Message from the Director: Jingle Bells and ASD Screeners

by Dr. Megan Foley-Nicpon, Belin-Blank Center Director

As I am writing this note, there is one more week in the semester and only about three more weeks left in 2022. Then in January, I’ll be starting my 20^th year at the University of Iowa. It really does not seem possible! Throughout my tenure, one of my biggest joys has been contributing to the research on twice-exceptionality. In my new role as Belin-Blank Center director, I am fortunate to be able to continue this journey and am proud of a recent publication in Gifted and Talented International that is an example of this work.  

Along with a team of UI counseling psychology students, we developed the High Functioning ASD Screener (HFAS). The impetus for this study was noticing in our Assessment and Counseling Clinic and through our research on twice-exceptionality that high ability youth with autism spectrum disorder  (ASD) sometimes have unique presentations, resulting in diagnosis occurring later in development. This is problematic since researchers and clinicians emphasize the importance of early intervention for persons with ASD. At the same time, evaluations are very time consuming and pricey, and not all families have insurance that covers the costs. In this study, we discuss how we developed the HFAS and provide preliminary evidence of its effectiveness:  

Qualitative and quantitative development of the High Functioning ASD Screener (HFAS)  

Megan Foley-Nicpon, Margaret Candler, Erica Behrens, Zachary Sussman, Owen Gaasedelen, and Cara Wienkes 

ABSTRACT  

ASD manifests in children throughout the ability spectrum, though screening tools may not adequately identify high-ability youth who would benefit from a comprehensive identification evaluation; thus, the impetus for developing The High Functioning ASD Screener (HFAS). Information from content area expert interviews determined the 93-item pilot form administered to high ability youth (ages 5 years, 11 months to 18 years, 2 months) with ASD (n = 15), average ability students (n = 10), and high ability students (n = 23). ANOVAs identified items that differentiated the three groups and/or were most endorsed by the high ability/ASD group, resulting in the 36-item HFAS. Preliminary receiver operating characteristic curves indicate the scale is excellent at classification. 

The HFAS is the first measure of its kind to help clinicians screen for ASD among high ability populations specifically.  It is also the first to help researchers learn more about best practices in assessment and intervention for high ability youth with ASD.  While more research is needed to further validate this screener before we can make it available to clinicians, this publication is an important step toward earlier diagnosis and intervention for high ability youth with ASD.   

As we approach the end of 2022, it’s a good time to reflect on the past year and to think about all that we hope to do and experience in the next one.  This year has brought many changes for me, most notably a new position as director.  As I’ve settled into the role, we’ve begun a strategic planning process that will continue well into the new year, leading to exciting new directions for the Center.  I hope you all have a safe and healthy holiday season, and Cheers to 2023!  

Megan  

Message from the Director: What does DEI Mean for Talent Development and Education?

by Dr. Megan Foley-Nicpon, Belin-Blank Center Director

The focus of the fall Belin-Blank Center newsletter is on Diversity, Equity, and Inclusion (DEI). What does a DEI focus mean for talent development and education? For decades, Professor Marcia Gentry asked that question and provided scholars and educators with viable answers. There was a collective sadness among all who knew her a few months ago, on August 31st, when she passed away.

Professor Gentry was a faculty member in the Department of Educational Studies and Director of the Gifted Education Research and Resource Center, both at Purdue University. Her work focused on talent identification and development among youth from low socioeconomic backgrounds, and Black, Latinx, and Native American communities. She highlighted the underrepresentation crisis in gifted and talented programs across the nation. Her research described inclusive and expanded programming for historically underserved populations, and she translated this research into best practice for educators throughout the country. Her impact is truly difficult to put into words and will last far into the future.

We at the Belin-Blank Center are committed to uplifting Professor Gentry’s work. As we revisit our mission, vision, values, and strategic plan, DEI and anti-racism are at the forefront. We already have in existence many initiatives and programs related to this value. For example, our extensive work with twice-exceptional youth through our research, clinical, and university programs; the Iowa Online Advanced Placement Academy that provides AP opportunities for rural youth; two federal grants serving talented underrepresented students in STEM and rural settings; professional development focused on DEI; and our extensive financial aid for families to attend student programs or visit our clinic psychologists.

But we can do more. I hope to increase school and community outreach regarding best practice in identification; assist more families in their homes and communities with twice-exceptional youth; spearhead DEI-focused funding initiatives; and consider community-based participatory research approaches to programming and research. We must face the biased and discriminatory history of the field and commit to a better future. 

Toward the end of her life, I was fortunate to have a brief text conversation with Professor Gentry through her daughter. I told Professor Gentry the impact she has had on me professionally and, more importantly, thousands of talented youth whom would have otherwise been excluded from gifted and talented programming. Her response impacted me greatly – mostly that she said Susan Assouline and I were “women committed to the cause.”

Professor Gentry, I thank you, I’ll never forget you, and I vow to be committed tirelessly to the cause.     

5 Things That Every Educator and School System Should Know

The Gifted Education field is more committed to diversity, equity, and inclusion than ever. In August 2022, the National Association for Gifted Children hosted its second annual National Symposium on Equity for Black and Brown Students. The Belin-Blank Center started its Academy for Twice-Exceptionality in the Fall of 2021. Researchers and national gifted education centers are focusing on key issues and providing schools with practical ideas to implement. Here are five essential ideas and/or resources to help schools do this. 

Donna Y. Ford’s Equity Goal and Equity Formula

Dr. Ford believes that schools and program schools must be deliberate in setting specific minimal goals, especially regarding representation, to be equitable for their students. She introduced the Equity Formula that supplies a target percentage goal to better address underrepresentation in advanced programming. With this target in mind, decision and policymakers can review current placement criteria and/or processes to find barriers for students traditionally “missed” for advanced programming within a school system. This article shares more information on this important idea.  

Local Norms

For too long, gifted programs used national percentiles in deciding who was identified for a variety of advanced programming. While a national perspective has some degree of value in interpreting scores, especially at the district level, a specific program at a particular site does not need to cast such a wide perspective on scores. Schools should serve the students within them, so it makes much more sense to compare the students within a school. Dr. Scott Peters has written prolifically on the benefits of using per school local norms in helping to make gifted programs more equitable. Here is an article detailing “Everything You Need to Know” about local norms.  

Tips for Improving Identification of Gifted EL Students

The face of America’s students is changing. In the Fall of 2020, Hispanic students made up 28% of public school students. Because gifts and talents are found among all populations, schools must do a better job of discovering students for advanced programs within this population. The National Center for Research on Gifted Education at the University of Connecticut conducts excellent research that often results in practical resources for schools. Their tips address screening, identification, communication, and professional development. These tips are also available as a downloadable pdf.  

Jacob’s Ladder Program

There is great power in scaffolding as an intervention. Students with high potential might need focused support to better access critical and creative thinking tasks. Dr. Tamra Stambaugh began working with an interactive approach to scaffold reading as a graduate student at the College of William & Mary. As a result, the Jacob’s Ladder Reading Comprehension Program was developed. Using a ladder image, students move from lower-order, concrete thinking skills to higher-order, critical and creative thinking skills. The critical thinking skills (consequences and implications, generalizations, and main idea/theme/concept) are based on the work of Paul’s Reasoning Model. In addition to “ladders” related to short stories, poems, fables, and non-fiction, there are ladders that focus on affective skills.  

The Paradox of Giftedness and Autism

According to the Autistic Society’s research, approximately fifty children are diagnosed with autism in the United States every day. With the increasing number of autistic students across the country, schools and families must work together to support student success. While it is essential to focus on the strengths of all students diagnosed with autism, this is a non-negotiable when working with the twice-exceptional student population. The Belin-Blank Center drafted a Packet of Information to supply recommendations for administrators and educators that would lead to a positive experience for twice-exceptional students. The experience-based information and suggestions offered in this resource have resulted from working with gifted students diagnosed with autism spectrum disorder through our Assessment and Counseling Clinic.   

We encourage you to view this list as a foundation and a catalyst. The five items shared here are research-based and should be considered in any effort to better address diversity, equity, and inclusion within a program for advanced students. They have been developed from solid thinking, so they serve as an excellent foundation from which to grow. Inevitably, new ideas that will help schools will be forthcoming from leaders in the field. We urge practitioners, especially those in decision-making positions, to stay up-to-date with current research and research-based resources. It is our hope that this list serves as that spark! 

Message from the Director: New Beginnings

by Dr. Megan Foley-Nicpon, Belin-Blank Center Director

August is synonymous with new beginnings for many of us.

Kids are heading back to school – it is my favorite time to check social media feeds to see friends post first-day-of-school pictures. On campus, we welcomed new students from across the globe, including new arrivals to our Bucksbaum Early Entrance and Twice-Exceptional Academies. Over the weekend, thousands of students met new friends, ate ice cream on the University of Iowa’s President’s lawn, and learned the Iowa fight song.

It’s a great time to be a Hawkeye!  

New beginnings are also happening at the Belin-Blank Center – I started as Director on August 1^st.

I am not new to Iowa or the Center, however. I arrived in January 2004 as a postdoctoral scholar in the Center’s Assessment and Counseling Clinic. I later became a licensed psychologist, focusing mainly on assessment and intervention with twice-exceptional youth. In 2008, I joined the UI Counseling Psychology faculty.

There, I have had the honor of training future child psychologists, researching talent development among underrepresented groups, and serving the college, University, and Iowa community.

In the Belin-Blank Center’s 34-year history, there have been only two directors before me: Nicholas Colangelo and Susan Assouline. Both are giants in the field known internationally for their development of the Center, love for and dedication to talented youth, and commitment to creating best practices for acceleration and twice-exceptional intervention. I am honored to continue their legacy and the legacy of the Center.

I know these are big shoes to fill.

However, I join a dedicated staff and faculty who care deeply about the Center and its mission. I am certain we will continue to do great things. We seek to be the leaders in talent development for elementary through university-aged students; diversity, equity, and inclusion efforts in gifted education; research and discovery for high ability and twice-exceptional youth; and collaboration and outreach both within and outside the University.

Together, we will embrace this new beginning and continue the Belin-Blank Center’s impact far into the future.

Message from the Director: Opening Doors for Talent Development

by Dr. Susan Assouline, Belin-Blank Center Director

“You’re a girl; you don’t need to take calculus.”

I’ve never forgotten those words stated by my high school counselor when I inquired about registering for calculus my senior year. That was then. I didn’t even question the statement. Not taking calculus in high school probably closed some doors for me, but other doors — education and psychology – opened.

Many decades have passed since then. Legislation prohibiting discrimination based on sex or “…any other classification that deprives the person of consideration as an individual[i]” has opened doors to more opportunities for more people. We are all better off because of those legalities. Nevertheless, much work remains concerning nondiscrimination, societal racism, and social justice. Furthermore, we have not fully addressed the most significant issue facing students, families, and educators: inequality in educational programming, especially in access to gifted education. The gifted programming inequalities in schools nationwide are society’s way of saying, “You’re a _________; you don’t need access to gifted programming.”  Educators, researchers, and psychologists can do better.

This spring, the National Association for Gifted Children (NAGC) dedicated an entire issue of their flagship journal, Gifted Child Quarterly, to equity in gifted education. I applaud my colleagues who contributed to that special issue, which catalyzed the entire field to reflect and act. We can all make a difference in addressing this pernicious problem in education, which reflects a broader problem related to discrimination and lack of respect for diversity. At the Belin-Blank Center, we continuously aspire to offer services and programming focused on talent development through our student programs and professional development opportunities. We seek to recognize the strengths and potential of a diverse student population more fully.

As a high school junior, I didn’t know then the impact of being excluded from an educational opportunity based on one educator’s bias about girls and advanced math. Now I recognize that that experience was the entry point to a career as an educator, administrator, and researcher dedicated to ensuring that we extend opportunities to all who would benefit from them.

Bias, whether implicit or explicit, leads to exclusion and discrimination that has long-term consequences. It denies marginalized communities and people opportunities that would positively contribute to their lives and to society. Each of us has the power to chip away at discrimination through our words and our actions.

There has been improvement for some, but there is much more to do. I have hope because of a new generation of educators. This generation has greater awareness of the vastness of human potential, which we should not limit based on “classification that deprives the person of consideration as an individual.” As we look to the future, professional educators must ensure that inclusion and equity become focal points of practice and policy. We aim to lead the way.

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[i] The University of Iowa prohibits discrimination in employment, educational programs, and activities on the basis of race, creed, color, religion, national origin, age, sex, pregnancy, disability, genetic information, status as a U.S. veteran, service in the U.S. military, sexual orientation, gender identity, associational preferences, or any other classification that deprives the person of consideration as an individual. The university also affirms its commitment to providing equal opportunities and equal access to university facilities. For additional information on nondiscrimination policies, contact the Director, Office of Institutional Equity, the University of Iowa, 202 Jessup Hall, Iowa City, IA 52242-1316, 319-335-0705, oie-ui@uiowa.edu.

Excellence Gaps in Education

On June 22, we are offering a three-week book study about Excellence Gaps in Education (Plucker & Peters, 2016). This online class (asynchronous) focuses on strategies we can use to eliminate the achievement gaps that exist even among the students who perform at the highest levels (EDTL:4096:0WKD).  

This is a new class, and if you haven’t read Excellence Gaps, this is the time!  Excellence Gaps won the 2017 Book of the Year award from NAGC, and our need to understand excellence gaps—going beyond achievement gaps—is more important than ever.  The Harvard Education Press posted:

In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations.

This is one of the Belin-Blank Center classes this summer intended to help educators ensure that their districts are doing everything possible to ensure that they are identifying and serving ALL their gifted learners—including those that have been traditionally underrepresented.  The other two classes include 

• Talent Development: Arts, Academics, and Athletics (EDTL:4096:0WKB), focus in on the preparation required for gifted performers, and 
• Serving Visual/Spatial Learners, discussing ways to provide programming for students identified for advanced abilities beyond mathematical and English/Language Arts abilities.

To take part in our classes, you must register one time each year with Distance and Online Education as a non-degree seeking student. For the State of Iowa Endorsement in Talented and Gifted Education, you may register as either a graduate or undergraduate student, regardless of your professional status. If you won’t benefit in other ways from the graduate credit, you can save tuition dollars. Once you have your HawkID and password, you can follow the directions to register for the courses that interest or benefit you. Follow belinblank.org/educators/reg. All our classes fulfill strands required for endorsement, and the study of Excellence Gaps can apply to the Administrative strand.

Questions?  Email educators@belinblank.org!

We look forward to having you join us for this one-semester-hour workshop, and for other classes available through June and July.