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Cultivating Character Development
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
Working with twice-exceptional students is quite challenging and extremely rewarding. One particular student comes to mind, probably because I never knew who he would be when he opened my door, from the Hunchback of Notre Dame to Groucho Marx, this fourth grader could change his entire physical being to match these characters. We utilized his humor and creativity to engage and motivate him. Yet, when I visited his classroom, I noticed a completely different student. His teacher was unaware of his creative talents and highly developed sense of humor; he became a distracted yet shy student in class. By sharing my observations from our 1:1 setting, his teacher better understood how to nurture his personality to enable him to thrive. It also helped him to feel accepted by the teacher and his peers for his unique talents and optimism. I only worked with him for another year but learned later on that, after college, his passion for video games actually turned into his profession. This was an isolated instance of addiction to video games leading to a successful career. Perhaps this student’s gift of creativity, strong verbal skills, and passion contributed to his success.
Working Memory and Manual Dexterity in Dyslexic Children: A Systematic Review and Meta-Analysis
Published in Developmental Neuropsychology, 2023
Sara Edith Souza de Assis Leão, Guilherme Menezes Lage, Renan Pedra de Souza, Nathálya Gardênia de Holanda Marinho Nogueira, Ângela Maria Vieira Pinheiro
Another confounding factor for the diagnosis of dyslexia can be twice-exceptional, that is, children with giftedness but who present reading learning disability as shown in the Lyman, Sanders, Abbott, and Berninger (2017), whose research investigated reading problems in this population. The results showed that gifted children with reading learning deficits had worse performance in language skills, accuracy, and visuospatial working memory tasks than the group of gifted children with no reading deficits. In addition, the gifted group with reading deficits also had problems in orthographic and morphological coding, spelling loop, and shifts in attention when compared to the control group. These findings provide evidence that giftedness can mask learning difficulties. Furthermore, some components of impaired working memory varied between diagnostic groups. For example, impairments in verbal working memory, including a specific deficit in the phonological loop were frequently observed in dyslexia, but never in dysgraphia alone (Berninger, Richards, & Abbott, 2015) and in the DCD group (Maziero et al., 2020).
An Investigation of Sensory Processing in Children and Adolescents in Congregate Foster Care
Published in Occupational Therapy in Mental Health, 2021
Amy Armstrong-Heimsoth, Sarah A. Schoen, Tessa Bennion
Sensory processing challenges can impact 5–16% of children in the general population (Ahn et al., 2004; Ben-Sasson et al., 2009). Research suggests that atypical sensory processing can impact any or all of the occupations listed above. Vulnerable populations are reported to show an even greater amount of sensory processing symptoms impacting participation (Gourley et al., 2013; Gunn et al., 2009). In particular, higher rates are reported in children from low socioeconomic backgrounds (Reynolds et al., 2008; Roman & Reynolds, 2013), in twice-exceptional children (Nielsen & Higgins, 2000) as well as children exposed to trauma. Data indicate a significant incidence of sensory processing challenges amongst children with a history of trauma well as those with both trauma and a diagnosis of fetal alcohol spectrum disorder (Atchison, 2007). Since children in foster care often have a history of trauma and reportedly present with subclinical behavior problems that impact their participation in daily life activities and routines (American Occupational Therapy Association, 2017), it is important to determine how these behavior challenges relate to sensory processing. Thus, awareness, recognition, and identification of underlying sensory processing patterns and challenges are essential in making appropriate referrals, potentially necessary environmental adaptations, and ensuring preventive and intervention services for children living in congregate foster care.
Sleep Characteristics and Socio-Emotional Functioning of Gifted Children
Published in Behavioral Sleep Medicine, 2022
Laurianne Bastien, Rachel Théoret, Katia Gagnon, Marjolaine Chicoine, Roger Godbout
Twice-exceptional children (2E) are GC with a coexisting neurodevelopmental condition (Reis et al., 2014; Webb et al., 2016). Although it is intuitively convincing that 2E probably struggle with more challenges than GC due to their dual condition, the limited literature does not provide empirical evidence regarding socio-emotional functioning (Foley-Nicpon et al., 2011; Lee & Olenchak, 2015). Even though high intellectual capacity has been reported to be a protective factor for different outcomes, including mental illness (Fergusson & Lynskey,1996; L. Martin et al., 2007), it remains unclear whether giftedness protects or increases vulnerability to socio-emotional difficulties.