Using Behavioral Engagement Measures of Multiple Learning Profiles to Recognize Twice-Exceptional Students

Abstract

Using the ECLS-K:2011, a nationally representative dataset, we compared measures of behavioral engagement among students with four different learning profiles: students identified with learning disabilities, students identified as gifted, students identified as both gifted and having a learning disability (twice-exceptional; 2e), and general education students. Behavioral engagement focuses on conduct in class, participation in school-related activities, and interest in academic tasks. We detected differences in engagement among the four learner profiles, specifically when comparing students with disabilities to other profiles. When comparing students with disabilities and general education students to gifted and 2e students, the effect size was medium to large. The effect size between the gifted and 2e profiles was small, suggesting similar behavioral engagement. Because disabilities and giftedness can often “mask” each other, these findings suggest that recognizing how behavioral engagement manifests in each category can lead to more accurate identification of special-needs students for GT assessment.

On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD

“…Interestingly, they also report that in all cases included in their study, it was the parents who were the initiators in the process of identification [6]. Another study [14] found that among surveyed parents of gifted children, 72% of the parents of gifted-only students had suspected giftedness before the age of school entrance, while the number among parents with 2e students was as high as 90%.…”

“…Several very recent articles also include educational needs or requirements in their definitions of twice exceptionality or of 2e students. For example, Hulsey et al [14] (p. 16) describe twice exceptionality as a "blend of gifted and special education characteristics ("exceptionalities") that require a flexible educational approach". In a similar vein, Lien et al [15] (p. 2) define 2e students as "those who have coexisting giftedness and disabilities in one or more domains that need support from both gifted and disability education".…”

“…Further adding to the difficulties of the identification of twice exceptionality is the fact that disabilities and giftedness often mask each other [9,14,15,19]. For example, "high cognitive ability may hide disabilities, at least for a while, and severe learning weaknesses may obscure a gifted student's intelligence" [14] (p. 16). It has also been repeatedly reported that many 2e students "score lower on composite intelligence scores due to their areas of weakness [.…”

“…It might also lead to underachievement in school and to frustration [6,25], have negative effects on their socio-emotional well-being [20,21], and therefore lead to long-term negative outcomes for these individuals. Several studies have found that 2e students are vulnerable in psychological traits and often exhibit low-academic self-concept, low academic self-efficacy, and low self-esteem [14,20,26,27]. These vulnerabilities may cause the unreasonably high risk of academic failures of 2e students found in many studies [25,26].…”

“…It has been found that 2e students consider their teachers' effective emotional engagement with them a key factor for their academic achievements and success [35]. But, since 2e students "may experience difficulties that impact their behavioral and academic engagement or how they demonstrate engagement teachers may not have the resources to meet the needs of these students or interpret non-typical signs of engagement" [14]. Thus, educating 2e students has been suggested, by Lee and Ritchotte [2], to require school personnel to be trained in recognizing the characteristics of these unique learners.…”