Book chapter
Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted
Twice Exceptional, pp.104-119
Oxford University Press
04/01/2018
DOI: 10.1093/oso/9780190645472.003.0006
Abstract
High-ability students with coexisting disabilities (i.e., twice exceptional) are challenging to diagnose and treat due to multiple issues, including variable definitions of what it means to be “gifted,” the influence of high intellectual or creative ability on mental health diagnostic presentation and intervention, time of onset of both the abilities and disabilities, and symptom-masking effects. While the child psychiatry and child clinical psychology fields offer several empirically validated intervention options, few have examined efficacy or effectiveness among twice exceptional youth. Also, extant studies are often fraught with methodological weaknesses. This chapter advocates that best clinical practice include implementing empirically validated interventions with attention to the child’s profile of abilities and talent domain, focusing on resilience and wellness/growth-promoting strategies, and providing advocacy, professional development, supervision, and training opportunities to educators and mental health professionals about this unique populations’ needs.
Details
- Title: Subtitle
- Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted
- Creators
- Megan Foley NicponSteven I Pfeiffer
- Resource Type
- Book chapter
- Publication Details
- Twice Exceptional, pp.104-119
- Publisher
- Oxford University Press; New York
- DOI
- 10.1093/oso/9780190645472.003.0006
- Language
- English
- Date published
- 04/01/2018
- Academic Unit
- Belin-Blank Center
- Record Identifier
- 9984371287202771
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