Recent Research on Twice-Exceptionality

The Belin-Blank Center has an extensive body of work on twice-exceptionality — from our Assessment and Counseling Clinic to professional learning to leading research. Our director, Dr. Megan Foley Nicpon, is a leader in that field. Here are some of the recent publications that come from her work.

“Policy Considerations for Twice-Exceptional Students”

Abstract: Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support through implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth. (Foley-Nicpon, M., & Teriba, A. (2022). Policy considerations for twice-exceptional students. Gifted Child Today, 45(1), 212-219. https://doi.org/10.1177/10762175221110943)

“Developmental Milestones as Early Indicators of Twice-Exceptionality”

Abstract: Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail. (LeBeau, B., Schabilion, K., Assouline, S. G., Foley-Nicpon, M., Doobay, A. F., & Mahatmya, D. (2022). Developmental milestones as early indicators of twice-exceptionality. Neurobiology of Learning and Memory. Advance online publication. https://doi.org/10.1016/j.nlm.2022.107671)

“Excellence Expected, Needs Overlooked: Implications for Working With Asian American Twice-Exceptional Students”

Abstract: Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems (Foley-Nicpon & Candler, 2018). Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs (Baldwin et al., 2015). For Asian Americans in particular, the Asian American community has vocalized the problematic nature of ignoring the heterogeneity and diversity within the community and the impact this has on their education (Park, 2019; Wong, 2015). Without considering their racialized experiences, the learning and social and emotional needs of Asian American twice- exceptional (AA2E) students might not be captured fully. Asian American students are well represented in the U.S. gifted and talented education (GATE) system; they are 5% of school populations but 10% of GATE populations (Civil Rights Data Collection, n.d.; Ford, 2013). These data seem to support the model minority stereotype, a stereotype that can negatively affect talented and gifted Asian American students who may feel pressured to maintain high standards and internalize this high expectation (Henfield et al., 2014; Mun & Hertzog, 2019; Wong, 2015). When “what giftedness or disability should look like” meets “what Asian American should be like,” the multilayered stereotypes make it even harder to recognize, understand, and respond to the needs of AA2E students. In this article, we discuss the development and needs of AA2E students. We provide strategies to support practitioners in addressing (a) the diversity within the Asian American community, (b) family culture and dynamics regarding immigration and education, and (c) mental health needs of AA2E students. We hope to leave teachers and educational practitioners feeling better able to support the needs of diverse AA2E students in their classrooms. (Park, S., & Foley-Nicpon, M. (2022). Excellence expected, needs overlooked: Implications for working with Asian American twice-exceptional students. Teaching Exceptional Children. Advance online publication. https://doi.org/10.1177%2F00400599221097020)

To hear more about the Belin-Blank Center’s research, be sure to attend our presentations or stop by Booth 506 at the National Association for Gifted Children 69th Annual Convention in Indianapolis next month!

Disability as Diversity in Gifted Education

Students with disabilities are often underrepresented in gifted education programs. Being “twice-exceptional,” (the coexistence of disability and high ability) seems paradoxical to many, despite growing awareness of and research on twice-exceptionality. Here are a few tips for increasing twice-exceptional (2e) students’ access to gifted services.

Increase communication between gifted, general, and special education teams. Often, students who are identified for special education services first are eliminated from consideration for gifted programming (either intentionally or accidentally). Increasing opportunities for collaboration across classroom environments can promote the identification of talents among students with disabilities.

Use universal screenings in place of nomination or referral processes. As with other underrepresented groups, unconscious biases can prevent the referral of 2e students for further evaluation. Reliance on nomination or referral procedures as an entry point for further evaluation will likely exclude students who could otherwise benefit from participation. Benchmark assessments and other curriculum-based measures can be used as screening tools without requiring additional testing.

Use domain-specific rather than global talent identification processes. Reliance on one overall measure of talent will likely inaccurately exclude 2e students, whose cognitive and academic profiles are often more variable. Consideration of available programming can help determine the domains to assess, as identification processes should always be aligned with services.

For more information on serving twice-exceptional students, visit our Assessment and Counseling Clinic‘s website.

Learn More about the Academy for Twice-Exceptionality

“We tossed a small pebble and made a big splash.” 

Jacqueline Blank  

Fall 2022 marks the first official semester of the Academy for Twice-Exceptionality! Although we supported two students last year, the full program we envisioned will be in place this academic year for our inaugural cohort of twice-exceptional University of Iowa students.  

The Academy’s three-part structure of support (academics, practical skills, and social-emotional skills) will take place through whole group workshops, weekly one-on-one meetings, planned social events, and a cohort living situation for first-year students.  

We are now recruiting for our 2023-2024 cohort!

If you are interested in finding out more about the Academy for Twice-Exceptionality, please plan to attend one of our Information Sessions. The dates for the online sessions are August 31^st, September 28^th, and November 9^th, 2022. We also have an on-campus Information Session planned for October 18^th. Sign up for a session at belinblank.org/2eacademy.  

The Academy for Twice-Exceptionality is a prime example of building off the Belin-Blank Center’s expertise and showing a commitment to tossing a small pebble. We are confident that the Academy for Twice-Exceptionality is the right fit for many students, and we would love to talk about it with you! 

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Welcoming a New Licensed Psychologist to the Assessment and Counseling Clinic!

We are so excited to welcome Dr. Christopher Smith to the Belin-Blank Center! Dr. Smith is joining the Assessment and Counseling Clinic as a licensed psychologist.

Dr. Smith earned his BA from the University of Massachusetts at Lowell and his MA and PhD from Alliant International University in San Francisco, CA. He completed his internship at an inpatient psychiatric hospital in Augusta, Maine, and his post-doctoral fellowship working with children and adolescents at an eating disorder clinic in Cambridge, Massachusetts. He holds psychology licenses in Iowa, New York, and Massachusetts. Most recently, he worked as a licensed psychologist at ChildServe in Iowa City.

We are looking forward to having Dr. Smith on the team at the ACC! He will be involved in providing clinical assessment and counseling services to gifted and twice-exceptional students and supporting research and other clinic initiatives.

Be sure to check out all of the clinical services we provide in our Assessment and Counseling Clinic. If you are interested in requesting more information about scheduling clinic services, you can do so here!

Applications Open for the Academy for Twice-Exceptionality

What are people saying about the Belin-Blank Center’s new Academy for Twice-Exceptionality?

“The individual weekly meeting helped me get through college with ideas and suggestions for what I can do better or improve on for exams, projects, and life in college overall.”

-Academy for Twice-Exceptionality Student

In Spring 2021, the staff at the Belin-Blank Center began working on a pilot for an Academy for Twice-Exceptionality. Our expertise in twice-exceptionality and experience with university programs (specifically the Bucksbaum Early Entrance Academy), made us the perfect fit for starting such a program. We are now accepting applications for the 2022-2023 cohort!

Academy students must be high school graduates and ideally entering Iowa as first-year or transfer students. (We will consider students who fit other academic standings.) Currently, students who are diagnosed with Autism Spectrum Disorder (ASD) or identify as Autistic are the target population. In the future, we hope to be able to expand into other areas of twice-exceptionality. Students must also be registered with the University of Iowa Student Disability Services (SDS).

The Academy for Twice-Exceptionality offers a variety of services for its students:

• a weekly seminar for the entire cohort
• weekly one-on-one meetings to work on individual needs and goals
• assistance with connecting to university-based supports and resources
• helping students better understand their struggles and then leverage their unique strengths
• consistent communication with parents/guardians.

Start the journey to see if the Academy for Twice-Exceptionality is the right fit for you or your student by visiting our website. We are confident we will be!

Strengths-Based Assessment to Better Understand Your Student’s Unique Needs

The Belin-Blank Center’s Assessment and Counseling Clinic is pleased to partner with Bridges 2e Center for Research and Professional Development to facilitate access to their Suite of Tools for our clients.

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. 

Understanding Autism

We don’t know enough about autism – that’s why we need your help.

The Belin-Blank Center partners with many units across campus including our colleagues in the Iowa Neuroscience Institute. Our colleague, Dr. Jacob Michaelson, Roy J. Carver Associate Professor in Psychiatry and Neuroscience, directs the University of Iowa site for the SPARK study, the largest genetic study of autism ever.

Photo by Ann H on Pexels.com

SPARK is building the nation’s largest research community of individuals with autism and their families.  Participants are asked to share medical and genetic information with scientists and agree to be contacted about future research studies. All it takes is to register, complete a few questionnaires online, and provide a saliva sample via a kit mailed to your home. In return, you will receive a gift card valued at up to $50. You will also contribute to a better understanding of autism and help provide meaningful information and resources to individuals with autism and their families.  

Please consider participating if you are able!

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Sign Up to Join

Social Skills Intervention Group

It’s not too late (yet!) to inquire about participating in a social skills intervention group through our Assessment and Counseling Clinic.

Eligible students will be in grades 7 through 9 and demonstrate high cognitive and/or academic ability as well as social skills challenges (either due to Autism Spectrum Disorder or another diagnosis). Students will join 12 weekly hour-long virtual group sessions beginning in February through April of 2022.

Contact Amanda Berns, PhD at bbc-clinic@uiowa.edu for more information and to express interest in participating.

Free Day Camp for 2e Students

Twice-exceptional (2e) students experience co-occurring high ability and disability that can make it difficult to access appropriate services for both their strengths and their challenges. The Belin-Blank Center’s Assessment and Counseling Clinic is excited to introduce several new programming options for twice-exceptional students in 2022. This post is the second in a series detailing these opportunities. Be sure to check out the other posts in the series:

• New Academy for Twice-Exceptionality
• Social Skills Intervention Group for 2e Students

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This summer, the Belin-Blank Center is excited to build upon our collaboration with the Iowa Neuroscience Institute by inviting twice-exceptional (2e) high school students to the University of Iowa campus for a one-day neuroscience experience.  

2e students currently in grades 8 through 11 with an interest in neuroscience careers are invited to spend Monday, July 25, 2022, in the Carver College of Medicine interacting with University of Iowa faculty and graduate students. Participants will also get to complete a neuroscience laboratory experiment under the supervision of research staff. 

There is no cost to participate in this program, but spaces are limited. Contact the Belin-Blank Center’s Katie Schabilion, Ph.D., (katherine-schabilion@uiowa.edu) for more information on the program and the registration process. 

Social Skills Intervention Group for 2e Students

Twice-exceptional (2e) students experience co-occurring high ability and disability that can make it difficult to access appropriate services for both their strengths and their challenges. The Belin-Blank Center’s Assessment and Counseling Clinic is excited to introduce several new programming options for twice-exceptional students in 2022. This post is the second in a series detailing these opportunities. Be sure to check out the other posts in the series:

• New Academy for Twice-Exceptionality
• Free Day Camp for 2e Students

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The Belin-Blank Center’s Assessment and Counseling Clinic is pleased to invite students grades 7 through 9 who demonstrate high cognitive/academic ability and social skills challenges (either due to Autism Spectrum Disorder or another diagnosis) to inquire about participation in a social skills intervention group, based on the UCLA PEERS Curriculum.  

Photo by cottonbro on Pexels.com

The UCLA PEERS Curriculum is an empirically supported curriculum that has been shown to increase social knowledge and social engagement for adolescents with ASD through group social skills instruction and parent support. Students will learn skills to support appropriate social interactions, such as building conversations with others, entering or exiting conversations, and using humor, as well as learn ways to manage teasing or bullying. Parents will support students to complete weekly assignments, such as helping students identify a social group to join, encouraging their participation in the group, and practicing newly learned social skills. 

Participation will involve 12 weekly group sessions conducted virtually, each 60 minutes in length, beginning in February through April of 2022. Parent support is required for participation. While the services are provided virtually, all clients must reside in the state of Iowa to participate in the intervention, due to Iowa licensure laws. Questions about the social skills group should be directed to Amanda Berns, Ph.D., at bbc-clinic@uiowa.edu . Please send inquiries by January 24^th to be considered for participation.

2e at the B-BC: New Academy for Twice-Exceptionality

Twice-exceptional (2e) students experience co-occurring high ability and disability that can make it difficult to access appropriate services for both their strengths and their challenges. The Belin-Blank Center’s Assessment and Counseling Clinic is excited to introduce several new programming options for twice-exceptional students in 2022.  This post is the first in a series detailing these opportunities. Be sure to check back soon for the next installment!

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Many individuals who identify as autistic also have exceptional gifts and talents.  When cultivated, these gifts and talents contribute to great advances across a variety of domains in society.  However, many individuals with autism spectrum disorder (ASD) may also experience difficulty with a variety of skill areas, like executive functioning and adaptive skills that are necessary for flexibly navigating everyday life.  While many individuals who identify as autistic may have been supported within their primary and secondary education, there has been a proverbial “cliff” described for the significantly fewer services and supports they receive after leaving high school.  The Belin-Blank Center is bringing a new program to the University of Iowa to support college students who otherwise might have come upon such a cliff.  This program is called the Academy for Twice-Exceptionality.   

The Academy for Twice-Exceptionality is for University of Iowa college students who are on the autism spectrum or identify as autistic and have high cognitive ability and/or academic achievement.  Such students are also known as “twice-exceptional” (2e), given their exceptionality in both their cognitive ability and/or academic achievement, as well as in their neurodevelopment that results in a disability.  Participants in the Academy for Twice-Exceptionality will be supported through weekly meetings with a graduate assistant, organized social events, and a weekly seminar, where they can identify goals, as well as gain knowledge and skills to support their adjustment to campus life and the increased expectations for greater independence. Additionally, professional staff at the Belin-Blank Center will communicate and work closely with parents to support their student’s success.   

The Academy for Twice-Exceptionality is currently in a pilot year, supporting 2e University of Iowa students who identify as autistic.  Activities include individual goal setting, and assistance navigating and adjusting to campus life.  Emily (Emmy) Kuhlmann, a graduate assistant for the Academy for Twice-Exceptionality, meets with students on a weekly basis, to encourage their overall well-being and offer information regarding ways to seek appropriate supports if needed, either on- or off-campus.  She described her work with the students: “I have been working with students on individual goals to ease their transition into college student life. Some students wish to discuss organization and time management, others want to discuss stress and imposter syndrome. All are hoping to work on their goals to be successful college students – beyond the classroom.” Additionally, she added, “Goal setting and adjusting are a big part of my work. I want students to feel they can set big goals. I also encourage them to take smaller steps to reach their goals or adjust their timeline or approach if it’s not going well.” 

One current participant in the Academy for Twice-Exceptionality shared how they have found meeting with the graduate assistant to be helpful.  They shared, “Emmy helped me get through college with ideas and suggestions for what I can do better or improve on for exams, projects, and life in college, overall.”  This U of I student identified organized social events as helpful in introducing them to new people on campus, as well. 

Emmy also described the importance of a strong working relationship with students.  She stated, “with my background in counseling, I have learned that the most successful growth and change comes through the support of a strong working relationship. With each student I am working with, I try to build relationships to really get to know the students – their interests, their strengths, and their needs. It is only by understanding more of who they are that I am able to assist with individualized support to work towards their goals. This has also been the most enjoyable part of my job, as I now know many wonderful students!” 

In addition to these invaluable relationships and weekly meetings, which are supervised by a licensed psychologist, weekly seminars are designed to support University of Iowa students who are in the Academy.  More specifically, seminars were developed with input from University-wide stakeholders who share expert knowledge regarding the needs of college students who identify as autistic.  Seminars were designed by Belin-Blank Center experts in education and clinical psychology to provide instruction aimed at building important knowledge and skills for independence, social-emotional maturity, effective communication, and career readiness, Belin-Blank Center professional staff and faculty also utilize instructional strategies and accommodations to help twice-exceptional students understand the importance of gaining and using new skills, such as instruction with visuals, support in perspective taking, and peer-mediated instruction.  “It has been such an honor to be a part of developing this much-needed service,” shared Dr. Amanda Berns, a clinical psychologist at the Belin-Blank’s Assessment and Counseling Clinic, with expertise in supporting twice-exceptional individuals who identify as autistic. An integral team member in the development of the Academy for Twice-Exceptionality, Dr. Berns also indicates, “I am so excited to see the impact the Academy will have in so many young autistic people’s lives!”  

The Academy for Twice-Exceptionality is currently accepting applicants for the 2022-2023 academic year.  If you or someone you know is interested in attending the University of Iowa and participating in the Academy for Twice-Exceptionality, more information about the academy and the application can be found on the Belin-Blank Center’s website: belinblank.org/2eacademy. Questions can be sent through the website or via email at 2eacademy@belinblank.org . 

Introducing the Academy for Twice-Exceptionality

The college experience is an excellent opportunity for academic and personal growth. It is also a time that comes with unique challenges for first-year students. Academic expectations, time management, prioritization, staying healthy, and feeling disconnected are just some of the potential struggles. These areas can be more amplified and burdensome for twice-exceptional students. Twice-exceptional students have the potential for high achievement and also have one or more learning disabilities.

Twice-exceptional students are arguably an underrepresented population in gifted and talented education. Too often, this unique population is missed or denied access to programs and services for advanced learners. Experts at the Belin-Blank Center found that more than 50% of the twice-exceptional students in one study would have benefited from acceleration in school. As the number of students with learning disabilities attending the University of Iowa increases, resources and services to assist and support this population become very important.

Using its expertise in twice-exceptionality, the Belin-Blank Center is collaborating with other UI offices, including Student Disability Services, to establish the Academy for Twice-Exceptionality for individuals with high ability and Autism Spectrum Disorder (ASD) or who identify as Autistic. Too often, the school experience for twice-exceptional students is laden with walls and barriers.

The recent emphasis on inequity and injustice in schools has resulted in courageous conversations about the underrepresentation of specific populations in programs and services for advanced learners. Many times, individuals addressing the need for positive change in schools use a metaphor of mirrors, windows, and sliding glass doors. Two goals of the Belin-Blank Center’s Academy for Twice-Exceptionality are to support twice-exceptional students (an underrepresented population) and to tear down the walls and barriers facing these students, replacing them with mirrors, windows, and sliding glass doors.

Mirrors (Finding Community)
The Academy for Twice-Exceptionality aims to dispel any sense of not belonging. A group living situation in one of the campus residence halls is crucial to fostering relationships with others like themselves. Through a weekly meeting with other Academy students, individuals have a place to “see” others who are like them and are reaching for the same goal – success in college. The feelings and perceptions regarding the collegiate experience will undoubtedly be different for twice-exceptional students. Through discussions facilitated by the Belin-Blank Center staff, students will learn with and from one another about ways to address issues that arise.

Windows (Learning Opportunities)
As a world-class institution, the University of Iowa seems to have limitless possibilities for its students. The numerous options include programs and degrees, extracurriculars, campus services, fitness and wellness, and student research. With this incredible breadth of opportunities, students can become overwhelmed, especially twice-exceptional students. The Academy for Twice-Exceptionality includes individual sessions with a staff member to assist students in better navigating a large university by pointing them in the right direction.

Sliding Glass Doors (Support for Reaching Goals)
The Belin-Blank Center established the Academy for Twice-Exceptionality with one fundamental purpose. We aim to provide better access for success at the University of Iowa for students with high ability and Autism Spectrum Disorder (ASD) or who identify as Autistic. Twice-exceptional students can do great things, especially with support. The support features that are unique to this Academy help to “slide” open the door of access to all that the University of Iowa offers. Specific areas targeted include adjustment to campus life, communication, creating a sense of community, living independently, organization, self-advocacy, and setting goals. Through this Academy, we are committed to opening the University of Iowa’s “door to possibilities” and walking alongside students through it.

We are confident that the Academy’s combination of well-planned support structures and regular communication with families converts the goal of success in college to reality for twice-exceptional students. Mirrors, windows, and sliding glass doors are commonly found in a home. This Belin-Blank Center Academy strives to create a “sense of home” for twice-exceptional students at the University of Iowa.

Are you interested in finding out if the Academy for Twice-Exceptionality is the right match for you? The Belin-Blank Center would love to share more with you. Contact us today to connect and start the conversation.

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Belin-Blank Summit on the Neuroscience of Twice-Exceptionality

Thank you to Bethany Erickson for this guest post about her experience at last month’s Summit on the Neuroscience of Twice Exceptionality. If you would like access to the recorded event, register by July 1 at belinblank.org/summit.

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After attending the Summit on the Neuroscience of Twice-Exceptionality, I am in awe and inspired.

I am in awe of the professionals who spoke: their expertise, experience, research and heart that came through their presentations. As a classroom teacher, I didn’t really know anything about neuroscience before this summit. Now, I wonder how can teachers be teachers without knowing more about how the brain works and learns.

The adage that ‘you don’t know how much you don’t know’ comes to mind. While learning from the presenters, three themes stood out to me over the course of the two days of lectures: the need for more collaboration, more research and more awareness to benefit twice-exceptional learners at all ages.  

Collaboration came up in almost every session.

So many of the presenters graciously gave credit to their teams and showed gratitude for the work they are able to do together. Parents talked about collaborating with educators. Students talked about the help they needed and received from their parents, medical professionals, and educators. Educators that work at the Belin-Blank Center, spoke to the importance of effectively communicating with each other as colleagues but also with parents and patients.

I was struck by several things during the student panel.

One student seemed to have had appropriate supports and interventions early on to help him cope with and understand his diagnosis. Another student didn’t find out about Autism Spectrum Disorder until later and had a harder path with fewer and later support services. Even so, both have found success and a way to overcome their difficulties by using their strengths and talents, which was another clear message from many sessions.  

I was impressed with how much these students could bravely tell us and it reminded me of the importance of knowing each individual.

I will be working with high school students for the first time next school year, and hearing the student panel reminds me that they are just looking for someone to listen and see them as a person, not just their diagnosis.

Another lesson on the importance of collaboration came from the parent panel.

The three moms on the panel gave such heartfelt and honest advice that I, as a teacher, will not forget. I wish more teachers could hear their stories. It stuck with me when they agreed that some of their most helpful teachers were the ones who admitted to not knowing about twice-exceptionality (2e), but being willing to learn along side them and see their child for more than just their behaviors or diagnosis.

I was so moved by the mom who explained what it felt like to drop off her son at a Belin-Blank Center summer program, and how it felt for her to know, for the first time, that he would be okay there without her because of the supports in place.

It made me think how much more school systems need to do for 2e students and parents to make school a safe place for them as well. A safe place where they can trust educators to be accepting of their talents and their challenges.

For students and parents to find schools as a welcoming and supportive environment for twice-exceptional students, teachers need to be made aware of 2e characteristics, talents, needs and challenges. It came up in the parent and student panel that they wished more people knew 2e students existed. As a teacher looking back, I can now think of several former students that were likely twice-exceptional, but I didn’t have the knowledge or resources at the time to help them.

This summit has given me an awareness that I am so grateful for.

The need to bring awareness to educators was mentioned in the student and parent panels. It was interesting to hear from the two teachers who were on the parent panel, as they shared how much they didn’t know as teachers until experiencing 2e as a parent. I wonder how many behavior issues could be prevented or diminished by addressing the needs of the students that are not being met due to undiagnosed neurodevelopmental disorders.

Before the summit, I was aware that students could have multiple diagnosed disabilities, but I didn’t know the symptoms, characteristics, talents and challenges. 

The research shared during the summit was so above and beyond what I expected.

An abundance of statistics, charts, graphs, and studies that all represent individual people and families, as one presenter pointed out.  Even in the midst of so much research, the case was continually made for how much more research is needed, all the things scientists still don’t know and want to know in order to better serve and accommodate for neurodiverse learners.

I was moved by how many presenters shared stories of their own children who have been diagnosed as twice-exceptional, and how that personal connection motivates their work.  

As I evaluate how this summit will affect my role as an educator, I hope it is by improving my collaboration with others – parents, students, colleagues, medical professionals, etc. I also hope it will affect my role as a talented and gifted teacher by granting me an awareness to help me see students that may need special education and gifted education services. Or notice characteristics of students that may come from having an indivisible disability and helping them to feel seen.

Experiencing this summit will help me bring an awareness back to my coworkers of what twice exceptionality is and how we can work together to find ways to support those learners and their families.

Social Skills Group for Adolescents

Our colleagues at the University of Iowa Children’s Hospital Center for Disabilities and Development are starting a social skills program for adolescents with high functioning autism.

This 14-week intervention aims to assist teens (and their parents) who are interested in learning new ways of making and keeping friends.

If you are interested in participating, check out the information below and contact Matt Kressin at 319-353-6140 or matthew-kressin@uiowa.edu.

Social Skills Group for AdolescentsDownload

Strength-Based, Talent Focused Learning

Thank you to Marcy Dann, M.A. for writing this guest post!

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Families who have been provided with assessment services at the BBC in the past year may also be interested in a supplemental service that is being offered temporarily at a reduced rate through the Bridges 2e Center, where the motto is “Educating the Exceptional”.

The Suite of Tools™ is an assessment process to discover, organize, analyze and prioritize information for strength-based, talent focused learning. The evidence-based tools that are used have been refined at Bridges Academy, an independent school for the twice exceptional student population. These tools can lead to big changes in motivation and achievement.

The process involves having the child complete My LearningPrint™ and the Quick Personality Indicator (QPI™).  A team meeting, moderated by Marcy Dann, is held online with the parents to explore the results of their child’s Belin-Blank Center psychoeducational assessment. The meeting will include an in-depth discussion about the child’s strengths, talents and interests.

Parents will also receive a summary report with a personalized talent plan to supplement a student’s IEP, 504 Plan, folder and/or recent Belin-Blank Center evaluation. The report will include insights into when and how a particular student performs optimally, challenges to address, essential elements for learning, and the environmental conditions conducive to his or her development.

For more information, please contact Dr. Doobay at alissa-doobay@uiowa.edu.

Marcy Dann, M.A.

Marcy Dann, M.A. is a board-certified educational therapist who has been in clinical practice for over 35 years using a strength-based approach with school aged clients and their families and is a consultant at Bridges Academy, a school for twice-exceptional students in Los Angeles, California.  She relies on the parents’ perspectives when listening carefully to the vignettes they share about their child. She recognizes the academic, cognitive, social-emotional, creative and physical issues that must be addressed for students to access the curriculum and to show what they’ve learned in school and at home. Dann is currently collaborating with the Belin-Blank Center Assessment and Counseling Clinic (BBC) by providing strength-based assessments.

Conversations on Autism Diagnosis and Assessment

Written by Dr. Alissa Doobay, Supervisor for Psychological Services at the Belin-Blank Center’s Assessment and Counseling Clinic.

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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.

If you have not already done so, I encourage you to listen to Emily Kircher-Morris’s Neurodiversity Podcast. You won’t be disappointed! If you are interested, you can listen to our discussion on episode 70, “Understanding Autism Diagnosis and Assessment.”

Summit on the Neuroscience of Twice-Exceptionality

Co-hosted by the Belin-Blank Center and the Iowa Neuroscience Institute

May 17-18, 2021
Online

Bridging psychology and neuroscience, the Belin-Blank Center for Gifted Education and the Iowa Neuroscience Institute will collaborate to bring researchers, clinicians, educators, and parents together to address the current state of research on twice-exceptionality. Part of the purpose of this interdisciplinary summit is to form partnerships with other institutions in furthering twice-exceptional research and best practice.

The summit will take place on Monday, May 17 and Tuesday, May 18, 2021. The event will be completely online and feature a variety of keynotes and breakout sessions delving into recent research’s insights into twice-exceptionality. Registrants will have access to the live sessions, as well as recordings of all presentations after the event.

How to Register

Registration is available now!

If you currently attend or are employed by the University of Iowa, email us at summit@belinblank.org to register for free.

Outside of the UI, standard registration is $145 and non-UI current students may register for $45.

A credit option is available to those who participate in the summit through PSQF:4128:0WKA – Neuroscientific Implications for Gifted Ed: Neuroscience of Twice-Exceptionality (May 20 – June 10). The Belin-Blank Center provides a tuition scholarship equal to 50% of the cost of graduate-level tuition. Whether you choose undergraduate or graduate credit, your tuition for this one semester hour of credit will be $280.). Learn more.

Speakers

We feature speakers sharing research from several different domains, including neuroscience, genetics, gifted education, special education, psychology, and psychiatry.

Belin-Blank Center – Iowa Neuroscience Institute Presenters

Members of the Belin-Blank Center and Iowa Neuroscience Institute collaborative team look forward to sharing their current work with attendees through presentations and panel discussions.

Edwin G. Abel, Ph.D.

Molecular Mechanisms of Memory Storage

Jake Michaelson, Ph.D.

Genetic Signatures of Twice-Exceptionality

Thomas Nickl-Jockschat, Ph.D.

Disrupted brain growth patterns – a key mechanism underlying autism

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Susan G. Assouline, Ph.D., Brandon LeBeau, Ph.D., and Katie Schabilion, Ph.D.

Integration of the Medical Model and Talent Development Model in Understanding 2e Students (Panel)

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Alissa Doobay, Ph.D., Megan Foley-Nicpon, Ph.D., Duhita Mahatmya, Ph.D.

From Data to Diagnosis: Complexity of Understanding 2e Students with ASD and Anxiety Disorders (Panel)

Featured University of Iowa Speakers

Lane Strathearn, Ph.D.

Epigenetics and Social Experience in Autism: Discovering Modifiable Pathways for Intervention

Hanna Stevens, Ph.D.

Neurodevelopmental disabilities and striatum: insights from mentoring smart trainees

Dorit Kliemann, Ph.D.

Brain Networks in Autism

Seth King, Ph.D.

Interdisciplinary Collaboration in Research for Individuals with Multiple Exceptionalities

For a full list of speakers and topics, be sure to check out our webpage. We hope to see you in May!

Register Now

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Summit on the Neuroscience of Twice-Exceptionality

A New Face at the Belin-Blank Center

We are excited to welcome a new staff member!

Dr. Amanda Berns is a Licensed Psychologist who is joining the clinical staff in the Assessment and Counseling Clinic. She attended the University of Iowa while obtaining her Bachelor of Science in Psychology, Education Specialist, and Doctor of Philosophy in School Psychology. Dr. Berns gained experience working in schools, outpatient clinics at the University of Iowa Hospitals and Clinics, the local homeless shelter, and children’s homes through the Early Access Autism Resources Team at Grant Wood Area Education Agency. She also completed an iLEND fellowship and externships at Nisonger Center and St. David’s Center.

Dr. Amanda Berns, Licensed Psychologist at the Belin-Blank Center’s Assessment and Counseling Clinic

For two years in graduate school, Dr. Berns held an assistantship providing mentorship to talented and gifted college students at the Belin-Blank Center, as well. Dr. Berns attended a predoctoral internship at Devereux Advanced Behavioral Health and a postdoctoral fellowship at The Counseling Center of Nashua. She also worked in public schools as a traveling school psychologist and Autism Consultant, and outpatient settings at Wisconsin Early Autism Project (WEAP).

Besides having a wealth of clinical experience across these settings, Dr. Berns has particular expertise in assessment and intervention services for individuals with Autism Spectrum Disorder (ASD). In particular, her research background is in the social-emotional experiences of those who are twice-exceptional. She is excited to join the Belin-Blank Center’s Assessment and Counseling Clinic, where she is conducting twice-exceptional evaluations and providing counseling services.

Be sure to check out all of the clinical services we provide in our Assessment and Counseling Clinic. If you are interested in scheduling an appointment or requesting more information, you can do so here!

Save the Date for the Summit on the Neuroscience of Twice-Exceptionality

In January 2020, members of the Belin-Blank Center and the Iowa Neuroscience Institute were eagerly preparing for a summer Summit on the Neuroscience of Twice-Exceptionality (2e). We planned to invite researchers, clinicians, and educators to the University of Iowa campus to discuss and advance the field of 2e research. Like many other large gatherings scheduled for this year, the COVID-19 pandemic led our team to reimagine the event as a virtual experience. We are excited to invite you to join us online this spring! 

The virtual Summit on the Neuroscience of Twice-Exceptionality will occur May 17-18, 2021, and registration is available now! This event aims to advance research in the area of twice-exceptionality by sparking conversation and collaboration across disciplines. Both days will feature presentations from prominent scholars highlighting the potential for collaboration among neuroscience, gifted education, psychology, and special education. Attendees will have the opportunity to hear from experts at the Belin-Blank Center, including Dr. Susan Assouline, Dr. Megan Foley-Nicpon, and Dr. Alissa Doobay, as well as members of the Iowa Neuroscience Institute, including Dr. Jake Michaelson, Dr. Ted Abel, and Dr. Thomas Nickl Jockschat. We’re also proud to welcome Dr. Sally M. Reis from the University of Connecticut, Dr. James Booth from Vanderbilt University, and Dr. Marjorie Solomon from the University of California-Davis. More information about all of our speakers is available on our website.  

Everyone is welcome to register. The content will be most relevant for people interested in learning about research developments on the topic of twice-exceptionality, pursuing or informing future research, and applying research findings to better understand and support twice-exceptional individuals. We hope you will join us for this exciting interdisciplinary event! 

Let’s Talk 2e! Virtual Conference for Parents

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 hope you’ll join us! Register here.

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Message from the Director: At the Edge of Knowledge, What do Students Need?

The needs of gifted students come from their strengths, not their deficits. 

I’m paraphrasing, slightly, what Executive Director of Western Kentucky’s Center for Gifted Studies, Professor Julia Link Roberts, expressed last month during Denver University’s annual Gifted Education Conference.  This simple yet elegant statement captures the essence of the Belin-Blank Center’s model for serving gifted and talented students from grade 2 through college.  Our strength-based model features various systems for discovering domain-specific talent and then developing that talent.  A strength-based model is synonymous with talent development.

Although highly effective, there is one critical group of educators who neither implement nor advocate for a strength-based model in which talents are developed.  The group is comprised of the vast majority of faculty in colleges of education across the country; the same individuals who prepare future teachers and counselors.  

This was the situation decades ago when I was preparing to be a science teacher, and it remains true today.  For example, students with strengths in science reasoning need to be able to do what scientists do – create hypotheses, conduct research, experience success…and fail, and start all over again. It’s the rare science classroom where students with strengths in scientific reasoning have regular opportunities to experience “science” during the school day.  The same is true for individuals with talent in mathematics. 

To some extent, the lack of emphasis on talent development in schools explains the popularity of university-based summer programs among parents and students.  Every summer, tens of thousands of elementary, middle, and high school students across the country take advantage of myriad programs and courses that build on their strengths and nurture the development of their talent.  The Belin-Blank Center’s programs are among these. Our students explore their interests and stretch their intellectual muscles in the Blank Summer Institute, the Perry Research Scholars Institute, the Secondary Student Training Program, Summer Art  Residency,  and Summer Writing Residency and find respite from the lack of challenge during the school year.

Educators who participate in the Belin-Blank Center’s summer professional development can observe talented pre-college students in programming that is uniquely strength-based and talent-development focused.  Our hope is that by observing a strength-based classroom, educators will see the importance of taking this model into their own classrooms during the academic year.  This is one of the most critical lessons from their professional development experience because for every student who attends a summer program in a university setting, there are several others who are equally talented but don’t have this opportunity.

Education doesn’t have to be strengths vs. deficit.  In fact, every program we offer, including outreach programming such as the STEM Excellence program, now in its sixth year of implementation in nine rural schools across Iowa, is an excellent example of a thriving strength-based program that aims to develop the math and science talents of middle-school students.

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Our work in twice-exceptionality offers additional evidence that understanding a student’s strengths is as important as understanding their challenges.  Individuals with a diagnosed disability or disorder face challenges (deficits) that can – and must – be addressed. However, this should be done in alignment with developing their strengths.

The strength-based approach is the essence of our collaborative twice-exceptional research agenda with our Iowa Neuroscience Institute partners. This work uses an unprecedented amount of data from our Assessment and Counseling Clinic to better understand the relationship between high ability and challenges in learning, social-emotional development, or behavior. Indeed, understanding the role of cognitive strengths within the context of learning and social-emotional difficulties is a critical aspect of the research we are conducting.  It is only with a sample of twice-exceptional individuals, who have both intellectual strengths and cognitive challenges, that each of these can be controlled for, allowing researchers to examine their effects both independently and combined.

We are looking forward to bringing together researchers, clinicians, educators, and parents to learn about the research on twice-exceptionality at the Summit on the Neuroscience of Twice-Exceptionality this July. We invite you to join us in discussing new, unprecedented studies of twice-exceptionality, the future of research in this field, and the possibilities available for collaboration among institutions, gifted education organizations, and talent development centers in order to advance our understanding of this unique population and their strengths and challenges.

The needs of gifted students – and the professionals who are involved in their education – come from strengths not deficits.  Yet, for the foreseeable future, deficit models in education will likely dominate our thinking – and funding.  I recommend that we “lean into” the current deficit model and use it as a platform to reveal the many advantages to including a strength-based approach in gifted education and talent development.  We will continue to share our perspective and research findings, and we hope to see you at one of our events or programs soon.

Summer Enrichment for Middle School Students

The Belin-Blank Center specializes in academically talented kids. If you have 6^th-8^th grade students who show a deep curiosity when a topic sparks their interest, a love of learning, or a particular talent in an area, they will feel right at home in our Junior Scholars Institute (JSI)! JSI is a summer program designed specifically for bright students who want to take a deep dive into a topic – all while having fun with other middle school kids who share their level of interest and ability. 

Students get to choose one class to focus on all day, for a full week – and these aren’t regular classes! With options like Archaeology, Women in Engineering,  Mixed Media Art, Leadership for Students Who Want to Make a Difference, Robot Theater (and more!), there’s sure to be something for your inquisitive kids. Class sizes are small, and they take place on the University of Iowa campus, giving students access to valuable university-level resources and experts.

JSI students also get to experience a taste of college life by staying overnight in the dorm with their peers for the week! Plus, they get to hang out with their new friends and attend plenty of fun cultural and recreational activities in the evenings.

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We understand that many bright students may also have a disability or impairment that can present behavioral, emotional, social, or learning challenges. Our experts in twice-exceptionality offer specialized social and academic support for these students.

Payment plans and financial aid are available. Participation in your school’s talented and gifted program is not required. If you think JSI sounds like a good fit for any of your students, be sure to recommend that they check it out at www.belinblank.org/summer or contact Ashlee Van Fleet at summer@belinblank.org!

The Scoop on Summer Programs at the Belin-Blank Center

If all the recent school closure days have you thinking ahead to how you’re going to keep your children occupied over summer vacation, now is a great time to start planning! At the Belin-Blank Center, we specialize in bright kids. Whether or not they participate in their school’s gifted and talented program, if your child shows a deep curiosity when a topic sparks their interest, a love of learning, or a particular talent in an area, they will feel right at home here!

Our summer programs are designed specifically for students in grades 2-11 who want to take a deep dive into a topic while having fun with other kids who share their level of interest and ability. Students get to choose one class to focus on all day, for a full week – and these aren’t just any regular classes!

For example, grade school students can choose from classes such as Harry Potter, STEAM, Mixed Media Art, Virtual Reality, and Programming in our Blast program. Middle school schools students can apply for our Junior Scholars Institute (JSI) to explore Leadership, Women in Engineering, Archaeology, 3D Printing, or a Mixed Media art workshop, among many other options. High school students can learn about the research process and just what is involved in creating new knowledge in our Perry Research Scholars Institute (PRSI). Class sizes are kept small (a maximum of 16-20, depending on age group), to ensure that each student has a positive experience learning something they enjoy.

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The programs take place on the University of Iowa campus, giving students access to valuable university-level experts and resources. Our instructors are vetted professionals, including classroom teachers, local artists, and professors who have the expertise to delve into a subject at an advanced level, while keeping it accessible for the age group. Classes utilize specialized spaces and equipment, such as research laboratories, the Van Allen Observatory, 3D printing facilities, the National Advanced Driving Simulator, art studios, maker spaces and the university library.

We understand that many bright students may also have a disability or impairment that can present behavioral, emotional, social, or learning challenges. Our staff are experts in gifted education and talent development, and we offer specialized social and academic support for these twice-exceptional students.

If you think our programs sound like a good fit for your child, be sure to check them out at www.belinblank.org/summer. Payment plans and financial aid are available. With options for students from elementary to high school, covering a wide range of topics, we’re sure to have something for you and your family. We can’t wait for you to join us this summer!

Gifted Education Awareness Month: Services at the ACC – Educational Assessment

In Iowa, October has been declared Gifted Education Awareness Month! To celebrate, we’ll be revisiting some of your favorite posts from the blog all month long. We get a variety of questions about what our Assessment and Counseling Clinic does and how to know if a particular service is right for a given child. Today, we’re focusing on educational assessments.

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Services at the ACC: Educational Assessment

Dr. Alissa Doobay, Licensed Psychologist, Supervisor of Psychological Services

Individualized educational assessments are conducted to assist with academic planning.  They involve individual assessment of intellectual and academic skills, including above-level skills, as well as a screening of psychosocial factors that may be relevant in academic planning decisions.  These assessments are not diagnostic in nature; therefore, they cannot be submitted to insurance for reimbursement.

Following the assessment, parents are provided with a comprehensive report detailing the test results and our recommendations. The cost depends on the number of hours spent, but a typical educational assessment includes approximately 6 hours of testing and costs $730.

Some initial reasons to consider an individualized educational assessment include:

• You’re considering whole grade acceleration and would like to get the bulk of the information needed all at once.
• The student is in 3rd grade or younger, and therefore too young for most other assessments.
• The student has behavioral/cognitive factors that result in individualized assessment being more accurate than group-administered (e.g., 2e students who don’t “test” as well as expected based on knowledge).

We also offer twice-exceptional assessments, which include intellectual and academic testing in addition to a diagnostic assessment to determine whether the child meets criteria for a particular psychological diagnosis (e.g., Autism Spectrum Disorder, ADHD, Specific Learning Disorder, anxiety or depression, etc.). These evaluations are conducted by a licensed psychologist and may be submitted to insurance depending on your insurance provider. There is a currently a waitlist for twice-exceptional assessments.

Could an educational assessment help your child?  You can request an appointment through our online intake form.

Originally posted on January 12, 2017

Summer Social Skills Group for High School Students

The Belin-Blank Center Assessment and Counseling Clinic is offering a social skills group for high ability students who are entering 9th – 12th grade who demonstrate strong intellectual or academic abilities and social skills challenges (possibly due to ASD, anxiety, ADHD, etc.). The goal of the group is to facilitate development of improved social skills and peer relationships through natural social interaction and video modeling techniques.

There will be 6 group sessions, each 50 minutes in length, conducted on the 5th floor of Blank Honors Center. The group will meet weekly on Tuesdays at 3:30 p.m. beginning on Tuesday, July 10, and running through Tuesday, August 14.  The fee is $45 per session, and we do accept BC/BS insurance. We will accept up to 6 students for our summer session.

If you have any questions or would like for your child to participate in this group, please contact alissa-doobay@uiowa.edu.

New Network for Parents of Twice-Exceptional Students

A new group has been organized in the I-380 corridor to provide an informational support network to parents and educators of twice-exceptional (2e) learners.

Understood.org has partnered with Amanda Freese to offer monthly meetings that provide information about strength-based advocacy for 2e individuals as well as resources and services related to enrichment academic opportunities and learning and attention challenges.

The group meets on the third Tuesday of each month from 6:30-8:00 p.m. Odd monthly meetings are held in North Liberty and even monthly meetings are held in Cedar Rapids. The April meeting, “Building a 504/IEP Success Binder Workshop,” is scheduled for Tuesday, April 17 at Grant Wood AEA.

In addition to the monthly meetings, a Facebook group has been established to help parents and educators connect and collaborate. To join the Facebook group, please visit https://www.facebook.com/groups/487101151673454/.

Further questions can be directed to Amanda Freese at Amanda_Freese@hotmail.com.

Kids with ADHD—We Would Like to Hear About You!

Are you a middle schooler (or parent of one) who has ADHD? We are interested in learning more about kids like you and their friendships, and you have the chance to earn an Amazon gift card. Keep reading to learn more!

Interested individuals are invited to participate in a research study investigating the perceptions of friendship quality amongst middle school students. Information you provide through your participation can help us gain insight that may one day help students like you. This information may help researchers better understand how students with ADHD view their friendships compared to their peers, which may later help clinicians develop and modify social skills interventions and other supports for students.

We are looking for students in Grades 6, 7, or 8 (or the equivalent) who have completed standardized assessments (e.g., Iowa Assessments, Wechsler Assessments, CogAT, etc.) and would be interested in participating in our study. You will also be asked to provide demographic information about your child along with documentation of their cognitive ability (such as Iowa Assessment scores from school) and ADHD diagnosis. To participate, students will complete an online survey. The survey should take no more than 10-15 minutes to complete.

Participants who complete the study will be entered in a drawing to win a $10 Amazon gift card.

If you are interested in learning more, please contact the Principal Investigator (Staci Fosenburg, staci-fosenburg@uiowa.edu) for more information about how to participate in this study. Thank you!

Upcoming Professional Development

The Belin-Blank Center is offering a learning opportunity that many of you won’t want to miss!  From December 28 – January 13, educators (or parents) can enroll in EDTL:4096:0WKA Topics: Nurturing the Potential of Twice-Exceptional Students: Practical Guidelines for Understanding and Supporting 2e Students. 

The commonly-used term for gifted students who also have disabilities is “twice-exceptional,” a simple phrase that does little to suggest the complexities in meeting the needs of twice-exceptional (2e) learners.  Participants will explore ways of better understanding and meeting the needs of 2e students, including developing academic strengths and facilitating social-emotional growth.

Dr. Alissa Doobay, the Supervisor of Psychological Services at the Center’s Assessment and Counseling Clinic, will facilitate this class, giving participants an excellent opportunity to focus on the twice-exceptional learners important to them.

Professional Learning in Spring Semester 2017

The Spring 2017 schedule is available for you to review!  There is a full schedule of opportunities, including one-, two-, and three-semester hour classes.  Coursework is available in all of the strands required for the State of Iowa Talented and Gifted Endorsement.

Learn more about registration as a Continuing Education student at the University of Iowa.  We welcome educators earning the endorsement, as well as anyone interested in the topics explored in our coursework.

Contact Dr. Laurie Croft with questions.

Did You Miss Our 2E Webinar?

It’s not too late to see one of our most popular webinars yet. Nurturing the Potential of Twice-Exceptional Students: Practical Guidelines for Understanding and Supporting 2e Students is available to order on DVD.

 

Information on relevant legislation, research, clinical findings, and recommendations/resources regarding twice-exceptional students was discussed. Specific information was provided about high-ability students with ADHD, learning disorders, autism spectrum disorder, and anxiety/depression.  DVDs of the webinar can be used by schools, area education agencies, psychologists, and parents to gain additional information about the needs of twice-exceptional students.

We also have a free online publication, The Paradox of Twice-Exceptionality: Packet of Information for Professionals (PIP-2), that provides recommendations for addressing the classroom needs of twice-exceptional students.

How Can You Support Your Twice-Exceptional Kids?

On Thursday, February 4 from 4:00 – 5:30 p.m., the Belin-Blank Center will host a spring webinar focused on Nurturing the Potential of Twice-Exceptional Students: Practical Guidelines for Understanding and Supporting 2e Students. Presenters include

• Alissa Doobay, Supervisor, Psychological Services, Assessment and Counseling Clinic, Belin-Blank Center
• Joy Goins, Staff Psychologist, Assessment and Counseling Clinic, Belin-Blank Center
• Megan Foley-Nicpon, Associate Director for Research and Clinic, Belin-Blank Center, and Associate Professor, Counseling Psychology Program
• Susan Assouline, Director, Belin-Blank Center, and Myron & Jacqueline Blank Professor of Gifted Education

The commonly used term for gifted students who also have disabilities is “twice-exceptional,” a simple phrase that does little to suggest the complexities in meeting the needs of twice-exceptional (2e) learners. Participants will explore ways of better understanding and meeting the needs of 2e students, including developing academic strengths and facilitating social-emotional growth.

For those who are interested in earning academic credit, an optional one-semester-hour online workshop will build on the webinar. The academic credit (PSQF:5194:WKA), facilitated by Dr. Doobay and Dr. Laurie Croft, Associate Director for Professional Development and Clinical Associate Professor of Gifted Education, will fulfill an hour in the Psychology Strand required for the State of Iowa Talented and Gifted Endorsement. The course will extend participants’ understandings of twice-exceptionality, as well as ways to better meet the needs of 2e students, and the content will complement the summer online workshop offered by Dr. Foley-Nicpon, Cognitive and Affective Needs of Gifted Students (PSQF:4126). Those who enroll for academic credit will receive a 50% tuition scholarship off the cost of graduate tuition.

For more information, or to register, visit belinblank.org/webinar.

Belin-Blank Center Social Skills Research Opportunity

The Belin-Blank Center Assessment and Counseling Clinic is pleased to invite students with social skills challenges (either due to ASD or another diagnosis) to apply for participation in a social skills intervention group. Students should be in grades 9 through 12 and demonstrate high ability on an individually-administered intellectual assessment (e.g., Wechsler Scales of Intelligence). There will be 10 group sessions, each 60 minutes in length, conducted at the Belin-Blank Center Assessment and Counseling Clinic during the Spring 2016 semester. Parents, students, and the students’ teacher will also be asked to complete rating scales regarding the student’s psychosocial functioning.

The social skills group will be part of a research study examining the effectiveness of a particular social skills training intervention with high ability students. There will be no charge for this service. Applicants will be screened for inclusion in the group, and the intervention implemented will be tailored to the specific needs of the group based on information obtained during the recruitment process. Parents will be asked to provide documentation of the adolescent’s cognitive abilities and diagnosis. Interested families are encouraged to contact Alissa Doobay, PhD, at 319-335-6148 or alissa-doobay@uiowa.edu. We look forward to hearing from you!

Coming to ITAG? Check Out Our IOAPA Presentations!

Governor Branstad has declared October 18-24 Gifted Education Week in Iowa in conjunction with the Iowa Talented and Gifted Association Annual Conference. This year’s ITAG conference will be held in Des Moines, Iowa on October 19-20, 2015 and is focused on the theme of “The Core Challenge: Building Options and Breaking Barriers”. IOAPA and the Belin-Blank Center are excited to share ways that the Belin-Blank Center rises up to the Core Challenge, and have several presentations related to this theme. Check out our presentation topics below (IOAPA presentations are marked with an *). We hope to see you there!

Monday, 10:00-10:50:

• *Comparing Advanced Placement, Concurrent Enrollment, and PSEO for Iowa Students (Iowa C)
• Academic Acceleration: Influencing Perceptions through Exposure (Boardroom 1 & 2)

Monday, 11:05-11:55:

• Building Options with the Belin-Blank Center (Ballroom South)

Monday, 2:35-3:25:

• *I Have an IOAPA Student…Now What? (Iowa C)
• A Teacher’s Guide to Twice Exceptionality (Ballroom South)

Tuesday, 2:30-3:20:

• Acceleration and STEM: Evidence Trumps Excuses for Holding Students Back (Iowa E)

Interested in all the options ITAG has to offer? View more information about the conference here. For more information about IOAPA, visit belinblank.org/ioapa.

Family Therapy Services Offered at the B-BC

The Belin-Blank Center Assessment and Counseling Clinic is pleased to be continuing collaboration with the Couple and Family Therapy Program (CFT) at the University of Iowa College of Education in order to offer family therapy services to high-ability/twice-exceptional students and their families.

Family therapy services will be provided by masters-level therapists who are working on their doctoral degrees, under the direct supervision of Dr. Armeda Wojciak, Assistant Professor and licensed marriage and family therapist in the CFT program, and with consultation from Dr. Alissa Doobay, licensed psychologist at the Belin-Blank Center.

A limited number of therapy slots are available for this semester, and we currently have openings. These family therapy services will be provided free of charge. If you are interested in this service or have any questions, please contact Dr. Alissa Doobay at alissa-doobay@uiowa.edu or Armeda Wojciak at armeda-wojciak@uiowa.edu.

New Social Skills Group for High School Students

The Belin-Blank Center Assessment and Counseling Clinic is pleased to invite students with social skills challenges (either due to ASD or another diagnosis) to apply for participation in a social skills intervention group. Students should be in grades 9 through 12 and demonstrate high ability on an individually-administered intellectual assessment (e.g., Wechsler Scales of Intelligence). There will be 10 group sessions, each 60 minutes in length, conducted at the Belin-Blank Center Assessment and Counseling Clinic during the Fall 2015 semester. Parents, students, and the students’ teacher will also be asked to complete rating scales regarding the student’s psychosocial functioning.

The social skills group will be part of a research study examining the effectiveness of a particular social skills training intervention with high ability students. There will be no charge for this service. Applicants will be screened for inclusion in the group, and the intervention implemented will be tailored to the specific needs of the group based on information obtained during the recruitment process. Parents will be asked to provide documentation of the adolescent’s cognitive abilities and diagnosis. Interested families are encouraged to contact Alissa Doobay, PhD, at 319-335-6148 or alissa-doobay@uiowa.edu. We look forward to hearing from you!

Message from the Director: How Do We Know What’s Next?

“…the adjacencies of technology and scientific progress dictate what is invented next.”

From Steven Johnson, author of How We Got to Now: Six Innovations That Made the Modern World.

 

It likely will not come as a surprise that practically everything I do outside of the Belin-Blank Center, including leisure reading, seems to circle back to the work I do in the Belin-Blank Center. This was certainly the case while I was reading Steven Johnson’s highly informative new book, How We Got to Now.

Each of the six chapters (“Glass,” “Cold,” “Sound,” “Clean,” “Time,” and “Light”) is packed with useful facts and insights that span millennia and project into the future.   Every topic features multiple advancements that relate, in some cases profoundly, to the Center’s day-to-day work: innovative programming, research, services, and teaching. Hence the saliency of the quote, “…the adjacencies of technology and scientific progress dictate what is invented next.” Choosing just one topic was difficult; however, the final chapter, “Light,” had the most notes and highlighted text, which is why I settled on that chapter as the emphasis for the Director’s message for this issue of the Vision newsletter.

Unsurprisingly, Johnson focused on the light bulb, including the multiple ways in which the light bulb has become the symbol of invention and innovation. The entire discussion is fascinating and informative, starting with a review of the role of the individual experimenter/inventor, then moving into the importance of an interdisciplinary team model that fosters collaborative creativity. The next time you flip a switch, remember that for hundreds of years, the main way that humans brought light into their dark living spaces was via the candle. It was only at the end of the 19^th century, after decades of many inventors determining important technical aspects of the light bulb, that Thomas Edison – and his team – through relentless experimentation threw the switch that lit up Pearl Street in New York City.

“The light bulb was the kind of innovation that comes together over decades, in pieces. There was no light bulb moment in the story of the light bulb” (p. 211). “The other key ingredient to Edison’s success lay in the team he had assembled around him … memorably known as the ‘muckers.’ The muckers were strikingly diverse in terms of professional expertise …the diversity of the team turned out to be an essential advantage for Edison…Menlo Park marked the beginning of an organizational form that would come to prominence in the twentieth century: the cross-disciplinary research-and-development lab.” (p. 213)

The astute reader has already anticipated the analogy with the Belin-Blank Center. The programs and services that we provide at the Belin-Blank Center, which you will read about in the various sections of Vision, are the result of 26+ years of bringing together professionals with diverse backgrounds and training that allow us to combine classroom and clinical experience with research and professional development. Every day we learn something new from our colleagues and, thanks to our founders, who were also our benefactors, we have a foundation from which we continue to build programs and services. We also have the space and flexibility to try new approaches that will serve gifted students, their educators, and their families.

The adjacencies of technology, teamwork from a dedicated, multi-talented staff, careful financial planning, and opportunities that arise from private and state funding dictate what happens next at the Center. Stay tuned over the next several months and issues of Vision to learn about:

• A Nation Empowered
• STEM Excellence and Leadership
• Above-level assessment and interpretation
• Innovative approaches to professional development
• A research project focused on a group-skills intervention for gifted students with social skills deficits
• New developments in student programming including an emerging STEM Academy

Teens with ASD Invited to Participate

High ability teens with an ASD between the ages of 15 and 17 years old are invited to participate in a research study to investigate friendships and feelings of loneliness. Participation involves interviews with the teen, a parent, and a teacher or other school personnel and completing questionnaires. IQ testing may be involved to determine eligibility. The study will take anywhere from 1 to 4 hours of your time. No compensation available. Contact Amanda Berns: (319)448-0236, amanda-berns@uiowa.edu for more information.

Free Counseling Services for Families with High-Ability/2E Children

Could you use some assistance with parenting strategies, managing your child’s difficult behaviors, coping with family stressors, or improving communication between family members? We currently have openings for FREE family counseling services at the Belin-Blank Center.

Due to a recent collaboration with the Couple and Family Therapy Program (CFT) at The University of Iowa College of Education, we are able to offer family therapy services to high-ability/twice-exceptional students and their families. These services are provided by a team of advanced-level doctoral students in the CFT program under the direct supervision of Dr. Jacob Priest, faculty member in the CFT program, and with consultation from Dr. Alissa Doobay, licensed psychologist at the Belin-Blank Center.

Please direct questions about this service to Dr. Alissa Doobay at alissa-doobay@uiowa.edu or Jacob Priest at jacob-b-priest@uiowa.edu.

Message from the Director: The 4 “D’s” of Working With Highly Able Students

To fulfill our mission of “empowering and serving the gifted education community through exemplary leadership in programs, research, and advocacy,” the Belin-Blank Center relies on a 4-D service delivery model:

• Discover individuals with high ability in a talent domain;
• Develop the talent domain;
• Describe, through research, the characteristics of individuals with high ability;
• Disseminate, through writing and presentations, the results of our research and services.

Some months, it seems as though the Belin-Blank Center administrative staff and faculty are “disseminating” material on an almost daily basis.  Since the fall semester began, we have offered presentations both near (in the Blank Honors Center and on the UI campus) and far (Columbus, Ohio, at the Ohio Association for Gifted Children Conference).  Just a few days ago, the Belin-Blank Center administrative team disseminated our message at the Iowa Talented and Gifted Conference in Des Moines, and in early November, we’ll give more than a dozen presentations at the National Association for Gifted Children Conference (NAGC) in Indianapolis, IN.  In this issue of Vision, you’ll also read about five upcoming international presentations or workshops (The Netherlands, The Philippine Islands, Portugal, Australia, and India) that will be provided by Drs. Assouline, Croft, or Colangelo.

Of course, there is a lot of buzz, and a great deal of work, associated with the forthcoming Wallace Research and Policy Symposium (March 22-25, 2013).  Registration is now open!

Other “dissemination” products include the Gifted Child Quarterly special issue on twice-exceptionality, guest edited by Associate Professor Megan Foley Nicpon.  Usually a peer-reviewed journal is only accessible to the members of the professional organization; however, through the end of December, NAGC has made the special issue available for free download at http://gcq.sagepub.com/content/current.  In addition to the special issue on twice-exceptionality, NAGC has three new books on the core curriculum and gifted students including A Teacher’s Guide to Using the Common Core State Standards with Mathematically Gifted and Advanced Learners, co-authored by Professors Susan K. Johnsen, Gail R. Ryser, and Susan G. Assouline.

Stay tuned for the iBook release of Volume 1 of A Nation Deceived as well as the second edition of Packet of Information for Professionals (PIP-2), a comprehensive booklet that addresses the complex learning and socialization needs of high-ability students with an autism spectrum disorder (ASD), a specific learning disorder (SLD), or an attention deficit hyperactivity disorder (ADHD).

These dissemination products take a great deal of time and energy, but they are well worth the effort because they are so important in fulfilling our mission.  None of this would be possible without the tremendous commitment of the team of professionals – our faculty, administrative and clerical staff, and our undergraduate and graduate students.  I thank our staff for their dedication to serving high-ability students, their families, and the professionals who serve them.

Free Family Therapy for Gifted & 2E Families

We are seeking families interested in participating in free family therapy services at the Belin-Blank Center. Due to a recent collaboration with the Couple and Family Therapy Program (CFT) at The University of Iowa College of Education, we are now able to offer family therapy services to high-ability/twice-exceptional students and their families. Family therapy services will be provided by a team of advanced-level doctoral students in the CFT program under the direct supervision of Dr. Volker Thomas, director of the CFT program, and with consultation from Dr. Alissa Doobay, licensed psychologist at the Belin-Blank Center. Please direct questions about this service to Dr. Alissa Doobay at alissa-doobay@uiowa.edu or Volker Thomas at volker-thomas@uiowa.edu.

New Grant from the Jack Kent Cooke Foundation

The Jack Kent Cooke Foundation awarded a grant to the Belin-Blank Center that will provide scholarships to twice-exceptional students who attend the Center’s summer programs.  The scholarship will ensure that twice-exceptional students have access to enrichment and accelerative programming.  The grant also supports two graduate assistants and partial  support for a licensed psychologist to work with the summer program faculty and staff to enhance their professional development related to twice-exceptionality, as well as to make the necessary accommodations in the classroom and the residence halls.

As part of this effort we are updating the National Institute for Twice-Exceptionality (NITE) website and revising two important publications, the Packet of Information for Families (PIF) and the Packet of Information for Professionals (PIP).

Summer Scholarships for Twice-Exceptional Students Still Available!

The Belin-Blank Center is pleased to announce a wonderful opportunity for twice-exceptional students. The Center recently received a grant from the Jack Kent Cooke Foundation to provide scholarships for twice-exceptional students to attend our summer programs.  If your child has been identified as twice-exceptional and is interested in one of our summer programs, we invite you to complete an online application for that program. Applications will be reviewed and you will be notified if your child has been selected to attend. The JKC Scholarship will cover all of the costs of the program. Funding is limited.

Twice-exceptional students are gifted and talented students with learning, behavioral, or social impairments, such as autism spectrum disorders (ASD), specific learning disabilities (SLD), and attention-deficit/ hyperactivity disorder (ADHD). These students are at significant risk in America’s schools because their disabilities often mask their academic potential. Twice-exceptional students are underrepresented in gifted and talented programs and rarely receive appropriate direct services in schools, which places these students at an academic and social disadvantage. For twice-exceptional students to flourish academically and socially, they must be appropriately identified and have access to programming opportunities that address both their gifts and their needs.

Please complete this form with information about your son/daughter and we will let you know if you qualify.

Practical Help for Parenting Children with Autism

Join Belin-Blank Center Staff Psychologist Alissa Doobay on April 13th for a free workshop on parenting high-ability children with autism!  Attend the event in person if you’re in Iowa City, or you can participate via Webinar.

Dr. Doobay will present from 10 to 11:30 AM at the University of Iowa Children’s Hospital.  Topics will include the characteristics and assessment of high-ability youth with autism, as well interventions that are appropriate for both the students’ talents and disability.

For questions or to register, please contact Lisa Kemmerer by April 8th at 319-467-5658 or lisa-kemmerer@uiowa.edu.

Parenting Twice-Exceptional Kids

Dr. Megan Foley Nicpon, a licensed psychologist and researcher at the Belin-Blank Center, recently hosted a seminar titled “Parenting Your Twice-Exceptional Child: Developing Talent and Accommodating Needs.” The slides from her presentation are available on the Center for Talent Development’s website.

Summer Scholarships for Twice-Exceptional Students

The Belin-Blank Center is pleased to announce a wonderful opportunity for twice-exceptional students. The Center recently received a grant from the Jack Kent Cooke Foundation to provide scholarships for twice-exceptional students to attend our summer programs.  If your child has been identified as twice-exceptional and is interested in one of our summer programs, we invite you to complete an online application for that program. Applications will be reviewed and you will be notified if your child has been selected to attend. The JKC Scholarship will cover all of the costs of the program. Funding is limited.

On Being Twice-Exceptional

Twice-Exceptional

by Allison Hartman

I am Special.

I am one of

300,000 people

who are just like me,

but not like me.

We are each Unique and

Similar, in our own Special

Way.

Every single person

who is one of these

300,000 people.

But it seems next to none

of us can Speak.

But I can, which is why

I will raise my Voice

and Shout to the very

Skies Above

“These are the

300,000 people

who haven’t been Seen

who haven’t been Heard

who haven’t been Believed

In.

We are one person

But we are also

300,000 people

wanting to Speak Up

but never knowing How.

But I have Learned.

I have Struggled

and Fought

and Shouted to the very

Skies Above

because this is my Message.

I am Special.

I am one of

300,000 people

who will not wait Quietly

Any More.

We will demand to be Seen

to be Heard

to be Believed

In.

Listen to Me

and Listen to Them.

Because we are

300,000 people

who will Never

Back Down.

Not when we are

So Close.

We may seem Small to you

but we are Large in our Minds

and our Minds will Fuel

this next Generation.

Because the

300,000 people

are not Hiding

in the Shadows

Any More.

So Hear our Voices

See our Struggles

Believe In our Hopes

Believe In our Dreams.

We are

300,000 people

and we WILL change

the

very

WORLD.”

Allison Hartman is a twice-exceptional student from Muscatine, Iowa, currently a high school senior.  She is proud to be twice-exceptional and very passionate about advocating for twice-exceptionality.

“Journal of Best Practices” Author David Finch in Iowa City Tonight!

Join us for an evening with David Finch at 7:30 p.m. in the Pappajohn Business Building Auditorium (W10 PBB).

Following the talk, Mr. Finch will be available to sign books. Because of university rules, copies of the book will not be available for sale on site, but can be purchased in advance from Prairie Lights in Iowa City, one of the sponsors of the event.

Don’t Forget – Upcoming Talk on Asperger Syndrome and Marriage

If you’re free the evening of October 15th, join us for an evening with David Finch at 7:30 p.m., Pappajohn Business Building Auditorium (W10 PBB).

Following the talk, Mr. Finch will be available to sign books.  Because of university rules, copies of the book will not be available for sale on site, but can be purchased in advance from Prairie Lights in Iowa City, one of the sponsors of the event.

Giftedness & ADHD

“Just because you’re high ability or have academic talents doesn’t mean that everything else is automatically going to be okay. That is not always true, and we need more awareness about how to help these youth.”~Megan Foley Nicpon, counseling psychology assistant professor and Belin-Blank Center administrator.

Read more about University of Iowa researchers’ findings on giftedness and ADHD.

 

Mark Your Calendars – Upcoming Talk on Asperger Syndrome and Marriage

David Finch, a best-selling author with Asperger Syndrome, will be giving a talk in October about his recent book, The Journal of Best Practices: A Memoir of Marriage, Asperger Syndrome, and One Man’s Quest to Be a Better Husband. Join us for a talk and book signing October 15^th at 7:30 p.m., Pappajohn Business Building Auditorium (W10 PBB).

From his website:

Five years into his marriage, David and his wife Kristen learn that he has Asperger Syndrome.  The diagnosis explains David’s ever-growing list of quirks and compulsions, his lifelong propensity to quack and otherwise melt down in social exchanges, and his clinical-strength inflexibility, but it doesn’t make him any easier to live with. Determined to change, David sets out to understand Asperger Syndrome and learn to be a better husband– no easy task for a guy whose inability to express himself rivals his two-year-old daughter’s, who thinks his responsibility for laundry extends no further than throwing things in (or at) the hamper, and whose autism spectrum condition makes seeing his wife’s point of view a near impossibility.

 

B-BC in Gifted Child Quarterly

Megan Foley-Nicpon (Supervisor of Psychological Services at the Center’s Assessment and Counseling Clinic), Susan Assouline  (Associate Director), and Rebecca Stinson recently published an article in Gifted Child Quarterly.  The article, titled Cognitive and Academic Distinctions Between Gifted Students With Autism and Asperger Syndrome, examines differences in test scores and Verbal Comprehension Index scores between high ability students with autism and high ability students with Asperger Syndrome.