Identification of gifted students with learning disabilities in a Response‐to‐Intervention era

Crepeau‐Hobson, Franci; Bianco, Margarita

doi:10.1002/pits.20528

Cited by 37 publications

(35 citation statements)

References 40 publications

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“…Eliminating the discrepancy requirement is consistent with empirical evidence supporting the use of a low-achievement definition of RD, but concerns remain that high- ability individuals with RD may not be identified under a low-achievement model [7,15,16]. These individuals may have reading achievement that, while substantially below their ability, is comparable to average reading according to standardized measures.…”

Section: Introductionmentioning

confidence: 82%

Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ

Hancock

Gabrieli

Hoeft

2016

Trends in Neuroscience and Education

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It is currently believed that reading disability (RD) should be defined by reading level without regard to broader aptitude (IQ). There is debate, however, about how to classify individuals who read in the typical range but less well than would be expected by their higher IQ. We used functional magnetic resonance imaging (fMRI) in 49 children to examine whether those with typical, but discrepantly low reading ability relative to IQ, show dyslexia-like activation patterns during reading. Children who were typical readers with high-IQ discrepancy showed reduced activation in left temporoparietal neocortex relative to two control groups of typical readers without IQ discrepancy. This pattern was consistent and spatially overlapping with results in children with RD compared to typically reading children. The results suggest a shared neurological atypicality in regions associated with phonological processing between children with dyslexia and children with typical reading ability that is substantially below their IQ.

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Section: Introductionmentioning

confidence: 82%

Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ

Hancock

Gabrieli

Hoeft

2016

Trends in Neuroscience and Education

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“…It should be noted if an otherwise talented student is experiencing particular frustration with his or her inability to master a certain academic skill or displaying signs of depression or apathy (Brody & Mills, 1997; Trail, 2010). A strengths-based model of intervention is recommended for twice-exceptional students, maintaining a balance between attending to a child’s giftedness and maintaining a challenging curriculum, yet also remediating and compensating for deficits (Crepeau-Hobson & Bianco, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Although many school systems across the country have adopted the RtI model, researchers have expressed concern that it is not responsive enough to screen for twice-exceptional status (Adams, Yssel, & Anwiler, 2013; Crepeau-Hobson & Bianco, 2011; McCallum et al, 2013; Postma, Peters, Gilman, & Kearney, 2011). That is, although the CBMs used within the RtI model can operationalize below-average performance, these measures are not typically used to identify above-average performance that characterizes gifted or twice-exceptional students.…”

Section: Introduction Of a New Paradigmmentioning

confidence: 99%

Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

Bell

Taylor

McCallum

et al. 2015

Journal for the Education of the Gifted

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From a sample of 1,242 third graders, prospective twice-exceptional students were selected using reading and math curriculum-based measures (CBMs), routinely used in Response to Intervention (RtI). These prospective twice-exceptional students were compared with non-twice-exceptional peers with similar strengths in either math or reading on CBMs and an end-of-year high-stakes achievement test. Students (both potentially twice-exceptional and not) who are potentially gifted in reading based on CBM performance did not differ significantly on the end-of-year outcomes in reading (p < .05); rather, students in both groups performed equally high. However, twice-exceptional students who are potentially gifted in math performed significantly lower on both end-of-year math and reading outcomes than non-twice-exceptional peers. Most of the end-of-year math subtest scores were negatively affected by the prospective twice-exceptional students' deficits in reading, even though their math CBM scores placed them into a category representing giftedness in math. Implications for screening for twice-exceptionality are discussed.

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“…McKenzie (2010) argued that programs for evaluation and support should be individual and that screening tests should be repeated over time. Crepeau-Hobson and Bianco (2010) discussed the necessity of developing specific solutions for such students, who present special challenges to the school system. They advocated the development of models for detection as well as for work that would respond to the needs of these students, which differ from those of students with learning disabilities who do not have notably high intelligence.…”

Section: Empirical Backgroundmentioning

confidence: 99%

The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities

Einat

2017

LDMJ

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Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to reveal such potential and strategic, therapeutic, and pedagogical strategies for realizing it. However, despite the large volume of research, there has been no examination to date of the emotional impact of the continual fluctuations between success and failure created by such gaps, and its implications for the development of self among these individuals. The purpose of the present research, which was based on a qualitative approach and semi-structured interviews with 22 adult art students with learning disabilities and high intellectual ability, was to examine the perceived relationship between this dissonance and the self-perception. Major findings include extreme fluctuations in the learning experience of the participants play a major role, such fluctuations have significant effects on participants' emotional and behavioral worlds, and fluctuations in the learning experience of students with learning disabilities and high intellectual ability have critical implications on their overall self-perceptions. The conclusions and implications are discussed extensively.

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Identification of gifted students with learning disabilities in a Response‐to‐Intervention era

Cited by 37 publications

References 40 publications

Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ

Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ

Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities

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