Effective interventions to improve domain-specific social, emotional, or academic outcomes for twice-exceptional individuals who are gifted with ADHD as a disability

The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the literature documenting gifted individuals who were simultaneously exhibiting disabilities,there has been some progress in our understanding.We now know that in individuals with both gifts and disabilities,potentially,either or both of the exceptionalities can obscure the effects of the other,which significantly delays the average time to receive a diagnosis.Such delays in diagnosis detrimentally impact the the form of effective interventions without a diagnosis.The purpose of this paper is t quality of life across various domains because there can be no opportunity to receive help in o determine whether effective interventions exist to improve domain-specific(i.e.,social,emotional,or academic)outcomes for people with both gifts and disabilities.A query was performed using evidence databases TRIP and PDQ for“twice-exceptional,”“Giftedness,”“Disability,”and“intervention.”The four most relevant,freely available studies in English were selected for critique.Despite identifying potential threats to validity among the studies,methodological similarities among them were strong enough to confidently conclude that not only do effective interventions exist for the population of gifted with ADHD,but the outcomes of these interventions may also carry over into other domains resulting in indirect effects.

Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth

The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral markers of genetic or brain bases of language learning) predict reading and writing achievement in students with and without specific learning disabilities in written language (SLDs-WL). Results largely replicated prior findings that verbally gifted with dyslexia score higher on reading and writing achievement than those with average verbal ability but not on endophenotypes. The current study extended that research by comparing those with and without SLDs-WL with assessed verbal ability held constant. The verbally gifted without SLDs-WL (n = 14) scored higher than the verbally gifted with SLDs-WL (n = 27) on six language skills (oral sentence construction, best and fastest handwriting in copying, single real word oral reading accuracy, oral pseudoword reading accuracy and rate) and four endophenotypes (orthographic and morphological coding, orthographic loop, and switching attention). The verbally average without SLDs-WL (n = 6) scored higher than the verbally average with SLDs-WL (n = 22) on four language skills (best and fastest hand-writing in copying, oral pseudoword reading accuracy and rate) and two endophenotypes (orthographic coding and orthographic loop). Implications of results for translating interdisciplinary research into flexible definitions for assessment and instruction to serve students with varying verbal abilities and language learning and endophenotype profiles are discussed along with directions for future research.

Sensitizing a Gifted Child with Autism Spectrum Disorder towards Social Cognition: From Assessment to Treatment

Social cognition difficulties are well documented in children with Autism Spectrum Disorder (ASD). This clinical case study reports on social cognition assessment and treatment of a gifted child, SC (9 years), with ASD and an extraordinarily high verbal IQ (146). The assessment of theory of mind, emotion recognition and pragmatic abilities showed some weaknesses in these areas. The 4-month treatment was divided into 14 sessions and was aimed at helping SC to improve his abilities to recognize emotions and comprehend mental states. The main technique used in the intervention was “social reading” with video clips. The initial assessment was repeated after the treatment and in a follow up session. The results of this case study suggest that “social reading” can be considered as a beneficial technique for children with high-functioning ASD, and especially in giftedness conditions.

澳洲Gifted Education的教育特点及启示

本文在论述了Gifted Education的历史后,介绍了澳大利亚在Gifted Educafon方面的开展情况,并提出了Gifted Education在中国的价值体现,即迎合现代教育理念的发展需求,特殊的学习群体可以保证Gifted Education的顺利开展,为精英教育的发展提供支持和保障,最后结合中国具体情况得出几点启示:要得到政府的支持,成为一种决策;要有科学公正的选拔程序和措施,要用动态的、辩证的眼光面对Gifted Education的发展。

Eating Habits, Family Flexibility and the Body Mass Index (BMI) in Gifted Students

The aim of this research was to examine the effect of eating habits and family flexibility on the body mass index in gifted students of the eighth and ninth grade of high school. The research design of this study was descriptive-correlation. The statistical population of this research included all high school gifted students of the eighth and ninth grade. The sample consisted of 220 gifted students who were selected by random sampling method. The average age of these participants was 14.56 years old, SD 10.41. Average participants BMI was 31.25, SD 3.12. One hundred and fifteen (52.28%) of these students were females and one hundred and five (47.72%) were males. Family flexibility was measured by Shakeri flexibility scale, eating habits were measured through Coker and Roger Eating Habits Questionnaire and body mass index was tested by Omron digital device. Using SPSS software, the data were analyzed to calculate correlation and simultaneous regression. The results of correlation showed that in these students, concern with weight and dieting and total eating habits have significant relationship with BMI (P < 0.001). The result of simultaneous regression also showed that concern with weight and dieting and total eating habits could explain BMI in these students (P < 0.001) and family flexibility could not explain BMI in these students (P < 0.005). The results emphasize the more important role of eating habits than family flexibility on BMI in gifted students because of sensitive and higher level of intelligence and high peer competitions.

Focus on Creating Teaching in Classroom, Cultivate Innovation Ability

Generative resources are mainly derived from the students （sometimes from the teachers）, which is dynamically generated in the students＇ practice, self-inquiry, and cooperative communication. Gifted children refer to a group of children who have such characteristics as high IQ （intelligence quotient）, strong creativity, and good personality. Their intelligence and capability have great potential for further development. As cognitive ability is one of the prominent characteristics of supernormal children, the lecturers can not only pay attention to teaching knowledge （facts teaching）, but also need provide proper opportunities for them to develop their aggressiveness, creativities, and challenges when teaching these children. Because students are active in thinking, in the classroom, students often have some unexpected ideas, that is, the generation of the classroom, in the face of this situation, teachers should be how to do？ A joke between students in the class, sparked the interest of a classmate, and then under the teachers＇ guidance, they invented a chemistry experiment instrument Ω type pipe, illustrated the importance of the teachers focus on creating teaching.

Gifted Education in Hong Kong:A School-Based Support Program Catering to Learner Diversity

Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

A hybrid method to select morphometric features using tensor completion and F-score rank for gifted children identification

Gifted children are able to learn in a more advanced way than others, probably due to neurophysiological differences in the communication efficiency in neural pathways. Topological features contribute to understanding the correlation between the brain structure and intelligence. Despite decades of neuroscience research using MRI, methods based on brain region connectivity patterns are limited by MRI artifacts, which therefore leads to revisiting MRI morphometric features, with the aim of using them to directly identify gifted children instead of using brain connectivity. However, the small, high-dimensional morphometric feature dataset with outliers makes the task of finding good classification models challenging. To this end, a hybrid method is proposed that combines tensor completion and feature selection methods to handle outliers and then select the discriminative features. The proposed method can achieve a classification accuracy of 93.1%, higher than other existing algorithms, which is thus suitable for the small MRI datasets with outliers in supervised classification scenarios.

超常儿童鉴别的研究

超常儿童的形成是大脑功能的天赋与后天学习相互作用的结果，并且是与儿童个性品质形成和发展相辅相成的。学业超前发展的儿童并非一定智力超常。我们要把智力超常儿童鉴别出来。采取了如下分析方法：（1）用相关分析去研究入学各类测验与学习成就之间的关系；（2）用模糊聚类的方法，研究超常班学生入学时的选拔的整齐程度，研究学生在四年中发展水平的整齐程度及分化的情况。得到的结论是：（1）入学鉴别中，有关能力方面的测验成绩与教育过程中成。测验有较密切的关系，常常达到显著相关水平。（2）由于。学学生智力水平相似，有关智力的测验成绩与教育过程中成就测验成绩多数相关很低，这说明教育过程中的分化的主要原因不在于智力的差异。（3）入学鉴别中，创造力的测验，与高年级难度较高的学科成就测验成绩有显著的相关的趋势。（4）个性与学习成就测验相关，情况很不一致，这与教育过程中的观察结果一致，有些班的主要问题是个性上的差异，有的班则不是。