Ask Anything 2e with the Experts

Thursday, March 5, 2020 @ 10:00am Pacific Time

Join our world-renowned experts to ask anything about your 2e child, in terms of their social, emotional, academic or behavioral development. Dr. Dan Peters is the executive director and clinical neuropsychologist at the Summit Center. Dr. Susan Baum is the director of the 2e Center at Bridges Academy and 2e educational expert.

Click the triangles below to automagically find each specific question in the recording:

1My 10 yo daughter has been doing ABA therapy for about 8 months now – We decided to scale back on ABA so we could make time for her interests (singing – voice lessons, which she’s rebelling against now too). Recently she’s intentionally been mean, vindictive to the therapist, saying she wants him to feel so bad that he quits!
2How do you show educational impact for bright kids with good grades yet poor practical skills (ASD etc)? Our school took away the IEP because behavior is good and grades are good. Yet outcomes for kids with ASD in adulthood are poor (10-25% employed, even with good intellectual abilities)? IEP: Individualized Education Plan
3Despite consistency in messaging and action, we have had a very difficult time teaching our son respect for others bodies and personal space. He is 10, and I worry once he hits puberty he will not have the control to restrain himself appropriately and will hurt someone and get himself into big trouble. For example, we've been consistent on "when your sister says no (or stop) it means no (stop)." -and no teasing or baiting in our household. Since toddlerhood this has been an issue (ADHD).
4What qualities and leadership style should my 2e child's school community consider during the principal selection process? I want to ensure the new school leadership is going to be supportive and friendly to the 2e students. My 2e son's public school, an "Advanced Academic Center" where "normal" and "gifted" students attend, is in the process of searching for a new principal and assistant principal now for next year.
5Under what circumstances would a gifted child qualify for AT but not the interventions to support the lagging skills? My 5th grader functions in the top 1-2% on one end and bottom 5-10% for reading, writing, and math fact fluency. His comprehension and usage are high. He spends equal time in a GT class as the GenEd class with SPED pullouts for social, emotional, and reading.
6My daughter is 17, very bright, overachiever. She is on the HD side of ADHD and very high functioning with very high activity needs. She is recently displaying behaviors that align with intermittent explosive disorder. She is scheduled for a neuropsychological evaluation soon. She is not a candidate for stimulant meds, as she has tics, but other medication might help. Will a neuropsychological exam uncover this?
7Son Age 12, Dx ASD,ADHD, Gifted – what suggestions do you have for buy in around bedtime routine vs preferred activity? The same struggle happens around motivation and effort to start work daily homeschooling as opposed to playing online chess. Deadlines and online classes help to spur motivation but exec. functioning struggles hamper ability to start, maintain and finish work. Son is now very behind on busy work but was making good marks on grasping material – luckily not penalized for behind.
8I would love to know how public schools, with so many more students and a higher teacher to student ratio, can apply the strengths-based approach to their work? Do you know of public schools that are doing a great job with this approach? How does a strengths-based approach vary by grade level (elementary/middle/high) in a public school setting?
9How does one positively manage a gifted child's negative/heightened responses to a challenge they are facing? If the parent is meant to de-escalate the moment, when and how does the parent address the rudeness and/or aggression exhibited by the child 'in the moment' … in order to ensure that inappropriate responses to frustrations/challenges do not become habitual behaviors?
10I would appreciate hearing some tips on finding mentors for our children and establishing an effective mentorship relationship.
11We recently got the neuropsych report for our son which showed very high scores in the verbal comprehension index and fluid reasoning, and average scores in the visual spatial index and processing speed, which the report stated were statistically significant. What might be causing this type of discrepancy?
12How much should we push our child to continue an activity? Our 2nd grade daughter wants to quit a play she’s in because the teacher is “mean” – & she is – we have had a talk or 2 to suggest better ways to help our daughter participate more- the dance routine is hard so our daughter shuts down & gets rebuked for it- they say she’s manipulative. How can I reach a balance?
13Our son has a NeuroBehavioral test results. He has 130+ IQ. He also has pragmatic language disorder and DCD. We are working with outside PHD behavior therapist & OT. The public school psychologist, OT, social worker and language therapist are trying to work with our son. He is so disengaged he either sits cross legged by the door or is disruptive. All of the specialists cannot figure the triggers let alone a solution. He isn’t learning anything. What do we do now?
14My 8 year old daughter has been homeschooled for the past year. At her request, we are looking at a local private school. One of her major challenges is processing speed. When a teacher starts moving on to another concept before she has understood what is being taught, she tends to melt down. What supports & classroom strategies can I suggest to ease this source of stress?
15How do you determine if your child's medicine needs to be adjusted or if he is just going through normal teenage changes? My son is 14 and is currently on the lowest dose of Concerta for ADHD. It has worked well until recently. I'm starting to see a lot of the same issues we had prior to medicine – low impulse control, difficulty focusing, low tolerance to many things. Is it time to increase?
16How do 2e students typically do in schools or classrooms that are purely with special ed students? My son tested exceptionally gifted and on the spectrum, and his Least Restrictive Environment implemented for the past 2 months is the regular classroom with support and 1 hr of special ed daily. It is going badly despite staff's best efforts, with my son having increased anxiety, elopement and lowering self-esteem. He now says that he hates school. Is this setting even worth looking into?
17Our 2e kiddo loves learning, and she takes to different therapies/curriculums well. Once she's stressed and frustrated, she doesn't want to hear about trying to "change the channel" or the zones of regulation. We often see her react even bigger when we bring the tools up while she's upset. What are some good questions to ask her or ways to help her when she's disregulated to help her go back to her tools?
18Our 8 yr old 2e son has been in four schools in two year. 2 Montessori and 2 public. He use to LOVE to learn. Between being bullied by teachers and kids, being misunderstood by educators and missing the accommodation a 2e requires, he not only hates school but gets physically illat the thought of having to go to any type of school. He is in outside therapy. What should we do for an education?
19My son has the wrong teacher! Since he's resilient, the counselor and principal don't realize how stressed he is. In the last couple weeks he has started having tics. He makes humming noises and in the last couple days he has started eye blinking. The counselor told him that the problems are half the teacher's fault and half his fault. I've heard from other kids in his class that the teacher makes fun of him. I kept him home today for a break, but what do I do for the rest of the year?
20How do you get your very bright but socially/emotionally 2e high school senior to accept that a gap year before college is worthwhile? Also, how do you get them to accept help with executive function when they think they’re smart enough to do it on their own.
21My kid has a history of behavioral issues, writing issues, which are seemingly 'resolved' with his transition to middle school, which is its own LEA, as a charter school. This LEA claims that you need to have impact in writing, reading, math to have an IEP. Our district has no gifted programming. But because my child has a history of behavioral issues, writing challenges, and is about to hit puberty, I'm concerned about the removal of the IEP and am appealing.
22Currently home-schooling. Things are going much better than they were previously. My spouse is concerned that our daughter (gifted in math and language + (perfectionism/anxiety) won't have the "necessary skills" for college if we don't put her back in a more traditional school in the near future. Do we know how our home-schooled, 2E kids tend to do in college?
23When it comes to anxiety, what are some methods to help young kids understand their triggers, or identify what is creating the anxiety in a moment? Are there any key words or analogies that you have found helpful and that kids respond to? For young kids, do you think exposure therapy is the best way to treat anxiety? Any words of wisdom of how to get a bright and anxious kid to open up to a therapist?
24My kiddo is great with academics and with executive function. He does love learning - often hyper focused and unstoppable. I want to start homeschooling. My guy has lots of social "moves" or "noises" or reactions or just the way he communicates in general - that are noticed by everyone. One thing is that he has very baby-like communication. I feel that he will not be understood in coops or other learning situations with other kids. I am concerned that he will become more isolated. Social acceptance is my greatest concern. Any suggestions?
25Sometimes I find that my son’s emotional intensity scares me and triggers my own anxiety. What are some practical ways that I can support my son’s emotional health while managing my own intensities?
26My daughter, who has a dyslexia diagnosis, recently shared that teachers think she is dumb. When I told her that isn’t true, that she is truly very smart, she replied “no, I’m not.” How can I encourage her to have a healthy self-image?
27How do you get past first base with a child who has a well honed strategy of avoidance to deal with difficult problems? For example, my 13 year old daughter has decided not to complete any homework because it is in her words "painful". Accommodations have been made already to reduce the volume but she has simply decided not to do any at all. Instead she plugs herself into technology within 5 minutes of arriving home for the day and is almost completely unreachable.
28I believe every unacceptable behavior in a child has a trigger. How can we best make the teachers and caretakers understand this? Please note the child is 7 y, G-1, has almost no reasoning skills, has just started conversing, but can talk non-stop about his topic of interest from cars to astronomy to volcanoes etc…


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