Psychological interventions for twice-exceptional youth.

Foley‐Nicpon, Megan; Candler, Margaret M.

doi:10.1037/0000038-035

Cited by 9 publications

(4 citation statements)

References 45 publications

(84 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The third element is remediation. Teachers should address gaps in the learner’s competencies, while also taking into consideration the characteristics of gifted learners (Besnoy et al, 2015; Foley-Nicpon & Chandler, 2018; Neihart, 2008; Pereles et al, 2009). The final component is exemption.…”

Section: Definitionsmentioning

confidence: 99%

“…Scientific research shows that there are no universal interventions suitable for all twice-exceptional learners (2e learners) (Foley-Nicpon & Chandler, 2018; Maddocks, 2020; Neihart, 2008; Schultz, 2012; Webb et al, 2016; Willart-Holt et al, 2013). These studies all emphasize the uniqueness of individual learner profiles and therefore advise customizing interventions as a response to their educational needs (Ronksley-Pavia, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

van Gerven

2023

Journal for the Education of the Gifted

View full text Add to dashboard Cite

This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.

show abstract

Section: Definitionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

van Gerven

2023

Journal for the Education of the Gifted

View full text Add to dashboard Cite

show abstract

“…Det finns ingen enad internationell definition av vad särskilt begåvning innebär, men Beljan, Webb, Amend, Web, Goerss, & Olenchak (2006), Ziegler (2010) och Persson (2015) framhåller alla att det handlar om en individs kognitiva, sociala eller emotionella förmågor till skillnad från en medicinsk eller psykiatrisk diagnos. Däremot om det särskilt begåvade barnet också är diagnosticerat med en medicinsk diagnos benämns denne som twice exceptional (Foley-Nipcon & Candler, 2018). Smedsrud (2020) problematiserar behovet av en gemensam definition, då det å ena sidan kan uppfattas som ett steg tillbaka att ha en fast benämning inom ett ständigt utvecklande område medan särskild begåvning å andra sidan anses som ett svårgripbart område utan en bestämd definition.…”

Section: Kännetecken För Särskild Begåvningunclassified

Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan

Nordström

2021

View full text Add to dashboard Cite

Early attention of giftedness is argued to support continued development and learning for gifted children. The focus of this article is therefore on investigating preschool personnel’s perceptions on giftedness and gifted children. Data was produced using a nationwide online survey, including personnel from eleven Swedish preschools (N = 78). The questions spanned between suggestions for their own descriptions of giftedness, views on support for gifted children, to who in the work team they consider should be responsible for adaptations and support for gifted children. The main conclusions from the survey reveals a lack of education of giftedness among the respondents. Furthermore, a majority of the preschool personnel believe that gifted children have the right to be noted in preschool settings, but few have suggestions on how this should be conducted. The respondents had high confidence that their own preschools were sufficient to meet the needs of gifted children, but the obstacles described were lack of time, lack of suitable teaching materials and that the group sizes were too large. Further conclusions are that principals have an important role on drawing attention to giftedness in preschool settings and that there is a need for more research in this area.

show abstract

“…Later work by Foley‐Nicpon and Candler (2018) reiterates the paucity of research on this topic, but it holds several recommendations for both individual and school‐based practitioners. The authors highlight the importance of being intentional in recognizing the gifted status of the student, and adjusting therapeutic language and structure to leverage cognitive ability.…”

Section: Diversity and Multicultural Considerationsmentioning

confidence: 99%

The social and emotional world of gifted students: Moving beyond the label

Wiley

2020

Psychology in the Schools

View full text Add to dashboard Cite

Students who are identified as gifted have academic, social, and emotional experiences that are informed by both their cognition and their identification. Similarly, highly able students who are overlooked and remain unidentified have extra layers of social and emotional complexity to negotiate. While the label should not uniquely define the treatment of the student, this review of the literature offers some supported themes that might inform service. Research on traditional and contemporary concerns is placed in the context of conceptual and methodological limitations, concluding with recommendations for the practitioner as a beginning to the conversation.

show abstract

Psychological interventions for twice-exceptional youth.

Cited by 9 publications

References 45 publications

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan

The social and emotional world of gifted students: Moving beyond the label

Contact Info

Product

Resources

About