Ask Anything 2e with the Experts

Thursday, April 9, 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:


1Can you help define what constitutes or defines giftedness? Does one qualify for this label based only on a very high generalized IQ score? Or is it possible to be considered gifted if one scores in the "superior" range of any of the neuropsych sub-tests?
2Our state does not know about 2e & does not acknowledge Gifted on IEPs. Looking at the IEP for 20/21, all I see is weakness accommodation and one tiny strengths paragraph (which is an absolute understatement). I want to add accommodation for gifted to ensure inspiration, complexity, to maximize "flow" & confidence. Looking for ideas & reasoning. I'm afraid they will just think this is for vanity to have "gifted" included.
3My son (age 7), has been watching YouTube videos for the last 2 weeks. He has now taught himself the binary coding system, the hexadecimal coding system, how to translate between coding systems, the rules and irregularities of English grammar, major and minor scales on the piano and how to switch between them. All this to say, in his element, he's a brilliant, critical thinker, and is extremely creative, loves learning things he wants to learn. He also looks like a little toddler jumping up and down with excitement, flapping his hands, commanding everyone to use proper grammar, gets very angry when we make grammatical (or any) mistakes. We’ve had conversations about flexibility, and he’s learned the concept of “handling triggers” - even asks me “how can I learn to like things I don’t like? How can I learn to stop thinking about the mistake? When does flexibility come in? What can I do?
4We have a 3rd grade girl with ADHD. She has been going to the same private school since K and she loves it. During distance learning we have seen for ourselves how much she is not being academically stretched. What matters more in elementary? Loving school and learning? Social emotional learning and growth? Or having your intellect awakened and stretched? Trying to decide if we should change up her school situation for next year.
5We were recently told our child is "consistently inconsistent" and have also experienced ourselves that, from day to day, he can exhibit a wide range of attention or dis-attention, diligence or carelessness, high energy or fatigue. To what extent can executive function challenges play into the "popcorn kid" phenomenon – now he's here and poppin'… now he's not! (mentally and energetically speaking)? We're also wondering how this affects performance on things like neuropsych testing?
6We had our virtual IEP meeting for our 2nd grader who hasn't been able to work independently all year & had at least one meltdown a day in class. For one accommodation next year they want to increase the time the social worker works with her in class to maybe 30 minutes per week and position her close to the teacher. The teacher didn't have time this year to help her. Do we need to push for a para in class or something else? She tests at or above grade level but her math computation has gone down.
7My almost 18 year old transgender daughter, senior, ADHD, Aspergers (new diagnosis), anxiety, depressed, is tanking her senior year. She has been accepted at five colleges and wants badly to go. The small private IB school in Boston, has bent over backwards to help her get through the school year. she continues to be locked up (shutdown), even with college on the line. She may not graduate. She needs to engage with the college process with us if she wants to go. How do we get her to do that?
8When you have a teen who’s been academically disengaged and self-sabotaging, who is now showing signs of motivation, how do you as a parent support them and not think ‘here we go again, it’s just a matter of time before we’re in the same place again.’ How do you build the capacity for hope and encouragement when you yourself are expecting all the bad habits of staying up at night, not turning assignments and lying to return? How do I regroup as a parent? I want to be a positive light in his life.
9Can you discuss "cognitive inflexibility?" This showed up on my son's neuropsychology eval and I always wondered about the meaning of this, especially since he was not diagnosed with Aspergers or Autism. He was diagnosed with very slow processing speed, ADHD, LDs, and GAD; extremely high verbal scores. He is not considered on the spectrum for Aspergers or Autism, likely because he is highly social and has super high EQ. Still, I struggle to make sense of his diagnosis. He has experienced significant trauma (mostly school trauma) and is stuck in the blue zone, all of this exponentially compounded by the pandemic. I often wonder about how cognitive inflexibility meshes with.
10Our children have a manipulative and emotionally abusive grandma. As parents, we have set boundaries that grandma continues to cross. According to the therapist, she exhibits many traits of NPD. We are taking a short break with her as a family to heal and strengthen our family unit. Grandma has now involved the children through emails that are confusing to them. How do we explain to our bright and 2E children what is going on without involving them further or alienating them from her?
11A recent child's neuropsych test says: "performance is markedly lower than strong intellectual skills." Declined to label a child as "2e," so how do you know when this label applies? Some scores in Very Superior/Superior range (Verbal Comprehension/Expressive Vocab, then a mix of High Average/Average/Low Average, then some Below Average (in processing speed). Nothing in scaled index scores on WISC appears in Superior range, but sub-tests show a different picture. It all seems to "average out?”
12I am considering moving my son to a private school geared towards students with learning challenges. What should I be looking for and what questions should I be asking when considering these schools?
13My 2E son often is motivated at school by working with others to get things done daily, especially supporting his interest and strength in music. Without this, I’m noticing that he is struggling more. When a child needs that social interaction, any ideas on how we can better support them virtually?
14Why do all of the child developmental questionnaires ask about maternal age at birth? Is there a correlation between that and learning differences or 2E kids?
15So things were going pretty rough in school this year and we began homeschooling two weeks before schools closed. He's doing great at home - but I'm concerned for when we go back to the "real world." Is this time of less stress and success actually helpful for the long term or will it make the transition back to a regular school this fall even tougher?
16Any advice on how to support social interactions during these COVID19 days? My son loves home learning but he misses his friends. We do Zoom but it feels to me that is not enough, even though he is not someone who craves a lot of social interaction with lots of different people. He has a very small group of close friends.
17What are your thoughts about raising processing speed and executive function by visual and auditory sequencing?
18What is the best way to “show” or explain the “process” / and “why” my son (or anyone) needs a diploma… he is 15, almost 16. He is moving VERY slowly, (reduced schedule 1-2 for-grade classes online)…he will be 30 before he gets a diploma. He is diagnosed with ASD, ADHD, Anxiety among others
19My 18 year old son wants to go to college for computer programming but it requires Calculus and other college math. He has dysgraphia which causes him to make calculation errors, flipping fractions, typing #s into the calculator wrong, or missing negatives. Some days he knows his math and other days he completely forgets basic concepts he has known for years. What kind of accommodations can I ask for to get him through?
20Do you have any comments about the Ravenswood visual test for IQ?
21My daughter is 8 years old, in grade 3 in private school. Considered highly gifted across all modalities. ADHD without hyperactivity. The positive part of this situation is she can spend a lot of time with us. Bad part is she is not getting the wide range of stimulation she is used to at school. Executive function and written output are her challenges. At home, as we go through the eLearning assignments of the day, if they contain too many of her difficulties she gets dysregulated. The usual environmental changes we normally use to help her regulate are no longer working and the only thing that does is suspending all of her schoolwork. That then, leads to her feeling bad about herself. There is also rigidity about completing her work outside of the “suggested” timelines the school has put out. Her neuropsychologist has suggested she may need medication during this time. Is that recommended or are there other no-medical things we can try?
22What do you know or think about the Neuro Movement?
23My son can’t get thru a discussion without all the terminology cleanly defined, so teachers have to be up to that task, otherwise he’s stuck, frustrated and has to change the subject.
24I’d like to learn more about the triad enrichment model as my son is now thriving with unschooling. Susan, could you let me know where I can learn more? The other aspects of his diagnosis as well as the trauma, making things seem so intractable.

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