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Students Who Are Gifted and Underachieving: Why & What Can We Do? Victoria B. Damiani, Ed.D., NCSP Director, IUP Center for Gifted Education. Multiple Causes. Inappropriate expectations Inadequate/Inappropriate educational programming Family factors Personal characteristics.

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Students Who Are Gifted and Underachieving: Why & What Can We Do?Victoria B. Damiani, Ed.D., NCSPDirector, IUP Center for Gifted Education

multiple causes
Multiple Causes
  • Inappropriate expectations
  • Inadequate/Inappropriate educational programming
  • Family factors
  • Personal characteristics
inappropriate expectations
Inappropriate Expectations
  • Incomplete assessments
  • Assessments misread or not read
  • Disabilities or emotional factors missed
  • Program doesn’t match assessment results
educational programming
Educational Programming
  • Fails to challenge
  • Not academic
  • Study skills not developed
  • Not enough time spent with other capable students
  • Anti-intellectual climate
  • Student’s interests ignored
  • Crazy schedule
family factors
Family Factors
  • Disorganization
  • Conflict (often between father & son, but daughters can also be affected)
  • Modeling underachievement
  • Modeling devaluation of educational system
  • UA a form of aggression against parent
  • Parents take on too much responsibility
  • Parents have inappropriate expectations
characteristics of student
Characteristics of Student
  • Lack of motivation
  • Negative feelings about school
  • Poor study/work skills
  • Inaccurate beliefs about self/school
  • Fear of success/failure
  • Poor concentration
but most common factors are
But, Most Common Factors Are:
  • Inability to self-monitor in learning & performance
  • Lack of motivation
  • Emotional issues such as perfectionism and depression
  • Inappropriate educational programming
intervention
Intervention
  • Begin with educational program
    • Least intrusive
    • Required by regulation
    • Carries potential for prevention of UA in other students
    • Most research available
    • Expertise present among educators
to assess appropriateness of program for any student you must know at least
To assess appropriateness of program for any student you must know at least:
  • Academic levels/skills in reading and math (Standardized & curriculum based)
  • Achievement history
  • Study & work habits
  • Results of any full MDT assessments

Adjust program accordingly/Share with student & parents

move next to related services that are educational in nature
Move Next to Related Services that are Educational in Nature
  • Career exploration
  • Real world experiences
  • Study/organizational skill instruction
  • Relationship with adult
  • Exploration of student interests
  • Educational time spent with other capable students
  • Variety of extra-curricular activities
thirdly fully evaluate self monitoring social emotional family issues
Thirdly, fully evaluate self-monitoring, social, emotional, & family issues
  • Depression
  • Perfectionism
  • Anxiety
  • Family factors
  • Student’s self-regulation & self-messages
depression
Depression
  • May present as disinterest
  • May present as anger/rebellion
  • Will be evident in other parts of child’s life
  • Is treatable
  • Requires careful psychological assessment that can be done at school
  • Will most likely be treated outside of school, but a school component is essential
perfectionism
Perfectionism
  • May begin work but not complete
  • May do one part of assignment well and others not at all
  • Pattern usually evident over time
  • May be familial connection
  • Interventions can be done at school if symptoms are not too severe
anxiety
Anxiety
  • May be related to one subject only
  • May be related to one activity only, such as testing
  • May coexist with perfectionism
  • Can appear with or without a history
  • Can be addressed at school if focused and not generalized
  • If addressed outside will need a school component as well
family factors1
Family Factors
  • Accurate information about student’s strengths & needs may help
  • May be related to family cognitions about giftedness
  • Will often be evident if parents & student are seen together
  • May generalize beyond academics
  • Can be addressed at school if focus is on school-related issues & intervener is appropriately trained
student self regulation messages
Student Self-regulation & messages
  • Cognitions regarding giftedness
  • Self-reports of thoughts & feelings when doing academic work
  • Metacognitive interview (Rafoth, 1999)
  • Time and materials report
cogntive behavioral interventions
Cogntive-Behavioral Interventions
  • Goal setting & Tracking (teach to record their own behavior)
  • Modeling (self-messages for organization)
  • Organization (step by step through a project)
  • Rubrics for self-evaluation
cognitive behavioral interventions
Cognitive Behavioral Interventions
  • Have student practice positive self-talk
  • Teach relaxation techniques
  • Teach self-reward
  • Use self-report rating scales to get baseline & assess progress
  • Student participation in development of plan is essential
ad