A single-subject case study of twice exceptionality

Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.

Comments about gifted students and they adjustment in the scholar Brazilian model

In general, the brain and metabolism development are associated with biological logic in a similar pattern in childhood. The frontal lobe development occurs in children mainly from four to seven years old, the time in which the prefrontal area presents high growth, however, brain development in some cases could be precocious. Then, educational actions must be initialized as far as possible in order to not neglect a possible gifted student. Then, the purpose of this critical review is to study the high abilities. Lack of studies and policy for the treatment of gifted children in Brazil creates a waste of talents to support society. Gifted children in Brazil seem to suffer discrimination and attend schools unprepared to receive and to direct their high abilities.

A Sociological Examination of Parenting Practices and Gifted Education

This literature review uses a socio-cultural lens to explore how income, race, culture, and parenting practices interact to cause, complicate, and further exacerbate the gap in gifted student identification. The article reframes the aforementioned factors using Annette Lareau’s work on concerted cultivation and natural growth models as a theoretical explanation. The authors recommend the following to address gifted education enrollment inequity: enhanced preparation and training of gifted student identification for educators, education about culturally relevant teaching practices, and improvements to the curricula in schools serving minority and low-income students.

MENTAL ACTS OF MATHEMATICALLY GIFTED STUDENTS WHEN SOLVING FRACTIONS PROBLEMS

In the classroom, we will find various types of students with their special learning needs. One group of learners who have different learning needs are gifted students. The paper will focus on the study of mathematically gifted students. This research aims to obtain a description of the mathematically gifted students’ mental acts when solving fractions problems. The respondents were two students of the 7th graders in junior high school, in the West Java Province, Indonesia. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and interview. The data were analyzed by grounded theory with coding and constant comparison. The results show four types of mental acts, those are interpreting, explaining, problem-solving, and inferring. The results of this study can be made as one of didactic anticipation when teachers teach the concept of fractions to the mathematically gifted student. These findings are significant to be considered by the teacher when teaching the mathematically gifted student. Teachers should anticipate how students think when they teach gifted students. So that teachers and students can achieve optimal learning outcomes.

The paradox of overcontrol, perfectionism and self-criticism: A cases series on gifted students

The objective of this pilot-study is to report the preliminary results of a specifically designed therapy for gifted students enrolled in highly competitive PhD programs. We outlined a case series design (n=7), with initial, final, and 1-month follow-up assessments.Inclusion criteria were: to be a student in an international PhD program; to be defined as a gifted student (at least one WAIS-IV Index =130); to be diagnosed with a personality disorder in accordance with DSM-5 Alternative Model of Personality Disorders. Primary outcomes were general symptomatology, social disconnection, and personality disorder severity.Secondary outcomes were the presumed therapeutic targets: overcontrol, perfectionism, and self-criticism. The intervention was a 6-month third wave cognitive behavioral therapy aimed at promoting adaptive self-soothing and metacognitive strategies. At the end of the intervention all the participants showed reliable changes in both primary and secondary outcomes.

Analysis of the Relationship between Executive Functions and Intelligence in Gifted Student: A Pilot Study.

(1) Background: Executive functioning is a concept that suggests a scheme of relationship between brain-mind and behavior, through a plan and control of individuals actions on tasks and context. This work is an approach to the study between relationship of abilities (flair) and the execution, between cognitive development and executive functioning as intelligence and creativity and reading writing learning association. The objective is trying to give a definition of neuropsychological profile of Gifted Students; (2) Methods: We studied 20 Gifted Student assessments by a school counselor, under some characteristics as having greater than 125 IQ. The age range was 6:8 to 11:8 from Primary School. Instruments were WISC-V. BRIEF-2 and TTCT; (3) Results: We observed a positive correlation between IQ and Inhibition, that would keep relation with behavioral mechanism (guide work, autonomy, impulse control, ...) of students to develop cognitive and metacognitive abilities as going in-depth in habits, skill, and strategies of intellectual work in the classroom; (4) Conclusions: There is a distance between executive functioning and IQ. Correlations, considering our sample, would express a halfway association between both variables. Association that would be explained for the connection or underlying cognitive mechanism in some factors of variables.

Creative writing expression skills and their availability among linguistically gifted middle school students

The aim of the current research is to determine the appropriate creative writing expression skills for linguistically gifted middle school students (first grade of middle school) and know their availability. To achieve the goal of the research, the researchers followed each of the descriptive approach when reviewing previous studies and preparing the theoretical framework, and the experimental one-group approach when applying Research tools, and the search group consisted of linguistically gifted first-grade pupils, and their number reached (37) male and female students. They were selected according to the linguistically gifted student identification and detection tools identified in the current research. The two researchers prepared a list of the characteristics of linguistically gifted pupils (cognitive - emotional - linguistic), numbering (56), and the other with the skills of creative writing expression appropriate for the first grade linguistically gifted preparatory students, which number (14) skills, and tested the skills of creative writing for the first graders of the gifted middle school. Linguistically. By applying the prepared test, the research found the weakness of the creative writing skills of first grade, linguistically gifted middle school pupils at levels of (fluency - flexibility - originality).

The Role of Social Intelligence in Overcoming Shyness among the Gifted

This study attempts to identify the manifestations of extreme shyness among students, shed light on the effect of counselling interventions in reducing the level of non-positive shyness, and highlight behavioural indicators that may lead to improved social interaction. The study researchers utilised a systematic approach to study a female gifted student with a high level of shyness that prevents her from engaging in normal social interaction. The study participant is a gifted student designated gifted as indicated by the Mawhiba scale in 2019-2020, and she was deliberately chosen for the purpose of this four-week case study. Multiple resources and a special tool for data collection were used to analyse the output and ultimately suggest a package of consultancy solutions for this study. The study reveals that the thorough and extensive consultancy program makes a remarkable impact on the characteristics of the study participant and to the same degree on the family and school. In addition, a number of specific strategies were identified as successful means in attaining reduced self-consciousness while increasing confidence and social interaction skills. From a quantitative perspective, the study utilises Sternberg’s emotional intelligence index and a shyness scale, which led the researchers to better understand the study participant's emotional intelligence and lower her level of shyness and inhibition.