The Belin-Blank Center helps educators and families work together to learn more about their students’ academic capabilities as well as to discover challenging educational opportunities for them. Parents: Does your child need more challenges? Teachers: Are you looking for ways to systematically discover which students might need an additional stretch?
We provide I-Excel testing for 4th-6th graders as a means of discovering talent in math, science, English, and reading. Based on the student’s test profile, we recommend options such as enrichment in the regular classroom, curriculum compacting, extracurricular programs, competitions, honors courses, subject acceleration, and grade skipping. Parents receive information that helps them be better-informed advocates, and educators learn more about how they could more effectively group students for instruction.
Students may test at a school-sponsored group testing session, or parents can arrange individual testing with a local proctor. We have great news for Iowa students! Currently, funding is available for eligible Iowa 4th-6th graders to take I-Excel at no cost. The cost for students outside of Iowa is $49 for group testing (4 or more students). Individual testing is $90. Reduced fees of $22 and $45 are available for students eligible for the free/reduced cost lunch program at school.
If testing occurs in school, a teacher sets up the testing using the online system. Alternatively, parents can schedule an individual testing session at a local school, library, or other suitable location. Parents are responsible for finding a licensed educator who is willing to proctor the test. Acceptable proctors include full-time teachers, tutors, and college professors.
Our clinic offers individual educational assessments to help you better understand your child’s cognitive and academic strengths. These evaluations can assist with academic planning by helping determine whether your child is ready for advanced learning opportunities such as acceleration and enrichment programming. You can use the results to better advocate for your student’s advanced learning needs at school. When shared with your child’s educators, the results may inform team decisions about identification for enrichment and/or accelerated programming.
These assessments involve tests of intellectual and academic skills, including above-level skills, as well as a screening of psychosocial factors that may be relevant to academic planning decisions.
If you’re interested in learning more about educational assessments and other clinic services, visit our website. To request information about pursuing an educational assessment for your child, click here.
Are you interested in learning more about your child’s aptitude in math, science, English, and reading? If your school doesn’t already provide this opportunity, you can register your 4th-6th grader for individual testing using I-Excel, an online above-level test provided by the Belin-Blank Center. You can arrange for your child to test individually, at a time and place of your choosing.
Parents schedule an individual testing session at a location they select, often at a school, testing center, or local library.
Parents are responsible for finding a licensed educator who is willing to proctor the test. Acceptable proctors include full-time teachers, tutors, and college professors. The proctor must be a college graduate and cannot be a relative.
To initiate these arrangements, parents must submit a request form to their designated proctor.
Test dates are arranged with the Belin-Blank Center, and a few blackout dates apply. We recommend planning at least 3 weeks or more before you’d like to test.
The fee for individual testing is $90 ($45 for students who are eligible for free/reduced cost lunch). Fees are payable to the Belin-Blank Center and can be paid via credit card.
Several families can combine efforts in order to save money. If 4 or more students test at the same time, the fee is $45 per student ($22 for students eligible for free/reduced cost lunch).
Testing takes about 2 ½ hours but may be split over two days.
The Suite of Tools is a strengths-based, talent-focused tool that brings together several different types of assessments to help parents and educators celebrate the unique gifts of a particular student and bring their eclectic profile into better focus. The Suite of Tools (2016) was originally developed by Dr. Robin Schader and Dr. Susan Baum at the Bridges 2e Center for Research and Professional Development, and is built on the theme of C.L.U.E.S.: a process of Collecting information, Looking for connections, Uncovering patterns, Exploring options, and Seeking joyful learning.
The first assessment in the Suite of Tools is “My Learning Print,” which explores ways in which students prefer to learn, their specific interests, conditions that enhance understanding, fun hobbies, and family experiences outside of the classroom. The second assessment is called the “Quick Personality Indicator,” which asks participants to rank descriptive statements and then helps students to tally these outcomes to decipher whether they are most like a People Person, Learned Expert, Creative Problem Solver, or Practical Manager. A third tool is the Teacher Feedback form, which offers classroom educators the opportunity to reflect on the core abilities of this student. After a parent interview, each of these CLUES is brought together into a PowerPoint presentation by a seasoned educational therapist who highlights the findings of the Suite of Tools for your distinctive student, and then offers suggestions and direction for talent development opportunities that can enhance this student’s social-emotional growth and promote their intellectual potential. The Suite of Tools is especially helpful to include as an additional lens of insight along with a psychoeducational evaluation, when a learning team is crafting a 504 Plan, or for exploring options of optimal learning during an IEP Meeting.
Bridges Academy case manager Sandra Clifton, supported by her colleague Amy Clark, will be offering these services to interested Assessment and Counseling Clinic clients. For more information, please email sandra.clifton@bridges.edu.
Sandra Clifton
After earning her Masters in English Education and serving over a decade as a high school teacher, Sandra Clifton earned credentials as a professional coach and joined the RULER Team at Yale University to guide teachers in a program of Social-Emotional Learning. She then opened her own private practice: the Clifton Corner, a safe space of learning to support overwhelmed students who struggle with issues of perfection, motivation, organization, learning differences, and self-esteem. For the past fifteen years, Sandra has worked to promote self-discovery and personal accountability to help young people transform their identity through the tools of mindfulness, creativity, leadership, and positive psychology as a Board Certified Educational Therapist. Sandra shares a special affinity with both athletes and artists who shine with strengths outside of school–but may encounter challenges with time management, confidence, and/or academic insecurities in the classroom–often identified as gifted, sensitive, and/or twice-exceptional students. Sandra also guides parents through curriculum decisions and school transitions to create more joy in the journey of learning. She is currently working to earn her doctorate in Cognitive Diversity at Bridges Graduate School and is thrilled to be serving as an intern at the Belin-Blank Center.
Amy Clark
Amy Clark is a doctoral student at Bridges Graduate School, a solutions innovator, and a mom. She found her love of twice-exceptional education through the creation of Chestnut Ridge Academy, which she founded to serve her son by creating highly customized experiences for gifted and exceptional minds. In addition to her daily role as a tiny-school leader, she supports families on their own unique journeys. She guides parents to better understand their exceptional children and to uncover strategies for both educating and parenting differently through her company, Exceptionally Engaged. Her decades-long career in research and design at some of the world’s most creative companies has helped millions of people to feel empowered with tools that become part of their everyday lives. She continues to impact lives as an education, neurodiversity, and design consultant to those looking to discover the magic that lies at the intersection of technology and learning.
How do we know which children might be ready to start kindergarten early? We hear lots of stories from parents about children who seemed to learn to read spontaneously – one parent said her 3-year-old started reading the back of the shampoo bottle in the bathtub. Other parents notice their child demonstrating an early interest in time (“Grandpa, only 17 minutes until we leave for the playground!”) or a facility with numbers and sophisticated vocabulary. These anecdotes might lead us to wonder if a child is indeed ready to enter formal schooling at an age younger than typical.
Before getting into this process, it’s really helpful to learn about the policies concerning early entrance to kindergarten in your state. Some states actually prohibit early entrance to kindergarten in public school. (Note: families might work around that by sending their child early to a non-public school for a year or two, then transferring to public school later.) Learn about your state’s early entrance to kindergarten policies here.
We’ve mentioned some of the characteristics of young, bright children: early reading, facility with numbers, and advanced vocabulary. Typically, researchers have found that the best candidates for early entrance are at least 4 ½ years old. Other characteristics include long attention span, extraordinary memory, and an ability to generalize and make connections between different areas of learning.
Won’t early entrants “burn out” on academics or become social outcasts? In a meta-analysis of research studies focusing on acceleration, including early entrance to kindergarten, researchers found that students did very well academically and were better adjusted socially and emotionally compared to older students. In other words, as a group, students who entered kindergarten early did just fine socially, putting to rest our concern about accelerated students becoming social “misfits.”
When thinking about making this important decision, we might weigh the pros and cons. On the “pro” side, students entering school early won’t experience the social disruptions or concerns about gaps in their educational background that we would have for students skipping a grade at a later time. The biggest negative is probably centered around the fact that 4-year-olds don’t have much of a track record in school; since we don’t have much school history to analyze, we tend to be cautious and recommend early entrance to kindergarten for only those students who are clearly ready. It seems prudent to wait and consider acceleration later for others.
The decision about early entrance to kindergarten can be made after collecting objective test data as well as measures of psychosocial functioning. The Belin-Blank Center Assessment and Counseling Clinic uses a full intellectual battery (WPPSI-IV or Stanford Binet-5) and full achievement test (Woodcock Johnson-IV). Achievement test results should be calculated using grade level and above level (usually one to two years) norms. This information can then be entered in the Iowa Acceleration Scale, 3rd edition, which is a tool designed to help educators and families make effective decisions regarding a grade skip. Families and educators need to work together to discuss the results of the assessment and collaboratively discuss appropriate strategies for meeting the child’s needs. The final decision must be made between the family and the school.
The Belin-Blank Center has recently developed the new onlineIntegrated Acceleration System to help schools and families make decisions about various forms of acceleration, including early entrance to kindergarten, subject acceleration, early entrance to college, grade-skipping, and acceleration with twice-exceptional students. The grade-skipping form of acceleration has already been launched. Early entrance to kindergarten and the other forms of acceleration will be coming soon. The Integrated Acceleration System provides an interactive online system designed to help educators and families gather the needed information and weigh the necessary factors in making these decisions. To sign up to receive more information about acceleration and the new Integrated Acceleration System, click here!
Written by Dr. Alissa Doobay, Supervisor for Psychological Services at the Belin-Blank Center’s Assessment and Counseling Clinic.
Last fall, I received an email from Emily Kircher-Morris asking if I would be interested in recording a podcast. Emily is a Licensed Professional Counselor in Missouri. She is perhaps best known as the host of the thought-provoking and informative Neurodiversity Podcast (previously called Mind Matters Podcast). Her podcast focuses on the development of gifted and twice-exceptional (2e) people throughout the lifespan.
I always feel more comfortable expressing myself with a keyboard than a microphone. Still, I felt deeply honored by Emily’s interest in my work. I quickly grew excited for the opportunity to be a part of such a fantastic resource for families. A few short weeks later, I found myself chatting easily with Emily over Zoom while sitting in a very professional-looking recording studio, courtesy of the University of Iowa.
Emily asked that I present on the topic of autism assessment in the twice-exceptional population. We discussed the obstacles families face in getting gifted children evaluated for Autism Spectrum Disorder (ASD). We also talked about differences in the presentation of ASD symptoms in the high-ability population, ASD in high-ability girls, and advice for parents seeking an assessment for their child. The information I share on the podcast comes from my 15 years of research and direct clinical work with 2e learners and neurodiverse students at the Belin-Blank Center’s Assessment and Counseling Clinic.
My experiences at the Belin-Blank Center –first as a student, later as a licensed psychologist, and now as the supervisor of psychological services–shaped my current knowledge and expertise. I am exceedingly grateful to the families with whom I have worked over the years who have shared their stories and were willing to put their confidence and trust in me. I am continually awed by the kindness, tenacity, bravery, and resilience of these families. All of them share a goal of improving understanding, services, and support for their loved ones and the broader twice-exceptional community.
We’ve heard your requests for online versions of the enrichment opportunities you love from the Belin-Blank Center! We’ve designed our new Enrichment Expeditions program to reconnect bright children with each other and to explore their complex interests, both online and offline.
These are not your typical Zoom class! Our expert instructors combine hands-on learning with high-quality, live, online sessions that follow a depth and pace that keeps bright students engaged. We send a customized fun kit straight to your door, containing all the necessary supplies. There’s no need for shopping, ordering, or gathering items around your house.
Don’t miss the last class of the session, coming up in January!
Bravery: Ruth Bader Ginsburg
Grades 2-4 January 24, 9:00 am – noon (Central)
Ruth Bader Ginsburg, a Supreme Court Justice for 27 years, passed away this year. As a lawyer and a judge, she used her voice to fight for equal rights for all people – regardless of race, gender, or ability. In this class, you will learn about Ruth Bader Ginsburg (or RBG as many call her) and her work fighting for our rights. We will focus on the writing and speaking strategies that help others want to listen to us. From writing to speaking to history and even a little bit of art, this class will cover it all! You’ll also get to continue your expedition after class ends with the Ruth Bader Ginsberg issue of the beautiful Bravery magazine. Be ready to channel your inner RBG and speak up!
We’ve heard your requests for online versions of the enrichment opportunities you love from the Belin-Blank Center! We’ve designed our new Enrichment Expeditions program to reconnect bright children with each other and to explore their interests, both online and offline.
These are not your typical Zoom class! Our expert instructors combine hands-on learning with high-quality, live, online sessions that follow a depth and pace that keeps bright students engaged. We send a customized fun kit straight to your door, containing all the necessary supplies. There’s no need for shopping, ordering, or gathering items around your house.
“Adventure is worthwhile in itself.”
Amelia Earhart
Adventures in the Sky
Grades 2-4 December 6, 9:00 am – noon (Central)
Airplanes revolutionized our ability to travel to new places around the world. Believe it or not, they are a fairly new technology. Two aviators – Bessie Coleman and Amelia Earhart – were some of the first to explore the skies using airplanes.
In this class, you will learn about these two amazing women’s adventures, and the sometimes-mysterious stories told about them. This class mixes writing and STEM! We will spend half of our time exploring the structure of airplanes and how well they fly. We will spend the other half learning how to write a good story with narrative writing. When we’re done, you’ll get to continue the fun with your own copy of the Bessie Coleman and Amelia Earhart issue of the beautiful Bravery magazine. Writers, builders, explorers, and all lovers of adventure are encouraged to join!
It’s not too late (yet) for your child to join the Coders’ Lab!
Our new Coders’ Lab class, called Explorations in Coding I, will teach students how to code “for real” using the Python programming language. It will also help them discover how they can make a difference in the world through computer science!
How it works
Students will meet twice weekly with one of our best teachers and other curious and highly capable kids. They will also have independent time to work through modules and develop projects on their own. Classes at this level are typically recommended for middle school students, but bright and motivated students in grades 4-6 will feel right at home. We think your child has what it takes! No prior computer science experience is necessary.
“Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains.”
-Bill Gates
Help your child become 21st century-ready
This class will help your child grow in problem-solving, critical thinking skills, creativity, collaboration, and communication – all from the comfort of your home. So, what are you waiting for? Hurry, class starts November 2nd!
We’ve heard your requests for online versions of the enrichment opportunities you love from the Belin-Blank Center! We’ve designed our new Enrichment Expeditions program to reconnect bright children with each other and to explore their interests, both online and offline.
These are not your typical Zoom class! Our expert instructors combine hands-on learning with high-quality, live, online sessions that follow a depth and pace that keeps bright students engaged. We send a customized fun kit straight to your door, containing all the necessary supplies. There’s no need for shopping, ordering, or gathering items around your house.
How to Survive a Zombie Apocalypse
Grades 6-8 December 5, 1:00 – 4:00 pm Central
Do you have the skills needed to survive in a world full of Zombies? Using your Zombie Survival Kit, you will navigate in a world without GPS, build a primitive tarp shelter, and learn some basic first aid. Our expert guide will teach you some of the essential skills needed to survive a Zombie Apocalypse. These skills are also very useful for wilderness and/or backyard activities like hiking, camping, scouts, geo-caching, scavenger hunts, adventure races, but more likely… surviving a zombie apocalypse!
We’ve heard your requests for online versions of the enrichment opportunities you love from the Belin-Blank Center! We’ve designed our new Enrichment Expeditions program to reconnect bright children with each other and to explore their interests, both online and offline.
These are not your typical Zoom class! Our expert instructors combine hands-on learning with high-quality, live, online sessions that follow a depth and pace that keeps bright students engaged. We send a customized fun kit straight to your door, containing all the necessary supplies. There’s no need for shopping, ordering, or gathering items around your house.
Getting to Know Your Brain: A Crash Course in Neuroscience
Grades 6-8 November 10 (Part 1) and November 17 (Part 2) , 5:00-6:30 Central OR November 14 (Part 1) and November 21 (Part 2) , 5:00-6:30 Central
Take a peek between your ears and get to know your beautiful brain! The brain helps us experience everything in our world. From information coming in from our environment to internal memories of a fun day that happened years ago – your brain is what makes you “you”! In this class, you will explore how the brain processes sensory information and learn how different parts of the brain communicate with each other. Then, you’ll use this knowledge to build your own “ideal” brain.
We’ve heard your requests for online versions of the enrichment opportunities you love from the Belin-Blank Center! We’ve designed our new Enrichment Expeditions program to reconnect bright children with each other and to explore their interests, both online and offline.
These are not your typical Zoom class! Our expert instructors combine hands-on learning with high-quality, live, online sessions that follow a depth and pace that keeps bright students engaged. We send a customized fun kit straight to your door, containing all the necessary supplies. There’s no need for shopping, ordering, or gathering items around your house.
Master Mathematicians Battle Round
Grades 4-6 November 15, 3:00 – 6:00 pm (Central)
Are you ready to outwit your friends and become a mathematics problem-solving master? Get your brain and buzzer set for a fun, game-filled session of math challenges and competitions. This class will teach you some of the best math problem-solving strategies and challenge you to think outside the box. You’ll get your own copy of Edward Zacarro’s fun book, ”Becoming a Problem Solving Genius.” We’ll use it to help you master math using logic, “Think 1”, algebra, functions, and more. The best part…you’ll practice your new skills in several live-action games with buzzers, whiteboards, and lots of FUN!
We’ve heard your requests for online versions of the enrichment opportunities you love from the Belin-Blank Center! We’ve designed our new Enrichment Expeditions program to reconnect bright children with each other and to explore their interests, both online and offline.
These are not your typical Zoom class! Our expert instructors combine hands-on learning with high-quality, live, online sessions that follow a depth and pace that keeps bright students engaged. We send a customized fun kit straight to your door, containing all the necessary supplies. There’s no need for shopping, ordering, or gathering items around your house.
Don’t miss the last class of the session, coming up in January!
Bravery: Ruth Bader Ginsburg
Grades 2-4 January 24, 9:00 am – noon (Central)
Ruth Bader Ginsburg, a Supreme Court Justice for 27 years, passed away this year. As a lawyer and a judge, she used her voice to fight for equal rights for all people – regardless of race, gender, or ability. In this class, you will learn about Ruth Bader Ginsburg (or RBG as many call her) and her work fighting for our rights. We will focus on the writing and speaking strategies that help others want to listen to us. From writing to speaking to history and even a little bit of art, this class will cover it all! You’ll also get to continue your expedition after class ends with the Ruth Bader Ginsberg issue of the beautiful Bravery magazine. Be ready to channel your inner RBG and speak up!
Are you looking for joyful and engaging online learning experiences? Do you know a bright elementary or middle school student who would like a chance to connect with other like-minded kids? Our Enrichment Expeditions program is a new way to experience the classes you have come to love from the Belin-Blank Center. Shake up your pandemic routine with bite-sized lessons that will cultivate interests, spark curiosity, and enhance learning!
Enrichment Expeditions are 1-3 hour online experiences built around topics that kids don’t often have a chance to learn about in school. Each class includes:
Live instruction from vetted teachers who can work with bright students.
Curriculum developed or approved by our gifted education experts.
A fun supplies kit with everything you’ll need to support the hands-on activities. No shopping, ordering, or hunting around your house!
Each expedition introduces students in grades 2-8 to advanced level topics and other bright kids their age. Plus, these engaging online classes are limited to 10 students, giving children room to enjoy their instructor’s unique talents and hands-on experiences with their classmates. Our current classes explore aviation, female role models, problem-solving strategies, neuroscience, survival skills, and more! Students do not have to be in a gifted and talented program to participate.
We are creating a variety of evening and weekend Enrichment Expeditions to fit any schedule. With the addition of new classes throughout the academic year, we aim to have something for everyone! If you or a child in your life has an idea for an expedition, let us know, and we’ll do our best to create the experience.
Have you heard about Let’s Talk 2e! virtual conference? Launching for FREE on August 19-21, this conference (formerly known as “2 Days of 2e”) is for parents of twice exceptional children to learn about:
Managing Transitions
Spiritual giftedness
Strategies to address and relieve stress
Homeschooling
Alternative educational placements
Education Strategies
Identifying learning styles
Emotional Regulation
Communication
Culturally diverse learners
Strategies to address trauma
Bullying
Neurodiversity
Giftedness and Autism
Connecting personality and learning styles
Technology tips for your 2e learner
Launching your 2e child
Gain free access for 24 hours and then the option to purchase an ALL ACCESS PASS, which includes speaker gifts for you, audio files, and a live Q/A session with speakers!
Don’t miss our own Drs. Alissa Doobay, Megan Foley-Nipon, and Katie Schabilion’s session, “Twice Exceptionality: The Intersection of Giftedness and Autism” on August 20. And check out the rest of the incredible line-up below.
We have collected some resources that might be helpful to families and educators during these challenging times. First, though, we want to offer some unsolicited advice. Be gentle with yourself. If that online assignment or other school-related task is just too much for you and your child to deal with right now, let it go. Today, you might simply need to prioritize simpler things, such as making sure your child gets some fresh air or plays a game with you. One of our neighbors told us that her goal for today is to teach her 11-year-old to clean up the kitchen after dinner. In these uncertain times, it can be helpful for adults and children alike to focus on small, immediate, achievable goals.
If you find you are looking for resources that might benefit your children or students in your class, however, we have found a few. We thank the educators on the Belin-Blank Center’s Educators listserv for calling some of these resources to our attention and we are grateful that some of these simply showed up in our inbox.
Our thanks to Wendy Behrens for sending this information to us. Wendy is the Gifted and Talented Education Specialist, Minnesota Department of Education
Throughout the world, people are experiencing anxiety about the Covid-19 outbreak. Children are not immune to worry and many young students are concerned about missing school and friends and confused by changing schedules and responsibilities. Older students may also be concerned about testing, college applications, completion of courses, credits, missing final school events and more.
The National Association of School Psychologists (NASP) reminds us that during these uncertain times, children look to adults for guidance on how to react. As our anxiety rises, so does the anxiety of our children. NASP recommends, “Parents reassure children that health and school officials are working hard to ensure that people throughout the country stay healthy. However, children also need factual, age appropriate information about the potential seriousness of disease risk and concrete instruction about how to avoid infections and spread of disease. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety.”
Resources for Consideration
Cultivating Calm Amidst a Storm. Blog from Nicole A. Tetreault, Ph.D., on how to calm our mind, body, and nervous system in the presence of a global health crisis. (March 18, 2020)
Helping Your Child Manage Stress Through Mindfulness by Michele Kane, Ed.D. Parenting for High Potential, Dec 2017. This article, written directly to teens and tweens, helps gifted adolescents understand mindfulness and the formal/informal pathways to mindfulness. Includes apps, books, and online resources for kids.
Management of Anxiety Begins at Homeby Sal Mendaglio, Ph.D., Parenting for High Potential, Summer 2016. General article that focuses on the sources of anxiety in gifted children and what parents can do to help reduce anxiety at home.
Talking to Teens and Tweens About Coronavirus This article details advice from experts on how parents can help teens be prepared and have the right information about the coronavirus.
Teacher, Interrupted: Leaning into Social-Emotional Learning Amid the COVID-19 Crisisby Christina Cipriano and Marc Brackett, Ed Surge. Psychologists from the Yale Center for Emotional Intelligence offer social and emotional learning (SEL) evidence-based practices to help educators, parents, and students get through these difficult times. (March 18, 2020)
Suddenly, as a result of the COVID-19 pandemic, parents are navigating new territory–teaching their children at home while also trying to work from home and maintain some semblance of normal family life. Here are a few resources that might be helpful to your and your gifted child during this time.
The National Association for Gifted Children has published a list of resources tailored to gifted students and their families. We picked out a few to highlight:
Distance Learning Resources from the Smithsonian. The Smithsonian provides access to millions of digital resources from across the Smithsonian’s museums, research centers, libraries, archives, and more. See especially the sections on Resources for Caregivers and Resources for Tweens and Teens. Also note that there are scheduled live chats with experts.
The list of Amazing Educational Resources is, well, amazing! It provides a list of education companies offering free subscriptions due to school closings and is updated often.
Leave Your Sleep for Education. Free online curriculum platform that offers literature, theater, music and dance, art, history, and science applications using poetry and music to engage students. This is an excellent resource for April’s National Poetry Month. Recommended by our friends at the Gifted Support Center in San Mateo, CA.
Sage Publishing is providing free access to Coronavirus research. These might be especially appropriate for high school students as well as some middle schoolers.
The National Association of School Psychologists provides a list of health crisis resources for various audiences (including parents) who are now navigating the COVID-19 virus.
Finally, Lisa Van Gemert (some of you know her as the Gifted Guru) is in the midst of a truly amazing experience as the country’s English teacher. We will simply end this little article with her words: “When faced with difficult times, focusing on what we can give, rather than worrying about what might be taken away, is food for the soul. You’ve got something worth sharing. Share it.”
Thanks to Gerald Aungst, Curiosity Engineer (@GeraldAungst, www.geraldaungst.com) for writing this guest post.
Parents have many questions while raising a gifted child. Some seek advice about perfectionism.
Many sources, including some psychologists and the National Association for Gifted Children, refer to two types of perfectionism: “healthy” and “unhealthy.” The healthy type, sometimes called adaptive perfectionism, describes people who consistently pursue excellence and persist in reaching those goals. Greenspon (2000) argues, though, that this isn’t actually perfectionism because those people aren’t seeking perfection. Instead, their behavior may be better described as perseverance, high achievement, and having high standards.
Although it is often listed as a common characteristic of giftedness, research has failed to find a link; in general, perfectionism is as likely to appear in both gifted and non-gifted populations (Pyryt, 2004). It is still worth understanding perfectionism and asking how to support and help gifted children who are perfectionists.
Characteristics of perfectionism
Though perfectionism can manifest differently in different children, there are a few common characteristics:
Perceived conditional acceptance
Perfectionists believe their worth as a person hinges on their ability to perform perfectly. They cannot see their own worth and accept themselves only if they are perfect. This leads to a dichotomy: the child and their work is either perfect, or it is worthless.
Procrastination
Perfectionists can feel intimidated by the need to complete the task perfectly, so they delay or avoid it.
No satisfaction from achievement
Since perfection is not actually achievable, perfectionists gain no satisfaction from real achievements. It doesn’t matter how well they perform or what they accomplish; the child believes their work is never good enough.
Transforming desires (wants) into demands (musts)
When perfectionists want to do something well, they interpret that as a requirement to perform perfectly. This can lead to a compulsive drive to succeed. Perfectionists may also feel guilty if they are not constantly working. There is no downtime.
Addressing perfectionism
Research suggests several things that can help. Perfectionism is not a disease or disorder. It is a mindset and belief system. Changing this mindset takes time and persistence. Steady, consistent, patient guidance from parents and others over the long term is the most effective course.
Don’t tell them how to be
“Telling a perfectionist not to be so hard on him- or herself may make logical sense; what he or she is likely to hear, however, is the criticism that he or she has not been a good enough perfectionist” (Greenspon, 2000, p. 206). Remember that they already believe their worth in your eyes is tied to their perfection, so directly telling them what to do or not do will be perceived through that filter.
Recognize that perfectionism isn’t a positive trait
Perfectionism doesn’t necessarily result in high performance. Perfectionism can impede productivity through procrastination and learned helplessness (Ullrich, 2013).
Affirming environment
To turn around a perfectionist child’s self-perception requires the adults around that child to build an affirming environment:
Point out your own imperfections and failures, modeling how to persist and feel valued even when you do not succeed.
Emphasize effort and process, not end results.
Give affection, support, and encouragement liberally regardless of whether goals are met; withholding these can promote perfectionism.
Help children set realistic expectations
Perfectionists have unrealistic expectations for themselves. They set goals beyond their capabilities.
Avoid setting high standards that are non-negotiable. Show children how expectations can change when circumstances change.
Know when good enough is good enough. Teach children how to recognize that it is time to be done and move on.
Teach children to allocate their time based on the importance of an assignment; perfectionists will spend large amounts of time on a low-value or small task just to keep fine tuning it.
Change the goal. Instead of an end-product, focus on improvement and enjoyment.
Study lives of successful people
Though successful people may seem to be models of perfection, help children to learn that most successful people have flaws and failures in their lives.
Perfectionism is a challenge, but with perseverance and support from adults, a perfectionist child can learn to see their inherent worth and that they do not need to be perfect to make a valuable and meaningful contribution to their world.
References
Greenspon, T. S. (2000). “Healthy perfectionism” is an oxymoron! Reflections on the psychology of perfectionism and the sociology of science. The Journal of Secondary Gifted Education, 11(4), p. 197-208.
The fall semester has flown by, and it’s almost 2020! Happy holidays and we hope you are looking forward to exciting opportunities in the new year. Goethe has a quote that seems so appropriate for a new year: Knowing is not enough; we must apply. Wishing is not enough; we must do.
Over the short winter break (December 30 – January 17, 2020), educators and/or parents can take advantage of one of our most useful classes entitled Current Readings and Research in Gifted Education (EDTL:4085:0WKA)!
As the title suggests, this is your opportunity to read that book you’ve heard about (or at least several chapters of that book, since a one-semester-hour class requires only about 150 – 175 pages of readings). NAGC has awarded three 2019 book awards:
Scholar Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools (Prufrock Academic Press) by Paula Olszewski-Kubilius, Rena F. Subotnik, and Frank C. Worrell
Practitioner A Teacher’s Guide to Flexible Grouping and Collaborative Learning (Free Spirit Publishing) by Dina Brulles and Karen L. Brown
Parent/Caregiver Differently Wired: Raising an Exceptional Child in a Conventional World (Workman Publishing) by Deborah Reber
If you attended a state conference or the national convention, you might have heard about other materials that would help you better advocate for or meet the needs of your own advanced learner(s).
You can also read research-based articles for this credit; we give you the tips you need to find your own journal articles (and while you are enrolled for credit, you have full access to all the online materials in the University of Iowa libraries!). We can also help you find the most useful materials on a topic of importance to you (e.g., how to support twice-exceptional learners, or what articles would be most helpful to you for that upcoming professional development session you’re providing at your school later in January).
To participate in our classes, you must register with Distance and Online Education as a non-degree seeking student; for the State of Iowa Endorsement in Talented and Gifted Education, you may register as either a graduate or undergraduate student, regardless of your professional status; if you won’t benefit in other ways from the graduate credit, you can save tuition dollars. Once you have your HawkID and password, you can follow the directions to register for the courses that interest you the most; follow belinblank.org/educators/reg.
All of our classes fulfill strands required for endorsement. All will help you better understand important issues in the field. Billy Wilder, journalist, screenwriter, and filmmaker, is given credit for saying, “Hindsight is always 20 : 20.” Let’s plan ahead for 2020, identifying and implementing best practices for gifted children.
A parent recently told us about her child’s teacher, who confidently stated, “Well, you know the research tells us that it’s a really bad idea for kids to start kindergarten early.” Another parent said that the climate at his children’s school is unsupportive of acceleration. When approached about the possibility of subject acceleration or grade acceleration, the principal simply said, “Kids who accelerate don’t fit in.”
Those of us who have read (and done some of) the research want to jump into those conversations with both feet, summarize 70 years of research, and demand accelerative opportunities for the children. This isn’t necessarily the best approach. Being an advocate for our children might mean introducing information slowly or finding ways to inform educators other than forcefully giving them a list of the “Top Ten Reasons My Child Should be Allowed to Accelerate.”
One important thing to mention up front is that many educators simply have not had the opportunity to be informed about acceleration. Even in graduate programs in gifted education, educators don’t necessarily learn about the research and tools for acceleration, let alone how to practice acceleration in schools. Regular education teachers and administrators spend very little time in their undergraduate courses learning about gifted students, and even less time studying acceleration. All of this means that you, the parent, might be better informed than the educator sitting in front of you. It also means that the educator sitting in front of you might, with every good intention, believe that certain myths about acceleration are true.
Get ready. You might have to learn the information on your own, and you might be the one teaching your teachers and administrators about acceleration. Fear not! There are lots of tools to help you with this.
Learn the facts. Research tells us that acceleration is often the most appropriate avenue for helping academically talented students find a match between their abilities and the curriculum available at their school. The Belin-Blank Center’s Acceleration Institute gathers important research and information about acceleration in one place. Research articles, practical advice, video stories – it’s all there. Other great places to find information include the Hoagies Gifted website and the Davidson Institute website.
Share what you have learned. Volume 1 of A Nation Empowered and Volume 1 of A Nation Deceived are both very approachable resources that a busy administrator or teacher can read quickly. You can download both of those documents for free from the websites linked above. If you want even more information about the research, read Volume 2 of A Nation Empowered.
Be reassured that there are objective tools that can help us know when it is appropriate to accelerate a student. You don’t have to make the decision about a grade skip or subject acceleration based on a “gut feeling.” The Iowa Acceleration Scale was designed to help families and educators work together to gather information, discuss important factors, and make an informed decision about whole-grade acceleration. Above-level testing is the essential tool for making decisions about subject acceleration. The Integrated Acceleration System is a new platform recently developed by the Belin-Blank Center focused on helping educators and families determine if a grade skip, early entrance to kindergarten or college, or subject acceleration are a good fit for their student. This new platform also draws on the Belin-Blank Center staff members’ extensive experience with twice-exceptional students and special considerations when accelerating them.
Advocacy might also mean helping to write policy for your school or district. First, a caution: Policy work takes a long time. If you are trying to resolve a situation for your child, focus on your child and the issues that are pertinent to your child. Don’t try to solve everything for everyone. Leave the policy for another day. However, if you are in a position to help make things better for future students, this might be the time to have policy discussions. Together, the Belin-Blank Center and the National Association for Gifted Children produced a helpful document on Developing Academic Acceleration Policies. This should help you get started on writing defensible policies for acceleration.
OK. It may seem like a lot but have courage. You have the tools, you have the information, and you can be an effective advocate for your child’s acceleration.
Parents and educators are often looking for useful resources in gifted education. We would like to highlight a few. The Davidson Institute’s guidebooks for parents and educators on advocacy, early entrance to college, homeschooling, mentorships, and twice exceptional students can be downloaded for free:
The Belin-Blank Center offers extensive information on academic acceleration in several publications.
A Nation Empowered: An update to the watershed report on acceleration, A Nation Deceived, the 2015 report provides the latest research on acceleration. A Nation Empowered: Volume 1 is written in an accessible format for parents, educators, policymakers, and the general public. A Nation Empowered: Volume 2 provides the research and an in-depth look at topics specific to acceleration, including grade-skipping, early entrance to college, twice exceptional students, and longitudinal research.
A Nation Deceived, Volume 1: Published in 2004, this volume includes an overview of the issues surrounding acceleration for gifted students. The discussion of the myths is still relevant today.
Two resources on twice-exceptional students are also provided by the Belin-Blank Center:
The Hoagies Gifted website provides a somewhat overwhelming list of books in gifted education. We encourage you to visit the page again and again. Hint: start with the books that have a star next to them. Some of those are classics.
My son just finished second grade. I think he needs to skip a grade and start fourth grade in the fall. We are looking for help in requesting a whole grade skip. I have learned that acceleration is not mandated in my state. How should we start? Is there a formal way of putting in my application?
The Belin-Blank Center doesn’t provide a formal application
for acceleration that will work in every state, but we can give you some
direction to get you started.
First, learn about
the policies in your state and your school or district. Are there policies
regarding acceleration on the state or local level? A good place to begin is the policy
page on the Acceleration Institute website.
Gather some information about acceleration, so you have an understanding of the research and how acceleration can be used with gifted students. Over the last 70 years, an impressive body of research has been built up that demonstrates that acceleration is an effective tool for challenging gifted students. An excellent place to start learning about that is A Nation Empowered. Volume 1 includes an overview of acceleration and is suitable for sharing with busy administrators and others who might be looking for a summary on acceleration. Volume 2 includes the research behind this option. This research demonstrates that acceleration helps gifted students to maximize their academic potential; it also shows that acceleration does not cause a negative impact on social/emotional development.
Keep the lines of communication open. Meet with your child’s teacher, gifted coordinator, and/or principal. Learn about the options in your school. Share with them your concerns about ensuring your child is challenged in school. Understand that these professionals might not have been exposed to much information about acceleration in their training, so some of the information you have discovered might be new to them.
Go through the decision-making process. If a student is a candidate for a whole-grade skip, we advocate using the Iowa Acceleration Scale. This tool was developed specifically to address this question and helps families and educators to work together to consider aspects of development that are important in a decision about grade skipping. These include the student’s ability, aptitude, and achievement, as well as developmental factors, physical and social development, and support from the school and family.
Alternatively, or perhaps in addition to a conversation about a whole grade skip, you might think about subject acceleration. Moving ahead in one or more subjects might be the best alternative for a student who isn’t ready for a whole grade skip or has already skipped a grade, but needs additional challenge in a particular subject. An important tool for this discussion is above-level testing.
No discussion of acceleration is complete without considering social development—this is typically the first concern people mention when we start discussing any type of acceleration, especially grade-skipping. Research shows that carefully selected students who accelerate do just fine socially. There might be a short adjustment period for the student, but the students typically adjust just as well socially or somewhat better socially than their chronologically older grade-mates. These students fit in just fine.
After collecting the appropriate data and participating in thorough discussions with educators and administrators, you should come to a consensus about what is the best decision for your child. Whatever the decision is now, remember that you might need to revisit it again in the future. A student who skips a grade now might need additional acceleration at some later point, or a student who isn’t accelerated now might need acceleration in the future. Also, remember that acceleration doesn’t solve all issues around challenging talented students. Your child might still benefit from academic summer programs, additional enrichment in school, concurrent enrollment, individually-paced instruction in a strength area, etc. The goal is to challenge the student systematically throughout the school years.
Resources
Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (2015). A nation empowered: Evidence trumps the excuses holding back America’s brightest students. Iowa City, IA: Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. www.nationempowered.org
Assouline, S. G., & Lupkowski-Shoplik, A. (2011). Developing Math Talent (2nd ed.). Waco, TX: Prufrock Press.
RT @AUCDNews: A study conducted by researchers @uiowa , an AUCD #IDDRC, suggests that twice-exceptional youth — children diagnosed with #au… 2 days ago
Iowa high school students showed off their research at the Iowa Junior Science & Humanities Symposium last week. We… twitter.com/i/web/status/1…3 days ago
Belin-Blank Center 