Why is my GT kid so intense?

Dabrowski is known for coming up with 5 areas children will exhibit intense behaviors and labeled them as “overexcitabilities”. It’s important to note that these are not limited to just gifted students, and can be experienced by all children and even adults. The other important thing to note is overexcitabilities (OE) are not used for clinical diagnosis purposes, but rather are used to help children understand and manage their OE’s in a positive way.

The 5 areas of OE’s are:

  • Psychomotor
    • Child has so much energy, never sits still for long
    • Child fidgets, has rapid speech, some sort of constant movement
  • Sensual/Sensory
    • Child avoids certain stimuli
    • Child has an extreme reaction to sound and/or touch (tags in clothes, texture of paper, loud sounds, different pitches of sound)
  • Intellectual
    • Child likes to experiment a lot
    • Child has unending curiosity
    • Child will sometimes worry about fairness and injustice
    • Child wants to learn everything and anything about their passions
  • Imaginational
    • Child has many imaginary friends or worlds that are real to them
    • Child will daydream a lot and has difficulty “tuning in” to lessons
  • Emotional
    • Child has deep sensitivities and acutely aware of their feelings
    • Child may internalize experiences
    • Child may overreact because they hold in school stress until they reach a safe place to be able to vent

Now most children will tend to exhibit one of these OE’s versus having all of these at once. Some children will exhibit one OE more than the others, but can show some small signs of another OE.

Even just having to help your child navigate through one OE is time consuming and overwhelming for you and the child. So what are the benefits of your child having an OE?

  • Improved learning once OE is known
    • Psychomotor- allowing extra movement or fidgets while in class can help improve child’s ability to maintain attention.  
    • Sensory- seating away from distractions, providing a calm place to refocus allows the student to experience learning in a healthy way.  
  • Prevention of misdiagnosis
    • OE’s can look like ADHD, autism, SPD, etc- if we are able to identify an OE it allows you to avoid a misdiagnosis that can be cause more harm with unnecessary medicine or testing.
  • Improved student/teacher/parent relationships
    • OE’s help everyone working with the child understand the reason behind behaviors
    • Allows the child’s OE to be handled with empathy and compassion thus allowing them to learn how to cope and celebrate their sensitivities as strengths.
  • Mental health assistance
    • Knowing a child has OE’s helps increase the success of counseling gifted children.
    • Lessens the risk for mood disorders such as anxiety and depression because it allows parents to help them with coping techniques for their OE.
  • Gifted identification
    • OE’s can increase with level of giftedness which allows parents and teachers assess a deeper level understand the students needs. (OE’s might be used to help identify students someday rather than current testing.)

So now what? We know what OE’s are, what they look like, and their benefits, but we should always be working on increasing our own understanding of things happening with our gifted students. Here are a few ideas:

  • Parent/Advocacy groups
    • SENG– Social Emotional Needs of the Gifted has support groups as well as articles and courses on OE’s
  • Connect with other parents who have children with OE’s
    • Facebook groups, local district or state groups
  • Administrators
    • Include trainings for teachers and staff on OE’s for gifted students. Educate your staff on how to help students cope and feel successful in the classroom if they have OE’s.
  • Teachers and Parents
    • Seek out additional resources to help you work with OE’s in a positive way. See the book list below and handout.

Book and Article Recommendations:

Check the quick do’s and don’ts when it comes to helping your child with their OE’s in a healthy way. Click here for a FREE download.

What’s the state doing for your student?

Colorado Department of Education (CDE) has done an amazing job setting up the rules and regs for school districts across the state in order to help gifted and talented students become identified, have programming options, and encourage parent involvement in their child’s programming. They have one of the best set ups when it comes to identification of gifted and talented students and provide gifted and talented specialists with in-depth training on how to properly find gifted students. But what about programming for gifted students?

CDE requires all students who are identified as gifted and talented in any area (Specific Academic, General Intellectual Ability, and Specific Talent Aptitudes) are placed on an Advanced Learning Plan (ALP). The ALP is “a written record of a gifted student’s strengths, academic and affective learning goals and the resulting programming utilized with each gifted child and considered in educational planning and decision making. 12.01(2)” (CDE, 2018) This is a legal document in which programming is described and tied to standards for the students ability level and grade level. So what does this mean for you as a parent? What does this mean for you as an educator? A student?

Well the answer is simple, but the implementation is difficult. Here is why.

The Code of Colorado Regulations requires each school district has gifted and talented programming in place including having all gifted students on an ALP. Once the ALP is in place, it is to be used by schools (teachers, administration, and specialists) to help make decisions in educational programming and decision making in order to meet the unique needs of a gifted student. Another major piece of the ALP is the Affective Development (12.01(3)) and is a required piece of programming for gifted students. This means finding ways to help gifted students understand themselves as gifted learners, the implications of their abilities, talents, and potential for accomplishment. The Affective Development programming also requires programming centered around interpersonal (empathy, leadership, teamwork, active listening, etc.) and intrapersonal (self- esteem, ability to learn, self-confidence, etc) development. These plans are all tied to standards so teachers and parents know how the programming will happen.

Now as far as implementation, the state requires that an ALP is created and updated yearly. Every school district in state will have different requirements on how often the plan is updated throughout the year. (Personally I do one mid year update with students, unless their plan is different and requires more check ins.) At a minimum, parents and teachers should have access  to the ALP as well as have the ability to help create programming plans for the ALP. When the goals are being written, they should be aligned with tired classroom instructions and expanded learning opportunities for supplemental programming (12.02(2)(g)(ii). This is supposed to be a combined effort from the specialist, parent, and teacher with the support of administration.

(CDE, 2018)

Yes, I said, “supposed to.”

While the state has these guidelines in place, ALPs are often filed away and not looked by the classroom teacher who should be helping provide supports for your gifted student. The GT specialist should be following up with teachers on how they can help support the classroom teacher with their GT students. The reality of it is across the state of Colorado there aren’t the same opportunities or support staff available to help implement and support ALPs for gifted students. Some districts have one GT specialist for their entire student body, and some don’t have anyone to help with GT services. There are districts that are overcrowded and have multiple specialists who split time buildings and end up with caseloads of 135 gifted students to keep track of… (Something that would be unheard of in Special Education.)

The state of Colorado does not require a GT specialist in every district, they simply require someone to take on the responsibility of creating ALPs for students. The state also only requires teachers who are in charge of classroom instruction in core academics meet the requirements under federal law for highly qualified teachers. So if a gifted student is in a classroom with a highly qualified teacher and they have access to their ALP (with the possibility the teacher didn’t read the ALP), that school is technically meeting the requirements on serving gifted students.

So what can you do? Ask if you have a GT Specialist in charge of ALPs. Request access to your students ALPs so you know how to help make sure appropriate programming is in place for your student. If you are a parent, follow up with teachers to make sure they have seen your student’s ALP and ask how they are implementing it in the classroom. Remember it is a legal document, meaning it has to be followed for the best interest of the student. It is not something to be filed away and forgotten about until the end of the school year.

Check on your school’s programming options, and ask for updates on your students progress. It most likely won’t happen unless you ask.

Resources: Colorado Department of Education: https://www.cde.state.co.us/gt

ALP Resources from CDE: https://www.cde.state.co.us/gt/alp-0

Laws and Regulations for GT (page 98): https://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6251&fileName=1%20CCR%20301-8

Services

Consultation is available by appointment only. Please fill out the contact page and I will be in contact within 24-48 hours. I ask that you be as specific as you can in your initial email, this will allow me to prepare for our consultation appointment better.

Services: 

For Parents:

  • 1 hour consultation- $50
  • 30 minute follow up- $25

For Educators (Classroom Teachers or GT Specialists):

  • 1 hour consultation- $75
  • 30 minute follow up- $20

For School Districts or Administration:

  • 1 hour consultation- $100
  • 30 minute follow up- $50
  • Professional Development Workshops- $175
  • Teacher Coaching- $75

Consultation: This would be our initial meeting where we discuss what your concerns, needs, and desires are in regards to your initial email contact with me. In this initial meeting, we would also discuss what your hopes and goals by working with me. I will then talk about a plan we can set in motion with follow-ups and check-ins as we work towards the end goal.

Follow-Ups: This is pretty self-explanatory but based on the consultation and plan we set in motion we will meet for 30 minutes to follow up on the progress being made, changes to the plan, or concerns as we move forward. The follow-ups can occur as often as you would like, I am here to support you in the endeavor of working and advocating for your gifted child. If something should come up prior to our follow up meetings, I am always available to talk to ahead of time.  

Professional Development: Are you looking for a way to educate your staff on what a gifted student is and what their needs are? Are you looking for ways to encourage your staff or team to differentiate instruction for your higher learners? Maybe you want to be trained on how to identify a gifted student? (Colorado only, please) Really, what it comes down to is what do you feel like your district, teachers, advanced academic department, the administration is needing? I can help.

Teacher Coaching: Do you have a classroom full of gifted students and you want help in making sure you are meeting their various needs and gifts? Let me come in and watch you work and provide feedback. Maybe you want help creating Advanced Learning Plans that have more meaning.