Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention over the course of a two-week summer enrichment program. Compared to high ability youth not in the social skills intervention (n = 9), participants reported positive changes in friendship qualities (help), indicating a treatment effect. Among all participants, positive changes were reported in friendship companionship and security, suggesting the talent development program alone had significant impact on psychosocial factors (friendship qualities). For those in the social skills group, higher scores on performance approach goal orientations were related to lower change scores in friendship closeness, suggesting if one is driven academically to outperform peers, this may negatively affect their ability to form close ties with peers.
Megan Foley-Nicpon, Susan G. Assouline, D. Martin Kivlighan, Staci Fosenburg, Charles Cederberg & Michelle Nanji(2017)The effects of a social and talent development intervention for high ability youth with social skill difficulties,High Ability Studies,28:1,73-92,DOI: 10.1080/13598139.2017.1298997
Since the term twice-exceptional has been entered to the field of gifted education, many studies have investigated the population of students who possess both giftedness and disabilities. It has been shown that there are some challenges to recognizing twice-exceptional children due to current screening and identification process. For this reason, the exact picture of what this population looks like has not yet been drawn, and further studies will be necessary to determine the precise racial/ethnic configuration. This has been a barrier to investigating how to approach twice-exceptional children from culturally diverse backgrounds. This article reviewed the previous research on twice-exceptional children with cultural considerations for the students from Asian American families. Several suggestions are provided: more understanding of Asian parenting styles and parenting stress; parents as advocates for their twice-exceptional children; and interdisciplinary collaboration. Directions for future research are suggested.
Educational legislation and policy can lead to effective educational practices, especially for student populations that have had equal access to education addressing their needs, such as students with disabilities and gifted students. This study was an examination of state legislation and policy related to twice-exceptional learners in the United States. Forty-two administrators from state departments of education completed questionnaires, and 131 state policy and legislation documents were reviewed to reveal mention of twice-exceptional learners. Results indicate the (a) lack of state legislation and policy related to twice-exceptional students; (b) need for collaboration among general, gifted, and special education professionals; (c) importance of specific definitions and characteristics for twice-exceptionality; and (d) existence of models for initiatives related to twice exceptionality. The researchers intend for these results to lead educators to advocate for the inclusion of twice-exceptional learners in law and policy at state and national levels.
Nielsen Pereira, J. Dusteen Knotts & Julia Link Roberts(2016)Current status of twice-exceptional students: A look at legislation and policy in the United States,Gifted and Talented International,30:1-2,122-134,DOI: 10.1080/15332276.2015.1137463
The manifestation of ADHD in girls who are gifted can place strains on motivation and academic performance as they enter their middle school years. The purpose of this collective case study research was to examine the lived experiences of five girls who are gifted with ADHD in order to gain an understanding of the array of coping mechanisms used by this population as they navigate the academic pressures of their secondary school years. The girls in this study participated in a variety of educational settings including public, private, and charter schools. Using the experience sampling method, findings were drawn from the analysis of multiple data sources including experience sampling, document analysis, surveys, and interviews, in areas related to motivation as a result of their feelings toward school, relationships with teachers and family, and strategies used to center and refocus during times of stress.