Examining The Issues of Twice-Exceptional Students
Instruction for students who fall into both of the aforementioned categories tends to be driven by the child’s need for behavior modifications in an effort to address the EBD and not the development of the intellect or creative potential. This approach leads to a “self-fulfilling” (Rizza 2003) situation and these students are said to become “dropouts” as a result (Morrison 2001).
For teachers who have students exhibiting giftedness accompanied by emotional or behavioral difficulties the situation seems bleak. How can educators serve the child appropriately both ways? Specifically, how does a teacher address the intellectual need of a student when most of the time is spent on behavior modifications? Many people feel that a child cannot have an EBD and be gifted at the same time (Rizza 2003). This is due to the fact that the two labels represent the opposite ends of the behavior spectrum (Shriner and Yesseldyke 1993).
Studies have been done relating to students identified as G/T and having EBD. Some of these studies are included in this review related to the characteristics, identification, placement/programming and instructional strategies.
The Paradox of Being Gifted with EBD
William F. Morrison (2001) states that too often, students with EBD are categorized by descriptors like “defiant, deviant, delinquent and disruptive”. The negative characteristics of the child are highlighted. To the contrary, when describing G/T students, descriptions referring to their above average stature, greater personal adjustment, emotional stability, trustworthiness and overall superiority are often used. These classifications make it difficult to describe a child of high intelligence who suffers from EBD. These two labels are opposite from one another in their qualifications – creating the oxymoron “gifted disabled” (Morrison 2001). Often, students with EBD are denied access to the G/T programs since their behavior issued were discovered first. They are generally placed into programs with rigid controls, which by nature hinder exploration, self-direction, creativity and independence.
Creative Potential and Behavior Disorders
In an article by Nicholas Galucci, George Middleton and Adam Kline (1999), the connection between giftedness/creativity and emotional disorders is examined. Samples of gifted children in Louisiana and Connecticut were administered the Torrance Tests of Creativity and their parents submitted a Child Behavior Checklist (related to behavior disorders). The results did not corroborate the finding from previous research connecting creativity and psychopathology. The authors note that people who are “genetically prone to emotional extremes were considered to choose artistic careersâÂ?¦” The notion of this relationship seems to lead to a “chicken or the egg” situation, though. When discussing depression and creativity, the experts seem to flounder between the idea that there is a genetic link between the illness and creative tendencies and the idea that depression is a result of the isolation one may feel being more creative than others.
Positive and Negative Perceptions of Gifted Students and Students with EBD, Respectively
Mary G. Rizza with William F. Morrison presented an article dealing with the stereotypes and identification troubles of gifted students who have EBD. Here again, the notion that misplacement often occurs is presented. An experiment was conducted to determine who was more adept at identifying gifted students or students with EBD: undergraduate students in an education program or graduate students who are experienced teachers. Rizza and Morrison concluded that experienced teachers were better able to distinguish between gifted behaviors and those exhibited by students with EBD or both. What does this mean? It suggests that only teachers who have been in contact with these types of students before or who have been trained through specific professional development or related coursework are likely to do the right thing for these kids. Still, the study showed that both groups viewed gifted student positively and students with EBD in a negative light.
Supporting Twice-Exceptional Students
The light at the end of this tunnel is represented by the strategies that may benefit students who are gifted and suffer from EBD. Melissa Stormont, Molly S. Stebbins and Gregory Holliday, in an article about underrepresented gifted youth, offer several suggestions for ways of dealing with gifted students under emotional duress. The authors state that these young people need to learn to appreciate their uniqueness and the strengths and weaknesses that accompany it. The kids need to learn coping skills to deal with their angst. Mentoring programs have been successful (Stormont, et al. 2001). Reflection journals, which we all use for all students, are crucial to the healthy development of the twice-exceptional child. The effectiveness of these journals may increase exponentially when a trusted adult responds with honesty, but without judgment, to the student’s writing.
Encouraging Positive Academic Response with Praise
Kevin Sutherland, Joseph Wehby and Paul Yoder examined how teacher praise affects the behavior and responses of students with EBD. In certain classrooms, a great deal of time is spent on redirecting misbehavior in proportion to instructing well-behaved students. It seems necessary to find a way to give students with EBD an equal amount of attention to that given to the other students. It would help if the atmosphere could be more positive in the classroom. There is an association between poor academic performance and behavior problems. This relationship is not unidirectional. Sutherland, et al. (2001) report on a study during which students with EBD were given increased opportunities to correctly respond to requests and then praise was given. This exchange between teacher and student resulted in improved academic performance (Sutherland, et al. 2001). Given this information, one can conclude that success breeds success. When the child feels that he/she has done something right and receives accolades, then he/she will strive to repeat the behavior. Unfortunately, these methods are not used as often as we would like (Sutherland, et al. 2001).
Conclusion
Twice-exceptional students, specifically those gifted students with emotional or behavioral disorders, have a variety of needs that must be addressed in order to achieve success. The characteristics of these students represent both ends of the behavior spectrum and create quite the conundrum for those charged with their placement and programming. First off, educators must be educated about the traits, behaviors, exceptionalities, strengths, weaknesses and stereotypes of these young people. This background will lead to better understanding of their circumstances; thereby, increasing probability of proper evaluation, identification, placement and programming for students with higher intellectual/creative ability and EBD.
Once the child is in the appropriate place, educators must provide support structures and use strategies that promote the emotional well-being and stimulation pf the extraordinary intellectual/creative potential. These students need mentors and models who will promote the child’s sense of uniqueness while guiding him/her emotionally and academically. Counselors can also be beneficial here in an effort to provide students with a comfort zone in which they can learn to understand their own exceptionalities and abilities. Personal journals that serve as a medium between the student and a trusted caring adult will encourage self-reflection, which should be met with honest positive feedback from the reader.
The insight provided in these articles serves as a promising foundation for further study into the matters related to gifted children who have emotional/behavioral disorders. It would be a shame to lose any more students to failure or even mediocrity due to the lack of understanding about their exceptionalities. Perhaps, with more exposure, educators will be better able to adequately serve these children.
Bibliography
Galucci, N., Middleton, G., Kline, A. (1999). The Independence of Creativity Potential and Behavior Disorders I Gifted Children. Gifted Child Quarterly, 43(4), 194-200.
Morrison, W. F. (2001). Emotional/Behavioral Disabilities and Gifted and Talented Behaviors: Paradoxical or Semantic Differences in Characteristics? Psychology in the Schools, 38(5), 425-431.
Rizza, M. G., Morrison, W. F. (2003). Uncovering Stereotypes and Identifying Characteristics of Gifted Students and Students with Emotional/Behavioral Disabilities. Roeper Review, 25(2), 73-77.
Shriner, J. A., Ysseldyke, J. E. (1993). Examining Prevalence at the Ends of the Spectrum: Giftedness and Disability. Remedial & Special Education, 14(5), 33-40.
Stormont, M., Stebbins, M., Holliday, G. (2001). Characteristics and Educational Support Needs of Underrepresented Gifted Adolescents. Psychology in the Schools, 38(5), 413-423.
Sutherland, K. S., Wehby, J. H., Yoder, P. J. (2002). Examination of the Relationship between Teacher Praise and Opportunities for Students with EBD to Respond to Academic Requests. Journal of Emotional and Behavioral Disorders, 10(1), 5-13.
