Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic (S&W Heuristic) which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually Gifted (IG) students with (suspicion of) Autism Spectrum Disorders (ASD). In this contribution it was evaluated whether assessments in psycho-educational practice were consistent with the theoretical principles of the S&W Heuristic. The results indicated the possibility of missed signals of ASD-characteristics among IG-students as well as a trend that a rather large number of the assessments of IG students with(out) characteristics of ASD might not be arranged in a systematic dimensional needs-based way, according to the basic principles of the S&W Heuristic. These findings suggest either the necessity of optimisation of assessments trajectories in psycho-educational practice, or the necessity of optimisation of the S&W Heuristic itself. Evaluación de alumnos de altas capacidades intelectuales con o sin característics de TEA: una exploración entre diagnosticadores de diversas organizaciones psicoeducativas Resumen Recientemente Burger-Veltmeyer, Minnaert y Van der Bosch (2014) han desarrollado un marco conceptual denominado Heurístico de Fuerzas y Debilidades (Heurístico S&W) para poder facilitar la sistematización y la coherencia en la investigación así como en la práctica psico-educativa, refiriéndose a pruebas de evaluación en estudiantes con Dotes de superdota-ción intelectual (I.G.) y con (sospecha de) Espectro de Trastorno Autista. En este aporte eva-luaron si las pruebas de evaluación en la práctica psico-educativa resultaron consistentes con los principios teóricos del Heurístico S&W. Los resultados mostraron la posibilidad de pérdi-das de señales de ASD características en estudiantes IG así como una tendencia de que gran parte de las pruebas de evaluación en estudiantes IG con (o sin) características de ASD no se calificara de una manera sistemática, dimensional y basada en necesidades acorde con los principios básicos del Heurístico S&W. Estas comprobaciones sugieren la necesidad de opti-mización de la ruta de pruebas de evaluación en la práctica psico-educativa o la necesidad de optimización del Heurístico S&W en sí mismo. Palabras Clave: necesidad específica de diagnosis, superdotación, autismo, doble excepcio-nalidad, diagnosis dimensional.
The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of ) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG+ASD) and to establish a wellfounded interconnection between assessment data and intervention indications. The current study is the second in the validation process of the S&W Heuristic. An in-depth analysis of three assessment dossiers of Dutch IG-students with possible characteristics of ASD is focused upon. The core question is whether the S&W Heuristic is of added value to diminish bias in any direction and increase systematicity. The results indicate that bias, mainly directed at Strengths, as well as unsystematicity were present in different stages of two assessment dossiers. The conclusion is that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of ) IG+ASD.
poder facilitar la sistematización y la coherencia en la investigación así como en la práctica psico-educativa, refiriéndose a pruebas de evaluación en estudiantes con Dotes de superdotación intelectual (I.G.) y con (sospecha de) Espectro de Trastorno Autista. En este aporte evaluaron si las pruebas de evaluación en la práctica psico-educativa resultaron consistentes con los principios teóricos del Heurístico S&W. Los resultados mostraron la posibilidad de pérdi-das de señales de ASD características en estudiantes IG así como una tendencia de que gran parte de las pruebas de evaluación en estudiantes IG con (o sin) características de ASD no se calificara de una manera sistemática, dimensional y basada en necesidades acorde con los principios básicos del Heurístico S&W. Estas comprobaciones sugieren la necesidad de optimización de la ruta de pruebas de evaluación en la práctica psico-educativa o la necesidad de optimización del Heurístico S&W en sí mismo.Palabras Clave: necesidad específica de diagnosis, superdotación, autismo, doble excepcionalidad, diagnosis dimensional.
Misdiagnoses and missed diagnoses of gifted students with co-occurring learning-, developmental and behavioural disorders are often mentioned in literature and practice. Consequently, these Twice-Exceptional (2E) students often fall between two stools regarding appropriate psycho-educational interventions. This article offers a research and practice informed assessment procedure, namely the Strengths and Weaknesses Heuristic (S&W-Heuristic), that can help to tackle such problems in case giftedness or any 2E is suspected. This S&W-Heuristic was developed via the method of design research. Initially the S&W-Heuristic was developed to assess students with (suspicion of) the co-occurrence of intellectual giftedness (IG) and autism in a needs-based way, though, subsequently to assess (potential) 2E-students in general. The systematicity of the S&W-Heuristic may help psychologists and special remedial educationalists to reveal hitherto camouflaged strengths or weaknesses in underachieving smart students and to understand their ambivalent psycho-educational needs. Being the product of design research, this article also offers a prelude to new theoretical perspectives regarding the concepts IG and 2E. By shifting from a ‘classification-based’ to a dynamic ‘dimensional-based’ definition of 2E, camouflaged talent will be recognised more effectively and will get more opportunity to flourish. Accordingly, it is proposed to consider IG and 2E as constructs on a continuum.
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