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Breakout Session 4: 8:45 - 10:00 AM
Response to Intervention: A Promising Approach for Twice Exceptional Students
The Response to Intervention (RtI) model of service delivery was developed for struggling learners. This model has great potential as a means of addressing the needs of advanced learners or twice exceptional learners whose needs may be both remedial and advanced. This workshop will address why the RtI model with a problem solving/consultation process is a promising fit for these students. The presenters will describe the theoretical and practical implications for these special students and then take the participants through each element of the problem-solving/consultation process by discussing a case study of a gifted student with both learning and behavioral challenges.
Lois Baldwin, AEGUS, Terrytown, NY
Co-Presenter: Ms. Daphne Pereles, AEGUS, CO
Addressing the needs of Mathematically Gifted Left-brainers
Many “left brain” children, though gifted in math, have learning preferences that clash with current trends in math education and giftedness identification. We’ll see how to improve the mathematical enrichment needs of such children, benefiting left-brainers and society alike.
Katharine Beals, Lecturer, University of Pennsylvania GSE, Philadelphia, PA
Misdiagnosis and Dual Diagnosis of the Gifted Individual
Differentiating certain behavioral, emotional and temperamental features of the gifted child or adult from a variety of psychological disorders can be difficult. It can be especially difficult with the high functioning autistic spectrum disorders. This workshop will address those differentiating features, assessment approaches and dual diagnosis issues.
Marc Caplan, Ph.D., Clinical Psychologist/Marc A Caplan Ph.D. PA and Associates, Las Cruces, NM
The Intersection of Interests and Literacy Enrichment
How can teachers increase middle school students’ reading engagement and performance? Recent reports suggest that adolescents crave choice, relevant content, and personal connections. Join us to explore a research-based literacy framework that enables teachers to differentiate instruction for talented readers.
Rebecca Eckert, Assistant Clinical Professor, UConn, Storrs, CT
Co-Presenter: Catherine A. Little, Assistant Professor, UConn, Storrs, CT
Digital Divide Solution: How to Create a Lending Library
This workshop shows the emotional and educational toll the Digital Divide has on several gifted Minnesota high school students who don't have home computers through an award winning film. And how a student established computer lending library can remedy this problem.
Iman Fears, Gifted High School Student, St. Paul Conservatory for the Performing Artists High School, Bloomington, MN
Co-Presenter: Nedra Sims Fears, Author, Publisher and Parent, Bloomington, MN
The New Gifted GLBT Teenager
Gifted gay, lesbian, bisexual, and transgendered (GLBT) youths’ social and emotional needs have transformed over the last 20 years. Learn how three particularly important needs (NAGC, 2001), for protection, identity building, and acceptance, have changed in important ways. Also, discover how educators and parents have adjusted their approaches effectively to meet those needs.
Terence Friedrichs, Ph.D., Ed.D, Director, Friedrichs Education, Mendota Heights, MN
Understanding and Treating the Emotional Problems of Gifted Children, Adolescents and Young Adults: A Psychotherapy Approach (Part 1, 8:45-10:15am)
(Special 3 hour APA CE Course $90 additional)
Clinical vignettes will illustrate the personality traits of gifted individuals and show how, regardless of circumstance, they often develop with a corresponding set of psychological conflicts. Unresolved, these conflicts can lead to learning disabilities, underachievement, depression, anxiety, mood disorders and self-destructive behavior.
Dr. Grobman will explain how the Psychiatric Diagnostic Manual ( DSM IV) is used to accurately diagnose these conditions and how psychotropic medications are used to treat them.
He will describe the elements of a psychodynamic assessment process and show how it goes beyond DSM IV diagnoses as well as psychoeducational and neuropsychological testing protocols to formulate the deeper psychological issues of gifted individuals. In this way one can tell whether unresolved psychological symptoms are inhibiting the full expression of giftedness or unresolved conflicts about giftedness are causing psychological symptoms.
The stages of psychodynamic psychotherapy will be described as well as how this form of psychotherapy can inform mentoring and coaching and enhance other forms of therapy and counseling to meet the therapeutic needs of gifted individuals.
SENG is approved by the American Psychological Association to sponsor continuing education for psychologists. SENG maintains responsibility for this program and its content.
Jerald Grobman, M.D., www.psychotherapyservicesforthegifted.com , NYC, NY
Face to Face: Affective I
Implementation of the Schoolwide Enrichment Model Reading (SEM-R) framework has influenced not only reading achievement, but also students' relationships with teachers and teacher understanding of individual learners. This session will delve into the effect that SEM-R conferences have had on the emotional lives of students.
Joe Helbling, M.A., Doctoral Student at UConn, Storrs, CT
Co-Presenter: Jenna Bachinski, Doctoral Student at UConn, Storrs, CT
Parenting, Treating, and Teaching Gifted Children with Challenging Behavior
Asynchronous development and the emotional intensity experienced by gifted children can lead to behavioral challenges. Participants will learn how to engage collaboratively to help gifted children develop skills to work with their often unique developmental trajectories, and resulting behavioral challenges.
Beth M. Houskamp, Ph.D, Professor of Graduate Psychology and Director of Pediatric Interdisciplinary Research and Practice at Azusa Pacific University, Azusa, CA.
Co-Presenters: Timothy Gunn, Psy.D.,Assistant Professor at Azusa Pacific University, Azusa, CA
Alice Fok, M.A., Doctoral candidate in the Department of Graduate Psychology at Azusa Pacific University, Azusa, CA
Scratch: A Programming Language for All Ages
Want to help your child get a step ahead in the digital age? Want to help him or her develop not only computer skills but also creativity? Have you ever considered teaching your child how to do computer programming? If your child can out puzzle pieces together or build things with Lego blocks, then he or she can create his/her own animation and program his/her robotic creation.
Bring your own laptop or share with a friend.
Melissa Mitchell, Research Assistant and Ph.D. Student at UConn, Storrs, CT
Co-Presenter: Jaclyn Chancey, Research Assistant and Ph.D. Student at UConn, Storrs, CT
Empowering Students to be Self-Advocates
Meeting the needs of gifted students is streamlined when the students are actively involved in the process. Teaching students to self-advocate takes the guesswork out of the process of effective teaching. Learning to be self-advocates creates a different learning experience for them. Teaching students the language of self-advocacy changes the way teachers deliver information and assures that their needs will be met by every teacher they encounter whether they are eight or twenty years old. It is impossible for all teachers to be everything to every student, but with this approach your children’s teachers will be everything for them. This session will demonstrate how to create an environment for students to learn how they learn best and how to effectively communicate that to their teachers.
Victoria Olivadoti, Educator, Author, and Consultant, Hunting Beach, CA
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