases, they may continue to use it as a form of verbal self-
stimulation.
•Delayed development - Although some children on the spectrum have a mild delay, many are farther behind
their peers. Some are severely delayed and are still completely non-verbal by the age of four years. The medical
community once saw this as a sign that a child would never talk; however, a 2013 study published in the journal
Pediatrics found that many of these severely-delayed children went on to speak fluently after the age of four. In
most cases, intensive speech therapy can help children make huge progress in their language development,
and many go on to catch up to their peers.”
Source: Autism Developmental Stages, lovetoknow, Kate Miller-Wilson, Link:
http://autism.lovetoknow.com/diagnosing-autism/autism-developmental-stages

•”Gradually improving Theory of Mind - Theory of Mind refers to the ability to understand that others have a different
perspective on the world and to comprehend how this perspective may affect others' behavior. This can be a huge
challenge for kids on the spectrum, but according to Indiana University Bloomington, they can develop some aspects
of Theory of Mind with appropriate therapy and intervention. They may begin by learning about what others see from
a different physical perspective and gradually expand to learning about others' feelings and predicted behaviors in
various situations.
•”Learning about reciprocity - Reciprocity, or the basic back-and-forth that happens during a social interaction, is a
challenging area for many kids with ASD, according to Autism Speaks. Turn-taking in all forms can be challenging, but
with therapy, kids can begin to polish this skill. Often, this starts with taking turns with toys and games. Later, the child
may be able to expand to taking turns in conversations and social situations.
•Establishing sensory self-regulation - According to the Interdisciplinary Council on Development and Learning, one of
the most basic stages of development that can challenge kids on the spectrum is self-regulation. Establishing self-
regulation allows them to become interested in the world and people around them. Many kids on the spectrum
struggle with sensory processing disorders, meaning they have too much or too little sensory information coming in.
Working with an occupational therapist and learning about a child's sensory needs can help a lot. Gradually, the child
will find new ways to satisfy those sensory needs and still pay attention to people around her.”

•”Proximal-to-distal development - According to Motor Control: Theories, Experiments, and Applications by Frederic
Danion, PhD and Mark Latash, PhD, a child must first be able to control the larger muscles and movements before
moving on to finer motions. This is called proximal-to-distal development, and it applies to the developmental
progress of children with autism. If a child struggles with core weakness and tasks like sitting up or standing, she will
also struggle with fine motor tasks like drawing a circle. A physical therapist or occupational therapist can work with
the child to strengthen the larger muscle groups needed for these finer tasks.
•Restricted physical activity - Repeating behaviors and following routines is something that is reassuring to many kids
with ASD, and according to a 2014 study in the journal Autism, it can affect their physical development. The study
found that although kids with ASD got the same amount of physical activity as neurotypical children, they performed
fewer types of activities. You can expand a child's skills by working on establishing a greater variety of physical
activities she will try.
•Extended head lag - When a baby is lying on his back and you pull his arms to help him sit, you may notice that his
head lags behind the rest of his body. This is perfectly normal in young infants, but according to the Kennedy Krieger
Institute, 90 percent of children with autism displayed this head lag after six months of age. As they age, children with
and without autism usually grow out of this stage, but testing the head lag at six months can be a helpful predictor to
determine which kids are at risk for autism.”

“Things to Remember About Autism and Development
Seeing a child miss milestones can be worrisome, but it's important to remember that kids with autism develop at
their unique rate. Keep the following tips in mind as you work with your child:
•Because autism is a developmental disorder, children on the spectrum frequently develop in a way that is outside the
typical order of things. Expect the child to reach milestones at different times and maybe not in the progression you
see on most checklists.
•Just as you can't compare an ASD child's development to a neurotypical peer, you also can't compare her to another
child on the spectrum. No two children with autism are the same. Unfortunately, you can't look at the development of
a friend's child and see what your child will be doing next.
•Expect uneven progress. Sometimes, a child will seem to catch up on several milestones at once. Other times, he will
appear to stall in a developmental stage. Remember that he may be making progress you can't see at this moment.
•At the same time, if your instincts tell you that a child has not been progressing for a while, talk to his or her
pediatrician and school IEP team. You may need to come up with new IEP goals or begin working with a different type
of therapist.
•Remember that in many cases, a delay is just a delay. The child will usually reach that milestone at her own pace. For
instance, she may play turn-taking games three years later than her peers, but she will play them eventually.”

“Compared with children with non-autistic developmental delays, children with autism
have been described as less likely to demonstrate early social-communicative
behaviours such as making eye contact,15 looking at others,16 greeting others,15
offering and giving objects,15 showing and pointing to objects,15-17 raising arms to be
picked up,15 imitating,15-17 and using non-verbal vocalizations communicatively.15
They are also described as less likely to understand or respond to the communication of
others, such as following the point of an adult to an object,15,16 or responding to their
names being called.16 Parents of children with autism also reported that their infants
were less likely to play with them during lap games or turn-taking games,15,16 were less
responsive to parents’ attempts to join in their play,15,16 and were more likely to prefer
to be alone16,17 than children with non-autistic delays. Finally, parents reported that
infants with autism were less likely to smile at others16,17 and more likely to exhibit an
expressionless face than non-autistic infants.16”
Source: The Impact of Autism on Child Development, Vanderbilt Centre for Child
Development, USA, Wendy L. Stone, PhD, Lauren Turner, PhD, August 2005, Link:
http://www.child-encyclopedia.com/autism/according-experts/impact-autism-child-
development

“Screening for ASD includes broadband screeners designed to detect developmental delays in the
general pediatric population and autism-specific screening tools designed for either the general
population or high-risk populations, such as children referred to the early intervention system. Any
screening tool should have strong psychometric features to support its accuracy and be culturally
and linguistically appropriate.
Screening typically includes
• norm-referenced parent and teacher report measures,
• competency-based tools, such as interviews and observations,
• hearing screening to rule out hearing loss as a contributing factor to communication and
behavior difficulties.”
Source: Autism, American Speech-Language-Hearing Association (ASHA), Link:
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Assessment#Screenin
g

Screening procedures evaluate the main characteristics that differentiate ASD from other developmental
disorders, including difficulties in
•eye gaze,
•orienting to one's name,
•pointing to or showing objects of interest,
•pretend play,
•imitation,
•nonverbal communication,
•language development.
Social communication norms vary across cultures. When screening is conducted for non-linguistic aspects of
communication, it is important to recognize when differences are related to cultural variances rather than
secondary to a communication disorder. See cultural competence.
Loss of language or social skills at any age should be considered grounds for screening. In cases where children
are being raised in a bilingual environment, consider whether language loss is attributable to language
attrition.
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Assessment#Screening

“Comprehensive Assessment
Individuals suspected of having ASD based on screening results are referred to
an SLP, and other professionals as needed, for a comprehensive assessment.
Assessment of social communication skills should be culturally sensitive,
functional, and sensitive to the wide range of acceptable social norms that exist
within and across communities; and involve the collaborative efforts of families,
caregivers, classroom teachers, SLPs, special educators, and psychologists as
needed.
The SLP's role includes incorporating a family perspective into the assessment,
effectively eliciting information from families about their concerns, beliefs, skills,
and knowledge in relation to the individual being assessed. It is important to
convey information to families clearly and empathetically, with an understanding
that the assessment and diagnosis process is likely to be stressful and emotion-
laden for family members”
Source: Marcus, Kunce, & Schopler, 2005

“The diagnostic evaluation for individuals at risk for ASD typically includes:
•relevant case history, including information related to the child's health, developmental and behavioral history,
and current medical status;
•a medical evaluation, including general physical and neurodevelopmental examination, as well as hearing and
vision testing;
•medical and mental health history of the family;
•a comprehensive speech and language assessment.
In addition, diagnostic evaluation may include
•genetic testing, particularly if there is a family history of intellectual disability or genetic conditions associated
with ASD (e.g., fragile X, tuberous sclerosis) or if the child exhibits physical features suggestive of a possible
genetic syndrome;
•metabolic testing, if the child exhibits symptoms such as lethargy, cyclic vomiting, pica, or seizures.

“Speech and Language Assessment
Depending on the individual's age and abilities, the SLP typically assesses
•receptive language;
•expressive language, including sound and word production and the frequency and function of verbal
(vocalizations/verbalizations) and nonverbal (e.g., gestures) communication;
•literacy skills;
•social communication (See social communication disorders and social communication benchmarks[PDF]),
including: use of gaze, ojoint attention, initiation of communication, social reciprocity and the range of
communicative functions, sharing affect, play behaviors, use of gestures;
•conversational skills, including topic management (initiating, maintaining, and terminating relevant, shared
topics); turn-taking; providing appropriate amounts of information in conversational contexts;
•speech prosody.”
g

“Comprehensive assessment for ASD typically includes the following.
Standardized Assessment—an empirically developed evaluation tool with established reliability
and validity. Formal testing may be useful for assessing the structure and form of language, but
may not provide an accurate assessment of an individual's use of language (i.e., pragmatics).
Standardized tests should be culturally and linguistically appropriate, and standard scores should
not be determined if the norming sample is not representative of the individual assessed.
Parent/Teacher/Self-Report Measures—rating scales, checklists, and/or inventories completed by
the family member(s)/caregiver, teacher, and/or individual. Findings from multiple sources (e.g.,
family vs. teacher vs. self-report) may be compared to obtain a comprehensive profile of
communication skills. When possible, parent checklists should be provided in their native language
to obtain the most accurate information.
Ethnographic Interviewing—an interview technique that uses open-ended questions, restatement,
summarizing for clarification, and avoidance of leading questions and "why" questions in order to
develop an understanding of the individual's and the family's perceptions, views, desires, and
expectations. See cultural competence.”
g

“Analog Task(s)—observation of the individual in simulated or staged
communication contexts that mimic real-world events, including peer-group
activities and simulated workplace interactions.
Naturalistic Observation—observation of the individual in everyday social settings
with others. Criterion-referenced assessments may be used during naturalistic
observations to document an individual's functional use of language across social
situations.
Dynamic Assessment—a method that seeks to identify an individual's skills as well as
his or her learning potential. Dynamic assessment is highly interactive and
emphasizes the learning process over time. It can be used in conjunction with
standardized assessments and for ongoing assessment following the diagnosis of
ASD.”
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Assess
ment#Screening

“Need For Ongoing Assessment
Following a diagnosis of ASD, ongoing assessment focusing on the skills most essential
for social and communication development is conducted to
•determine an individual's current profile of social communication skills,
•identify priority learning objectives within natural communication contexts,
•examine the influence of the communication partner and the environment on
communication competence.
As part of the ongoing assessment process, dynamic assessment procedures can be
used to identify the skills that an individual has achieved, those that may be emerging,
and the contextual supports that enhance communication skills (e.g., AAC or modeling).
See intervention goals associated with core challenges.”
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Assessment
#Screening

“Special Considerations: Audiologic Assessment
Individuals with hearing loss may present with symptoms similar to those of ASD,
particularly within the communication and socialization domains. For example, in the
case of children with significant hearing loss or deafness,
•when compared to peers with normal hearing, their speech may differ, and they may
rely more heavily on gestures (Worley, Matson, & Kozlowski, 2011);
•the inability to hear may limit social interaction with peers and lead to the kind of
deficits in social skills often seen in children with ASD.
It is also possible for an individual to have both ASD and hearing impairment
(Easterbrooks & Handley, 2005; Malandraki & Okalidou, 2007; Szymanski & Brice, 2008).
The similarities in communication and socialization symptoms between hearing
impairment and ASD populations, along with the possibility of dual diagnosis, can
present challenges for differential diagnosis. An audiologic assessment is conducted
when hearing loss and/or ASD are suspected.”
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Assessment
#Screening

1. “Use Task Analysis –very specific, tasks in sequential order.
2. Always keep your language simple and concrete. Get your point across in as few words as possible. Typically,
it’s far more effective to say “Pens down, close your journal and line up to go outside” than “It looks so nice
outside. Let’s do our science lesson now. As soon as you’ve finished your writing, close your books and line up
at the door. We’re going to study plants outdoors today”.
3. Teach specific social rules/skills, such as turn-taking and social distance.
4. Give fewer choices. If a child is asked to pick a color, say red, only give him two to three choices to pick from.
The more choices, the more confused an autistic child will become.
5. If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence. Asking
a student what you just said helps clarify that you’ve been understood.
6. Avoid using sarcasm. If a student accidentally knocks all your papers on the floor and you say “Great!” you
will be taken literally and this action might be repeated on a regular basis.
7. Avoid using idioms. “Put your thinking caps on”, “Open your ears” and “Zipper your lips” will leave a student
completely mystified and wondering how to do that.”
Source: 22 Tips for Teaching Students with Autism Spectrum Disorders, Teaching Community, Monster.com,
Pat Hensley, Link: http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-
autism-spectrum-disorders

8. “Give very clear choices and try not to leave choices open ended. You’re bound to get a better result by asking “Do
you want to read or draw?” than by asking “What do you want to do now?”
9. Repeat instructions and checking understanding. Using short sentences to ensure clarity of instructions.
10. Providing a very clear structure and a set daily routine including time for play).
11. Teaching what “finished” means and helping the student to identify when something has finished and something
different has started. Take a photo of what you want the finished product to look like and show the student. If you
want the room cleaned up, take a picture of how you want it to look some time when it is clean. The students can use
this for a reference.
12. Providing warning of any impending change of routine, or switch of activity.
13. Addressing the pupil individually at all times (for example, the pupil may not realize that an instruction given to
the whole class also includes him/her. Calling the pupil’s name and saying “I need you to listen to this as this is
something for you to do” can sometimes work; other times the pupil will need to be addressed individually).
14. Using various means of presentation – visual, physical guidance, peer modeling, etc.
15. Recognizing that some change in manner or behavior may reflect anxiety (which may be triggered by a [minor]
change to routine).”

16. “Not taking apparently rude or aggressive behavior personally; and recognizing that the target for the
pupil’s anger may be unrelated to the source of that anger.
17. Avoid overstimulation. Minimizing/removal of distracters, or providing access to an individual work area or
booth, when a task involving concentration is set. Colorful wall displays can be distracting for some pupils,
others may find noise very difficult to cope with.
18. Seeking to link work to the pupil’s particular interests.
19. Exploring word-processing, and computer-based learning for literacy.
20. Protecting the pupil from teasing at free times, and providing peers with some awareness of his/her
particular needs.
21. Allowing the pupil to avoid certain activities (such as sports and games) which s/he may not understand or
like; and supporting the pupil in open-ended and group tasks.
22. Allowing some access to obsessive behavior as a reward for positive efforts.
autism-spectrum-disorders “

“Clarity: Information about the plan, expectations and procedures are clear to the individual, family, staff and
any other team members.
Strategy Focus/ Overall Strategy
•Consistency: Team and family members are on the same page with interventions and approaches, and strive
to apply the same expectations and rewards.
•Simplicity: Supports are simple, practical and accessible so that everyone on the team, including the family,
can be successful in making it happen. If you don’t understand or cannot manage a complicated proposed
behavior intervention plan, speak up!
•Continuation: Even as behavior improves, it is important to keep the teaching and the positive supports in
place to continue to help your loved one develop good habits and more adaptive skills.”
Source: What are the Positive Strategies for Supporting Behavior Improvement?, Autism Speaks, Inc., Link:
http://www.autismspeaks.org/sites/default/files/section_5.pdf

Adapt the Environment
•Organize and provide structure: Provide clear and consistent visual schedules, calendars, consistent routines, etc. so that
person knows what is coming next.
•Inform transitions and changes: Recognize that changes can be extremely unsettling, especially when they are unexpected.
Refer to a schedule, use countdown timers, give warnings about upcoming changes, etc.
•Use Visual Supports: Pictures, text, video modeling and other visuals are best for visual learners, but they are also critical
because they provide information that stays. The ATN Visual Supports Tool Kit provides a step-by-step, easy-to-understand
introduction to visual supports.
•Provide a safe place and teach when to use it: A calming room or corner, and/or objects or activities that help to calm (e.g.
bean bag) provide opportunities to regroup and can be helpful in teaching self-control.
•Remove or dampen distracting or disturbing stimuli: Replace flickering fluorescent lights, use headphones to help block
avoid high traffic times, etc.
•Pair companions or staff appropriately for challenging activities or times: Some people are more calming than others in
certain situations. If going to the store with dad works better than with mom, focus on that and celebrate successes.
•Consider structural changes to your home or yard: These changes might address some of the specifics of your situation to
increase independence or reduce the risks when outbursts occur. Making Homes that Work includes a range of potential
changes that can be made to reduce property damage, improve safety, and increase choice and independence.”

“Use Positive Behavior Supports
•Celebrate and build strengths and successes
•Respect and listen to him
•Validate his concerns and emotions
•Provide clear expectations of behavior
•Set him up for success: Provide accommodations.
•Ignore the challenging behavior
•Alternate tasks
•Teach and interact at your child’s or loved one’s learning level
•Give choices, but within parameters
•Provide access to breaks
•Promote the use of a safe, calm-down place
•Set up reinforcement systems
•Allow times and places for him to do what he wants
•Reward flexibility and self control
•Pick your battles: Strive for balance
•Use positive/proactive language”

“Teach Skills and Replacement Behaviors
•Develop and expand functional communication
More information and possible resources:
•The National Professional Development Center’s Functional Communication Training
•Functional Communication Training
http://www.autismspeaks.org/sites/default/files/challenging_behaviors_caregiver_manual.pdf
•Severe Behavior Problems: A Functional Communication Training Approach (Treatment Manuals
for Practitioners), by V. Mark Durand
•Picture Exchange Communication System (PECS) and Associated Apps
•Other Autism Apps, such as Proloquo”
Source: What are the Positive Strategies for Supporting Behavior Improvement?, Autism Speaks,
Inc., Link: http://www.autismspeaks.org/sites/default/files/section_5.pdf

“Develop a Voice
•Teach Social Skills
•Create Activity Schedules
•Picture Activity Schedules, from Do2Learn
•Activity Schedules for Children With Autism, Second Edition: Teaching Independent Behavior, by
Lynn E. McClannahan and Patricia Krantz
•Other Autism Apps, such as ReDo
•Teach Self-Regulation and De-escalation Strategies”

“OTHER BEHAVIORAL STRATEGIES
•Use The Incredible 5-Point Scale to teach social awareness and emotions
•Teach recognition of arousal levels
•Employ Behavioral Relaxation Training (BRT)
•Teach self control and behavioral targets using Social Stories or Cognitive Picture Rehearsal.
•Teach the individual to recognize the triggers for his behavior, and ways to avoid or cope with these when they occur.
•Find ways to arouse and ways to calm your child, which can vary from person to person, and teach him to do these
when he needs to.
•Review additional tips and hundreds of sample behavior charts and targets, including feeling charts.
•Find providers who use Cognitive Behavior Therapy or teach cause and effect, self-reflection, and social
understanding through tools such as the Social Autopsy.
•Teach Self-Management Skills
•Promote Exercise
•Address Hormones and Sexuality Considerations”

“Positive, reinforcement-based strategies
•Ignoring the behavior (extinction) is often used when the behavior is used for attention, and is
mild or not threatening.
•Redirection, often supported with visuals, may involve redirection to an appropriate behavior or
response and is often paired with positive strategies.
•Removal from a situation or reinforcement through a time out is often used for calming down
opportunities.”

•”Lack of or delay in spoken language
•Repetitive use of language
•Little or no eye contact
•Lack of interest in other children
•Lack of spontaneous or make-believe play
•Persistent fixation on parts of objects
•Poor response to his/her name
•Fails to imitate caregivers
•Motor mannerisms (e.g., hand-flapping)
•Fails to point or show joint attention”
Source: Evidence-Based Interventions for Autism Spectrum Disorders, Iowa Department of Human
Services by the Center for Disabilities and Development of the University of Iowa Children’s
Hospital, Scott Lindgren, Ph.D., Alissa Doobay, Ph.D., May 2011, Link:
http://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventi
ons%206-10-11.pdf

o “Applied Behavior Analysis (ABA)
•Discrete Trial Training (DTT)
•Functional Communication Training (FCT)
•Pivotal Response Training (PRT)
•Antecedent-Based Interventions
•Social Skills Training
•Cognitive-Behavioral Therapy
•Medication
•Augmentative and Alternative Communication (AAC)
•Picture Exchange Communication System (PECS)
•Modeling
•Visual Supports
•Computer-Aided Instruction
•Parent-Implemented Intervention”
Source: Evidence-Based Interventions for Autism Spectrum Disorders, Iowa Department of Human Services by the Center for
Disabilities and Development of the University of Iowa Children’s Hospital, Scott Lindgren, Ph.D., Alissa Doobay, Ph.D., May
2011, Link: http://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventions%206-10-
11.pdf

“ASD – Interventions with Emerging Evidence
•Developmental Relationship-Based Treatment
•Play Therapy
•Supportive Therapies”
Source: Evidence-Based Interventions for Autism Spectrum Disorders, Iowa Department of Human Services by the
Center for Disabilities and Development of the University of Iowa Children’s Hospital, Scott Lindgren, Ph.D., Alissa
Doobay, Ph.D., May 2011, Link:
http://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventions%206-10-11.pdf

“The gifted learner is traditionally identified with a higher-than-average score on an Intelligence Quotient (IQ) test.
Krause et al. (2003) report that the gifted learner is typically within the top 2% of standardized IQ scores – in other
words, possesses an IQ of approximately 130+. Langrehr (2006) rejects the intelligence quotient method, proposing a
series of tests that measure what he terms ‘multiple-answer thinking.”
“Gifted children have special learning needs, which if not met, can lead to frustration, a loss of self-esteem, boredom,
laziness and underachievement (Crocker, 2004; after Knight & Becker (2000).”
“If the gifted student is not identified, they quickly surpass their non-gifted classmates and become accustomed to a
relaxed approach to learning, which can create serious learning difficulties when confronted with difficult and complex
material in higher studies (Diezmann & Watters, 2006).”
“Diezmann, Watters and Fox (2001:3) claim that gifted children experience: “socio-emotional problems that include
difficulty with social relationships, isolation from peers, pressures to conform, resistance towards authority, refusal to
complete routine and repetitious work, and frustration with every day life (after Davis & Rimm, 1998).”
Source: Page, S.. Challenges Faced By “Gifted Learners” in School and Beyond. Inquiries Journal. (2010). Vol. 2. No. 11.,
Link: www.inquiriesjournal.com/articles/330/challenges-faced-by-gifted-learners-in-school-and-beyond

“’A student’s level of social and emotional maturation may not keep pace with his or her advanced intellectual
development’ (Berger, 2006: 150) – it is this social experience, attained through peer contact that many primary and
secondary Gifted and Talented programs neglect or overlook.”
“Teachers of gifted and talented students need to not only create a social relationship, but also quasi-professional
academic relationship with their students.”
“Gifted students, by virtue of their advanced intellectual capabilities may be even more dependent upon the teacher
to provide for their specific academic needs.”
“The tendency for gifted students to display multi-potentiality and the tendency for perfectionism can be combated
through teaching study skills and academic planning in gifted and talented programs, alongside course content (See
Berger, 1989; Diezmann et al., 2006’ Crocker, 2004).”
“It is an unfortunate paradox that the gifted child is often considered at a disadvantage to their non-gifted peers, and
this essay holds that it is a failing of the educational system to identify, educate and support these students in a
suitable fashion.”
Source: Page, S.. Challenges Faced By “Gifted Learners” in School and Beyond. Inquiries Journal. (2010). Vol. 2. No. 11.,
Link: www.inquiriesjournal.com/articles/330/challenges-faced-by-gifted-learners-in-school-and-beyond

“Historically, students of color or those who are not native English speakers have been seriously underrepresented in gifted programs
(Elhoweris, Mutua, Alsheikh, Holloway, 2005; Ferri & Connor, 2005; Harris, Brown, Ford, &
Richardson, 2004; Loveless, 2009; Patton, 1998; Plucker, Burroughs, & Song,2009; Skiba, Poloni-Staudinger, Gallini, Simmons, & Feggins-
Azziz, 2006). In arecent review Ford (2012) noted that Hispanic students are underrepresented in
gifted programs nationally by 40% and argued that teachers lack diversity and cultural competence and hold low expectations for these
students.”
“Given the level of underrepresentation of nonwhite students in gifted programs and estimates of the increasing diversity of the student
body nationally, increasing teacher understanding is crucial (Briggs, Reis,
& Sullivan, 2008; Esquierdo & Arreguin-Anderson, 2012).”
“It is estimated that by between 2000 and 2050, the Hispanic student population will double, from 12.5% to 24.4%, and in some districts
will result in White, non-Hispanic students becoming the minority group (Esquierdo &
Arreguin-Anderson, 2012; Natriello, McDill, & Pallas, 1989).”
“In this way, whether a primary grade student receives support to develop his or her talents, and how his or her talents are developed will
depend in large measure on how that student’s teacher conceptualizes giftedness in young children, including those from diverse
backgrounds (p. 449).”
Source: Szymanski, Toni and Shaff, Thomas (2013) "Teacher Perspectives Regarding Gifted Diverse Students," Gifted Children: Vol. 6: Iss.
1, Article 1. Available at: http://docs.lib.purdue.edu/giftedchildren/vol6/iss1/1

“In this qualitative study, we investigated teachers’ perceptions of their training for teaching in multicultural settings
and for working with gifted Hispanic children.”
“However, both current and pre-service teachers typically receive little training in the learning needs of gifted
students, especially in how to tailor academic instruction to meet such needs (Pierce, Adams, Neumeister, Cassady,
Dixon & Cross, 2007).”
“The authors concluded that answers to survey questions by teachers
without training suggested a negative attitude towards gifted students and a view
of high intelligence as a threat to social order (Geake & Gross, 2008).”
“Moon and Brighton (2008) found that “the majority of respondents seemed unable to consider as gifted students
who deviate from textbook indicators of giftedness.”
“A nationwide study of policies for identifying gifted students noted that in 40 of 50 states in the U.S., teacher
recommendations are the most frequently cited source for screening students for
gifted programming (Coleman & Gallagher, 1992).”
Source: Szymanski, Toni and Shaff, Thomas (2013) "Teacher Perspectives Regarding Gifted Diverse Students," Gifted
Children: Vol. 6: Iss. 1, Article 1. Available at: http://docs.lib.purdue.edu/giftedchildren/vol6/iss1/1

“One area found to be lacking in pre-service teacher preparation programs
is the identification and understanding of gifted learners. This lack of training can
impact teachers’ perceptions of gifted students and their recognition of
characteristic behaviors that would help them identify gifted students.”
“Teacher perceptions of minority students, which are frequently stereotyped, influence instructional practices” (Townsend,
2002, p. 730).”
“Ford and colleagues reported that pre-service teachers do not receive
adequate training in multiculturalism and the understanding of diverse students
(Ford & Harmon, 2001; Ford, Howard, Harris, & Tyson, 2000; Ford et al., 2001).
Given that the majority of elementary school teachers are White, middle-class
females, the racial/cultural differences between students and teachers may be
responsible for inadequate understanding regarding communication, expectations,
or performance.”
Source: Szymanski, Toni and Shaff, Thomas (2013) "Teacher Perspectives Regarding Gifted Diverse Students," Gifted Children:
Vol. 6: Iss. 1, Article 1. Available at: http://docs.lib.purdue.edu/giftedchildren/vol6/iss1/1

“These multicultural skills and understandings are rarely specifically addressed in educational texts for educating
gifted children (Ford et al., 2001). Likewise, multicultural education courses that focus on developing competencies for
working with culturally, linguistically, and ethnically diverse students rarely mention the needs of gifted students.”
“Some describe an individual’s orientation to diverse learners, while others recognize multicultural education as a
sociopolitical tool that may be used to reverse issues of power, privilege, and inequity (Gorski, 2009).”
“Gorski’s analysis found that only 29% of the multicultural teacher education courses focused on developing the
required skills for working with diverse students.”
“More telling is evidence that non-white children
are aware of being stigmatized by negative expectations at a much younger age
and that such awareness affects their ability to learn (McKown & Weinstein,
2003, 2008).”

“Teachers who hold a cultural deficit model for racially diverse students may not believe that these students are
capable of high academic achievement (Ford et al., 2001). Similarly, teachers who do not understand the cognitive,
social, and emotional needs of gifted students may not believe that services are
necessary to help these students develop their potential.”
“You know it is terrible, but I don’t remember anything that I have had, any lectures or training. I don’t think I
had any” (Interview 2-2, 11/24/2010, p. 1).”
“I don’t think we really do much training for those gifted students. I think it almost tends
to be that’s Ms. Patrick’s (TAG teacher) job to do that” (Interview 3-3, 1/22/2011,
p. 5).”
“However, five of the six participants had not received multicultural educational classes saying they had
“grown with the district” as its demographics shifted from a White, non-Hispanic
majority to a Hispanic majority.”

“All the time. Everyday. That’s probably all we do. I mean it’s just all of our in-services are based on diversity.” Ms.
Robinson added, “We’ve had to learn techniques on how to make sure that the students were learning and that we
were teaching so that they could learn” (Interview 3-3,
1/22/2011, p. 4).”
“Using personal experience as a yardstick by which to measure giftedness could create barriers for identifying and
serving diverse gifted students.”
“I don’t know the process to identify gifted students here in this school…I don’t know what the whole process is since
we don’t actually identify them in second grade” (Interview, 2-2, 11/24/2010, p. 1).”
“For a child to be identified as gifted earlier than third grade, a teacher in this district would have to recognize
outstanding abilities in the classroom.”
“I cannot even tell you the name of the class where we talked about gifted” (Interview 2-2, 11/24/2010, p. 1).”

“Three of the five teachers expressed the idea of a student being truly gifted and reported that they had seen only
two or three truly gifted students in 15 to 20 years of teaching.”
“Responses from the third-grade teachers consistently used the phrases thinking differently and requiring challenge
to describe students. Ms. James summed up her description with, “I think a gifted child stands way above and beyond
others in just areas of where they’re gifted. Like you’ll just see something
completely different and very inquisitive and probably even can almost be sort of obstinate at times” (Interview 3-3,
1/22/2011, p. 3).”
“Ms. James indicated that she felt she did not have enough training on accommodating gifted learners: “I don’t feel
like I’m doing a very good job of being a facilitator for those kids that that’s all they
need versus the ones that really need to be taught how to think” (Interview 3-3,
1/22/2011, p. 5).”

“The teachers expressed the feeling that the lack of familiarity with the English language was keeping diverse learners
from being identified for gifted programming.”
“Three of the five teachers stated poverty was a large barrier to students participation in gifted programming.”
“Certification requires “completion of the exceptional learner program, which must include preparation that
contributes to the education of individuals with disabilities and the gifted and talented” (IC 282-13.18(3)). This
requirement is often accomplished by one or two sessions on gifted learners within a course on exceptional students
that focuses primarily on students with disabilities.”
“Ms. Patrick expressed her concern about having no time to plan for lessons and wondering how long she can keep
up the pace of “just going,” from group to group.”

“Teachers working within a system and acting on their own experiences and beliefs in the absence of training may influence
the opportunities presented to racially and culturally diverse, gifted students.”
“Moon and Brighton (2008) reported that greater than 30% of their participants indicated that the potential for academic
giftedness is not present in all socioeconomic groups. This may preclude teachers from looking for indications of giftedness in
students who are economically disadvantaged. By denying students their racial and cultural diversity, teachers are denying the
history and experiences of minority students
living in a country that historically has been dominated by White non-Hispanics.”
“Lack of understanding of the unique needs of gifted learners may prevent teachers from identifying these needs in their
students. Racially and culturally diverse students may pose an even bigger dilemma for teachers because language or cultural
differences may mask the characteristics that an untrained professional may associate with giftedness.”
“By including some aspects of culturally diverse gifted students in ELL training it will highlight the need for
teachers to actively search for signs of advanced ability.”
Source: Szymanski, Toni and Shaff, Thomas (2013) "Teacher Perspectives Regarding Gifted Diverse Students," Gifted Children:
Vol. 6: Iss. 1, Article 1. Available at: http://docs.lib.purdue.edu/giftedchildren/vol6/iss1/1

Most educational programs typically define gifted children as those who express the following characteristics: "intellectual,
creative, artistic, leadership, capacity and specific academic achievement" (Brown 159). According to Gallagher and Gallagher
there is little agreement about how giftedness should be defined. Resenick and Goodman indicated that as to 'giftedness'
itself, there is no tight definition, no single agreed-on meaning. It is a flexible construct which is part of the debate over culture
and policy" (109).”
“Federal law defines gifted and talented children as those who demonstrate "high performance capability in such areas as
intellectual, creative, artistic, or leadership capacity or in specific academic fields and require services or activities nor ordinarily
provided by the school... To develop such capabilities fully" Hallahan and Kauffman 455). The U. S. Department of Education
definition also states: "Outstanding talents are present in children and youth from all cultural groups, across all economic
strata, and in all areas of human endeavors" (2).”
“According to the U.S. Department of Education, giftedness can be exhibited among children
with high performance capacity in intellectual, creative, and/or artistic areas, and unusual leadership capacity, or excel in
specific academic field (2).”
Source: Dillard, John and Brazil, Nettye R. (2002) "Improving the Selection Process for Identifying Gifted Ethnic Minority
Children," Trotter Review: Vol. 14: Iss. 1, Article 4. Available at: http://scholarworks.umb.edu/trotter_review/vol14/iss1/4

“Individual assessment instruments, such as the Stanford-Binet, do not accurately measure the full potential of ethnic
minority students (Brown; Ford). Further, many of the objectives items are biased against
African Americans since they are related to differences in values, inner city experience compared to suburban and
other life styles, differences in ethnic and cultural experiences, and differences in language usage indigenous to group
culture (Brown 1997).”
“For example, group I.Q. tests are commonly used to select students rather than
screen them for additional identification procedures, even though group tests are too crude for selection purposes.”
“"[a] traditional identification paradigm, which relies on teacher nomination and requires performance scores on test
of intelligence and achievement, has been a serious barrier to the participation of more ethnic/minority children in
programs for the gifted“ (5). The ongoing yet outmoded focus on the intelligence measures as the evaluation
instrument of giftedness is indeed a very real barrier to
equity in gifted programs.”
Source: Dillard, John and Brazil, Nettye R. (2002) "Improving the Selection Process for Identifying Gifted Ethnic
Minority Children," Trotter Review: Vol. 14: Iss. 1, Article 4. Available at:
http://scholarworks.umb.edu/trotter_review/vol14/iss1/4

“Often, African American and other ethnic minority students are omitted or passed over simply as a result of teachers'
and administrators' attitudes towards and perceptions of these students, for
example, Schafer (1998) states, Discrimination and classism within the race based on darkness ofskin,
haircut, quality of clothes andpossessions, and socioeconomicfactor divide students. Rural students are dismissed by
the urban 'elite' despite their academic qualifications. Teachers often have lower expectations
for their African American pupils, and inflexible, irrelevant curriculum
restricts pupils (58-59).”
“Further, some researchers (Frasier and Passow; Frasier, Garcia, and Passow; Kornhaber) contend
that teachers refer disproportionately fewer African Americans, American Indians, and Hispanic youngsters to gifted
and talented education programs.”

“Schafer (1998) contends that "Talented African American students suffer and endure humiliation and trauma [from
peers] as they become aware that it is often dangerous to succeed. For instance, peer
pressure has equated education with success and the rejection of African American culture for Caucasian values.”
CONCERNS ABOUT TRADITIONAL METHODS FOR IDENTIFYING GIFTED CHILDREN
“According to Kornhaber, most states require schools and districts to have gifted identification screening. Traditional
criteria for screening include intelligence (or I.Q.) test results and teacher
endorsements (Brown).”

“It is clear that teachers' perceptions of students are often culturally based (Ford and Grantham) which can lessen
potentially gifted, ethnic minority students‘ chances of being selected.”
“This section will discuss three general areas pertaining to training teachers: 1) assessing African
Americans' learning styles, 2) identifying African Americans according to the new criteria for identifying gifted
students, and 3) involving parents in the identification of giftedness.”

“Both Bonner and Rhodes argue that most teachers fail to receive professional training, in college or elsewhere, for
recognizing potential gifted behaviors among ethnic minority youngsters.”
“Obvious attributes of gifted behavior exhibited by ethnic minorities often elude teachers because their backgrounds,
experiences, and learning styles are vastly different (Bell; Ford).”
“Cultural insensitivity to gifted behavior can be offset or eliminated through culturally based training.”
“Ethnic minority students seem to prefer field dependent and sensitive learning approaches which include cooperative learning
and hands-on activities as opposed to the field independent, experimental analytical learning style (Bell; Graybill; Griggs and
Dunn).”
“Teachers must provide flexible learning opportunities such as cooperative groups, demonstrations, open-ended tasks and
hands-on activities (Renzulli and Purcell).”
Source: Dillard, John and Brazil, Nettye R. (2002) "Improving the Selection Process for Identifying Gifted Ethnic Minority
Children," Trotter Review: Vol. 14: Iss. 1, Article 4. Available at: http://scholarworks.umb.edu/trotter_review/vol14/iss1/4

“The new paradigm shift in gifted education calls for a new and dramatically different approach to identifying
giftedness (Passow and Frasier). The focus is on a technique that encompasses a wider
spectrum of behaviors, including potential gifted traits.”
“It is imperative that teachers are aware of the new criteria for identifying and selecting
students who quality for gifted education.”
“Forsbach and Pierce found that teachers increased their ability to identify attributes of gifted behavior through staff
development and the use of multiple criteria. Subsequently, the number of African Americans referred to the gifted
program increased.”
“Other methods that teachers have used to identify talent among ethnic minorities are biographical selfidentification
inventories (Schwartz) and tryouts in programs of interest (Fishkin and Johnson).”

“Professionals should consider the definition of "giftedness" as one that is broad enough to include children of all
cultures and ethnic groups.”
“Another significant aspect of improving the selection process is the training of teachers regarding ethnic minority
students' culture, learning styles, and how to identify talented and gifted behaviors.”

“People with autism spectrum disorder (ASD) vary substantially in their functioning levels. Some individuals
with ASD are less affected and can more readily communicate and interact in ways consistent with social
demands. Other individuals may be unable to speak, experience limited
gains in communication skills, and exhibit frequent and intense behaviors.”
“In this framework, disability is seen as a result of an interaction between a person (with a
health condition) and the environmental and personal (i.e., contextual) factors.”
Source: West, E., Travers, J.C., Kemper, T., Liberty, L., Cote, D., McCollow, M., Brusnahan, L.. Racial and Ethnic Diversity of
Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder. (2016). The Journal
of Special Education, Vol. 50(3) 151-163. DOI: 10.1177/0022466916632495

“In this framework, disability is seen as a result of an interaction between a person (with a
health condition) and the environmental and personal (i.e., contextual) factors.”
“Unless the participants are clearly identified, it is impossible to connect an intervention
with an individual who might benefit from it. This is especially important with ASD since no two
individuals are alike, complicating the selection process” (West, McCollow, Umbarger, Kidwell, & Cote, 2013, p. 448).”
“Arranging environmental conditions consistent with learner needs is the essence of effective teaching.”
“This means special education professionals must develop and refine relationships with students and families in ways
that enhance teacher ability to arrange effective instructional conditions (Odom & Wolery, 2003; Simpson,
Mundschenk, & Heflin, 2011).”

“These factors can include family primary language, family orientation style, economic
status, ethnicity, acculturation status, religious beliefs, access to community services and supports,
food/nutrition status, homelessness, parent/caregiver mental illness or addiction status, parent educational
attainment, parent disciplinary style and beliefs, and access to pediatric care.”
“Special educators must align curriculum, methods, strategies, and supports with the culture, primary language,
ethnicity, socioeconomic status, biological and physiological factors, and individual histories of their students.”

“Ethnically and linguistically diverse children with ASD and their families have long been underrepresented in
ASD research (Hilton et al., 2010; Kistner & Robbins, 1986; Pierce et al., 2014; Tek & Landa, 2012). Wong et al.
(2014) discussed the limited diversity of participants as a limitation of their review. Specifically, these authors
pointed out they did not collect demographic information on the gender, race, and ethnicity of the participants
in the studies.”
“Pierce et al. examined the research published in three leading ASD-related journals in 2000, 2002, 2004, 2006,
2008, and 2010 for reports of participant ethnicity. They found 72% of articles did not include descriptors of
race or ethnicity for participants.”
“However, individuals with ASD are a relatively small population who vary substantially in functioning
due to unique experiences and impact of their disability.”

“Despite this, confusion exists among special education researchers as to the extent to which participant
characteristics are relevant to single subject research, and this confusion appears
related to the influence of group research design in education (Wolery, 2013).”
“According to CEC Standards for EBPs (Cook et al., 2014), researchers have to provide
sufficient information about the participants, including gender, age, race/ethnicity, socioeconomic status, and
language ability.”

“If group studies include and sufficiently describe samples of participants with particular cultural, ethnic,
linguistic, and economic backgrounds, then Bconfidence in the generality of an EBP supported by such studies
to similarly diverse students may be increased. Relatedly, if studies using single subject research designs
incorporate detailed descriptions of diverse participants, then confidence in the potential replication of effect
on other learners with similar profiles may be enhanced.”

“We grouped REN into seven categories according to geographic regions for illustrative
purposes: White, Asian, Black, Hispanic/Latino, Middle Eastern, multiracial, and Native American. Of the 770
total participants whose REN was reported, 489 (63.5%) were White. Multiracial participants comprised 159
(20.6%) of the total reported. Black participants and Asian participants were represented with 52 (6.8%) and 40
(5.2%), respectively. There were 18 (2.5%) Hispanic/Latino
participants, 10 (1.3%) Middle Eastern participants, and 1 (0.1%) Native American participant in the 770
participants whose REN were reported.”
“Of the 2,489 participants, 1,848 (74%) were male, 361 (15%) were female, and 280 (11%) were unreported.”

“When REN was reported, White participants represented a significant majority in research studies that met the
minimum design criteria.”
“Researchers, therefore, may not have had sufficient access to diverse participants and may have instead relied
on convenience sampling rather than engaging in novel or replication research to better understand the
efficacy of these interventions for students from diverse backgrounds.
Another factor related to recent findings suggests ASD is diagnosed differently, with Whites generally being
identified at rates significantly higher than Asian, Black, Hispanic/ Latino, Middle Eastern, multiracial, and Native
American populations (Travers, Krezmien, Mulcahy, & Tincani, 2014;
Travers, Tincani, & Krezmien, 2013).”

“It is imperative interventions are selected that rely on practitioner wisdom and a valuing of family and
community priorities. Practitioners and families must choose the most appropriate interventions that meet the unique
needs of the child and family. Choice is necessary and highly valued by families because proposed EBP treatments
may conflict with a family’s beliefs, may have been tried and failed, or a family may know that a proposed treatment
will not work for their child.”
“Second, practitioners should seek ways to deliver EBPs consistent with intervention protocols while incorporating
student strengths, interests, and preferences, as well as accounting for the priorities of individualized education
program (IEP) team members.”
“Rather, this finding highlights why professionals should adopt a meticulous, data-based approach to
intervention delivery and evaluation (CEC Interdivisional Research Group, 2014).”

“Our findings of extremely limited diversity among participants in the most rigorous intervention research
further underscore these concerns.”
“Indeed, researchers and agencies that fund ASD intervention research should take steps to encourage
recruitment of participants with ASD from various races, ethnicities,
ages, and socioeconomic statuses.”
IMPORTANT POINT!!
“be identified with ASD than White children (Travers et al., 2013, 2014). Given the nuances associated with
culture, language, and behavior, researchers may consider conducting qualitative research to obtain details
about factors related to race, ethnicity, language, gender, and socioeconomic status that may affect
intervention generality (La Roche & Christopher, 2009).”

“Qualitative research can support evidence-based special education by providing ways to (a) substantiate
promising practices, (b) understand the implementation of EBPs, and (c) determine how
and why EBPs work for certain individuals or groups and not well for others (Odom et al., 2005).”
WHY DON’T STUDENTS OF ETHNICALLY DIVERSE BACKGROUNDS PARTICIPATE IN ASD STUDIES MORE
FREQUENTLY?
“Qualitative and mixed-methods research targeted at understanding why parents and caregivers from diverse
backgrounds are reluctant to participate may help researchers design studies and interventions that encourage
their participation.”

 Problems exist in identifying both Gifted & Talented minority or ethnically diverse students and those
who are ethnically diverse and fall into the Autism Spectrum Disorder Category.
 Some of these underlying issues are:
 Gifted tests which are not sensitive to minority or ethnic-based cultures
 A large proportion of teachers are not trained to identify unique characteristics of ethnically diverse
gifted & talented students or aware of these unique characteristics
 Existing Talented & Gifted tests and assessments are rigid and do not account for different types of
intelligence, such as interpersonal or social intelligence or emotional intelligence
 Ingrained assumptions or believes many teachers still hold regarding minority or ethnically diverse
students; this psychologically prevents them from examining gifted & talented traits in these students
 For minority ASD students, one of the underlying problems is a reliable framework does not exist for
identifying ethnically diverse students who can be categorized as having ASD; the reason for this is,
these students’ parents are reluctant to participate in related studies
 Teachers may have a hard time differentiating language communication problems (i.e. ESL) from ASD
characteristics, therefore one problem may be “masking” the other
 In certain neighborhoods, adequate ASD programs and resources may not exist to support these
students in terms of identification and administration
 Missing data in ASD studies, especially data indicating participants’ race or ethnicity; this makes is very
difficult to build specific educational strategies for minority ASD students

 National Association of Gifted Children, Link: http://www.nagc.org/resources-publications/resources/definitions-giftedness
PA Code, Link: http://www.pacode.com/secure/data/022/chapter16/s16.1.html
 Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappa, 60, 180-181, Link:
http://www.nagc.org/resources-publications/resources/definitions-giftedness
 Webb et al, 2007; The Columbus Group, 1991.
Redefining Giftedness for a New Century: Shifting the Paradigm – Position Statement, National Association for Gifted
Children, Link:
http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness%20for%20a%20New%20Century.pdf
 National Association for Gifted Children, Gifted Education in the U.S., Link: http://www.nagc.org/resources-
publications/resources/gifted-education-us
 Guiding Students with High Abilities: Social and Emotional Considerations 2nd Edition, Indiana Department of Education, Link:
http://www.doe.in.gov/sites/default/files/highability/guiding-students-high-abilities-social-and-emotional-considerations.pdf
 Kingore, B. (2004). Excerpts from Differentiation: Simplified, realistic and effective. Austin, TX: Professiona l Associates Publishing.
 Behavioral Management Of Gifted Children: A Neuropsychological Approach, Gifted Home Schoolers Forum, Paul Beljan, PsyD,
ABPdN, Link: http://giftedhomeschoolers.org/resources/parent-and-professional-resources/articles/issues-in-gifted-education/beans/

 Behavioral Management Of Gifted Children: A Neuropsychological Approach, Gifted Home
Schoolers Forum, Paul Beljan, PsyD, ABPdN, Link:
http://giftedhomeschoolers.org/resources/parent-and-professional-resources/articles/issues-in-
gifted-education/beans/
 GT Kids and Behavior: Seven Strategies to Help Kids (and Parents) Cope, Supporting Emotional
Needs of the Gifted, Christine Fonseca, Dec 29, 2011, Link: http://sengifted.org/gt-kids-and-
behavior-seven-strategies-to-help-kids-and-parents-cope/
 Autism Developmental Stages, lovetoknow, Kate Miller-Wilson, Link:
 The Impact of Autism on Child Development, Vanderbilt Centre for Child Development, USA,
Wendy L. Stone, PhD, Lauren Turner, PhD, August 2005, Link: http://www.child-
encyclopedia.com/autism/according-experts/impact-autism-child-development
 Autism, American Speech-Language-Hearing Association (ASHA), Link:
http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935303&section=Assessment#Screen
ing
 Marcus, Kunce, & Schopler, 2005

 Autism, American Speech-Language-Hearing Association (ASHA), Link:
 22 Tips for Teaching Students with Autism Spectrum Disorders, Teaching Community, Monster.com, Pat Hensley, Link:
http://teaching.monster.com/benefits/articles/8761-22-tips-for-teaching-students-with-autism-spectrum-disorders
 What are the Positive Strategies for Supporting Behavior Improvement?, Autism Speaks, Inc., Link:
 Evidence-Based Interventions for Autism Spectrum Disorders, Iowa Department of Human Services by the Center for
Disabilities and Development of the University of Iowa Children’s Hospital, Scott Lindgren, Ph.D., Alissa Doobay, Ph.D., May
2011, Link: http://www.interventionsunlimited.com/editoruploads/files/Iowa%20DHS%20Autism%20Interventions%206-10-
11.pdf
 Page, S.. Challenges Faced By “Gifted Learners” in School and Beyond. Inquiries Journal. (2010). Vol. 2. No. 11., Link:
www.inquiriesjournal.com/articles/330/challenges-faced-by-gifted-learners-in-school-and-beyond
 Szymanski, Toni and Shaff, Thomas (2013) "Teacher Perspectives Regarding Gifted Diverse Students," Gifted Children: Vol. 6:
Iss. 1, Article 1. Available at: http://docs.lib.purdue.edu/giftedchildren/vol6/iss1/1
 Dillard, John and Brazil, Nettye R. (2002) "Improving the Selection Process for Identifying Gifted Ethnic Minority Children,"
Trotter Review: Vol. 14: Iss. 1, Article 4. Available at: http://scholarworks.umb.edu/trotter_review/vol14/iss1/4
 West, E., Travers, J.C., Kemper, T., Liberty, L., Cote, D., McCollow, M., Brusnahan, L.. Racial and Ethnic Diversity of Participants
in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder. (2016). The Journal of
Special Education, Vol. 50(3) 151-163. DOI: 10.1177/0022466916632495

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