12/9/2013
What Parents Need
to Know About
Smart Kids
Hi! I’m Austina De Bonte

President, NW Gifted Child Association

Co-chair Northshore Hi Cap Advisory Board

My 2 kids, age 7 and 10.5
7
year old boy, extroverted, conformist, creative,
an “inventor,” high anxiety for trying new things,
late reader, vision processing issues
AUSTINA DE BONTE
PRESIDENT, NW GIFTED CHILD ASSOCIATION
CO-CHAIR, NORTHSHORE HIGHLY CAPABLE ADVISORY BOARD
 10.5
year old girl, introverted, independent,
academically oriented, also plenty of anxiety
I’ve taken the time to go to the conferences, read the
books, keep up with the research…so you don’t have to 
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Disclaimer: Your Mileage May Vary




I offer this presentation as a compilation of things
I’ve found interesting or helpful, learned by
reading books, consulting with professionals,
attending conferences, participating in discussion
groups, etc.
I cannot take responsibility for whether they work
for you, as every situation, every child, and every
family is different.
I offer this information as a starting place to help
you and your family find the resources you need.
I’m sure there are other great ideas, people,
places, research, and resources out there. If you
find any, please tell me about it!
[email protected]
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Topics

A few basics

Emotional life

Social life

School life

Now What?
 Resources
 Next
steps
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
New WA State Law

2013-2014 Transition Year

2014-2015 Full Compliance Expected

Must have nomination, assessment, and selection of
the “most highly capable” students in grades K-12
Knowing this changed how I
parent in significant ways.
I hope it will help you, too.
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
A Note

I hate the word “gifted”
 Poorly
understood (“Every child is gifted”)
 Negative connotations
 Many believe
it is elitist

But, it’s the term used by researchers and most
professional organizations

Synonyms
 Smart,
 NOT
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
I had no idea that my kid’s
unique “quirks” were
actually well-studied
phenomenon that are
common to large groups of
highly intelligent children.
very bright, high intelligence, highly capable
(necessarily) high-achieving
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
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12/9/2013
“The Bell Curve”
Asynchronous
Neurotypical
10 year old
IQ: 100
Mental Age: 10
IQ: 60
Mental Age: 6
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
IQ runs in families
Out of 148 sets of siblings
 over
1/3 were within five IQ points of each other
 over
3/5 were within 10 points
 nearly
Different ability/maturity levels in different areas

Example: a 5 year old
IQ: 140
Mental Age: 14
Profound
Moderate Mild
Mildly Moderately Highly Profoundly
Neurotypical Gifted
Retardation Severe Retardation Mental
Gifted
Gifted
Gifted
Retardation
(“Bright”)
Retardation


But second-born less likely to be identified

Parents and grandparents too… 
Writing like a 6 year old

Emotional maturity of a 4 year old

Social maturity of an 8 year old

Social skills of a 5 year old

Don’t assume a higher level of maturity comes with
advanced academic skill…

MYTH: “If she can’t do XX well, then she’s not gifted”
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Twice-Exceptional - 2e



Gifted AND

(Stealth) Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia

ADHD, Autism, Aspergers Spectrum

Sensory Processing Disorder (SPD), Auditory Processing (CAPD)

Anxiety, Depression, Mood Disorders, OCD, …

Vision Tracking (1 in 4, underdiagnosed)
17% of general population, much higher of gifted
Giftedness can mask learning disabilities


© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Reading like a 10 year old

Most gifted kids develop asynchronously

(Linda Silverman, 2009)
Doing math like an 8 year old


3/4 were within 13 points


IQ subtest patterns can help diagnose
Many gifted traits mimic ADHD, Aspergers traits
Diagnosis is tricky! Insist on an expert
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Catch the Ball 
Shout out a characteristic of your gifted child
Emotional life
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
All of these characteristics can
have both positive and
negative aspects
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
2
12/9/2013
3 core personality traits
Perfectionism


perfectionism




intensity
sensitivity




Erase a hole in the paper
Impatient with others
Meltdown at the first sign of trouble
Can’t make a decision
Hate criticism
Trouble accepting compliments
Dwell on mistakes
Unwilling to start, afraid to try, “I don’t want to”
Reach for impossible goals
Hard to work with others who aren’t “doing it right”
SENG: Supporting Emotional Needs of the Gifted (www.sengifted.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Sensitivity













© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Intensity
Too loud: fireworks, movies, toilets
Too scary: movies, even Disney ones!
Scratchy tags in clothing, buttons, zippers
Low pain tolerance
Bathing/swimming: water in my eyes/nose!
Picky eater, don’t like foods to touch, textures
Loves snuggling, soft fabrics – or hates to be touched
Sensitive to smells
Food sensitivities/allergies
Reactive hypoglycemia
Big reactions to minor setbacks
Overreacts to discipline
Or, sensory seeking…












Tears of joy at a beautiful sunset
So focused they don’t “hear” you
Obsessions about a topic of interest
Difficulty with transitions
Big focus on fairness
Competitive: most, best, fastest, highest
Intense nightmares, fears
Sleep issues
Major meltdowns
Mood swings: higher highs, lower lows
Stubborn, strong-willed, inflexible
Unyielding negotiator
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Sensual OEs to an extreme…
Sensory Processing Disorder
Overexcitabilities - OEs
Sensory Integration Disorder



Central Auditory Processing
Disorder
Dabrowski’s 5 “super-stimulatibilities”

Psychomotor

Sensual

Imaginational

Intellectual

Emotional
“The Highly Sensitive Person”
“The Out of Sync Child”
Occupational Therapy (OT)
OEs aren’t an
accident; they
support higher
intelligence.
Highly Aware & Deeply Care






Feel a more intense reaction

For a longer period than normal

To a stimulus that may be very small
More curious
Hear more
See more
Feel deeper
Honor it! Coach how to cope with it, not change it
© 2012-2013, Northwest Gifted Child Association (nwgca.org)


“We have to fix global warming, Mom.”
“Its just not fair that there are homeless people!”
“Save the tigers!”
Current events can be scary

Hard wired in central nervous system,
not just
More energetic
Imagine deeper
psychological

Deep empathy for others
Take on the world’s problems
They understand the magnitude of the problem
But lack world experience to process adult topics
Consider being extra protective/sheltered


They hear background conversations, TV, newscasts, read
newspaper headlines…
Movies can be too intense
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
3
12/9/2013
Existential Angst

Fear of dying, fascination with death
 Even
Imposter Syndrome

4 year olds!
Very accomplished people who think
 “I’m not

“Nothing really matters”
 “I

“We are just a spec in the universe”
 “Other

“I don’t want to have a birthday.
I’ll never be 6 ever again!”

as smart as it seems”
don’t deserve my success, I just got lucky”
people have more background,
experience, skills and could do this better”
 “They

will find out I’m a fraud…”
Particularly for young and adult women
It is possible for a gifted child to become
clinically depressed over these issues!
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Food

Anxiety & fears
Food sensitivities & allergies
 Seem
to be higher incidence rate
 Artificial colors linked to ADHD, exec function

© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Reactive hypoglycemia
 Sudden
About school, friends, death, darkness,
homework, monsters under the bed…
 What if…
 Where does it come from?

 Imaginational
crash of blood sugar past a threshold
inflexible, hairtrigger tantrums

 Perfectionism
Our family’s experience
 Early
 Protein
at every meal or snack really helps
 Morning snacks at school
 “Feed your brain”
understanding of world events, crime, etc.
inhibition
 Impaired
 Possibly
due to late maturation of prefrontal cortex
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Coaching Intense Emotions

Anxiety, anger, fear
 Leads

Is this a “baby” problem or a “giant” problem?
 On

to aggression, tantrums, withdrawal
a scale of 1 to 10, engage logical reasoning
Your child may not be able to get over the
initial hump on their own
 Goal
setting
 Carrots & sticks
 Sometimes they need a real push
 Hold
OE
 Intensity
 Grumpy,
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Taming the Worry Monster

From Dan Peters, Summit Center

Amygdala is the seat of emotion & worry

Big brain surrounds the tiny amygdala

Use your big brain to keep your amygdala
from taking over
 Tries
to trick you, exaggerates, lies, “takes over”
 Keep
your brain fed and strong
 “Boss
it back!”
accountable, insist on finishing, sit with the tantrum
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
4
12/9/2013
Introverts vs. Extroverts

Introverts
 Get
energy by being alone
 Stereotype: quiet,
shy, reserved, need processing
time, think before talking, prefer 1-on-1 over
groups, want a few good friends
 But,
Social Life

some can be very social as well!
Extroverts
 Get
energy by being with other people
 Stereotype: outgoing, enjoy
want to have lots of friends
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Introverted
Independent vs. Conformist

 Their
 “To

Introverted
Conformist
Independent
 March to
their own drummer
Plain Jane
thine own self be true”
to be with the group
to blend in, fit in
 Sensitive
Independent
Miss
Popular
bend their desires to go with the group
 Want
Loner
Conformist
Conformist
 Will
Introverted
Independent
personal opinion matters more than the group
 Want
parties, think out loud,
Leader,
Trend
Setter
Extroverted
Independent
Extroverted
Conformist
to peer pressure
Extroverted
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Introverted
30% of the general population are introverts
60% of gifted children are introverts
75% of highly gifted children are introverts
60% of gifted children
are independent
Conformist
Independent
“
When gifted children are
asked what they most desire,
the answer is often ‘a friend’.
The children’s experience of
school is completely colored
by the presence or absence
of friends.
(SILVERMAN, 1993)
http://www.bellevuediscovery.com/
Documents/More%20Than%20I.Q.pdf
”
Extroverted
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
5
12/9/2013
Social mismatch







More complex vocabulary
More involved games, stricter rules, fairness
Interested in niche topics, ask unusual questions
“Let’s look for letters in the trees!” – 5 year old
Kids realize very early - they are somehow different
Social development requires PRACTICE
Results:





Gravitate to older kids (similar mental age)
Become a little adult
(adults are easier to understand and relate to)
Dumb themself down to fit in
Feel like they have to “fake it” to make a friend
Lonely, social isolation (even if they have playmates)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Asynchronous social development


Desire higher maturity level relationships
BUT, may lack practical social & friendship skills




ALSO, there’s a difference between



Some kids need to be explicitly taught the
rules of social conduct
Or, lack of practice
Or, just average social skills
Knowing what to do (“Smile and say hello”)
vs.
Actually doing it (“I don’t want to”)
Social maturity

Stage 1: “Play Partner”
Stage 2: “People to chat to”

Stage 3: “Help and encouragement”

Stage 4: “Intimacy/empathy”

Stage 5: “The sure shelter”











 Is
it really true? Engage logical reasoning.
 “Playful” teasing vs. “hurtful” teasing
 Waiting for an invitation rarely works…
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Gifted kids looking for deeper relationships
But, other kids still pretty inclusive
No one really understands me, “silent suffering”

Why? Neurotypical kids shifted to higher levels of
social relationships





Left out of parties, playdates, playground games
More focus on shared interests
Friends who are “just like me”
Smaller friendship groups
Fewer birthday parties inviting the whole class
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Consider this scenario…




Coaching
http://www.davidsongifted.org/db/Articles_id_10400.aspx
Social mismatch becomes visible in 4th-5th grade

one reached out to invite me to play the game
 He hates me, she thinks I’m stupid
 I don’t have any friends
PG 6-7 year old vs. neurotypical 11-12 year old
“A friend is a place you go to when you need to take
off the masks. You can take off your camouflage with a
friend and still feel safe.”


 No
bi-directional
Biggest social maturity gap ages 4-9

© 2012-2013, Northwest Gifted Child Association (nwgca.org)
An offhand comment from a peer can cause
serious turmoil
 Intense response to perceived rejection
uni-directional
How it plays out over time
Can flex to match interests, play patterns with others
But still longs for “someone who really gets me”
Socially sensitive
sharing of interests
Miraca Gross, 2002
study of 700 gifted children
OR, a child may have great social skills

On average,
the higher the
IQ, the more
mature a social
relationship the
child is seeking

A gifted kid enters preschool with ageappropriate social skills
In school, feels “different” from other kids, desires
deep friendship, but doesn’t find it
After a few years, starts falling behind in social skill
development due to lack of practice
Lack of social skills makes it even harder for them
to flex to find common interests with agemates.
Loses confidence due to perceived rejection.
Kid is visibly struggling socially, and the parent
believes that kids “need to be able to get along
with all kinds of people in this world”
What should the parent do?
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
6
12/9/2013
Solving this scenario

When a kid is struggling, do you:





Even better,
When a kid is struggling,
do you:



Group together with true peers
Coaching & support
Neurotypical kids don’t need to bridge these
asynchronies to develop socially


(a) Keep throwing them into the deep end of the pool
(b) Put them in the shallow end with a float and a
teacher
Make the environment easier, so that they can
get skill development back on track

Solving this scenario
providing
true
Make the environment
easier,
so that they can
get skill development
track
peers back
fromon
the



This is an unrealistic challenge for a gifted kid who is not
also gifted socially
prevent
thisdeep end of the pool
(a) Keep throwing
them into the
(b) Put them in the
shallow end
with a float and a
scenario
by
teacher
Group together with
true peers
beginning
Coaching & support
Neurotypical kids don’t need to bridge these
asynchronies to develop socially

This is an unrealistic challenge for a gifted kid who is not
also gifted socially
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Peer relationships

What is a true peer?
 Similar
 Similar
 Similar
 Similar
 Similar
age?
grade level in school?
abilities?
maturity level?
interests?

Ideally, all of these

Not always possible to find
 School
 The
programs with similarly gifted age-mates
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
A portfolio of friends
4H/girl scouts/boy scouts/campfire
Sports teams
 Classmates
 Neighborhood kids
 Lego robotics club
 Math Club/Olympiad
 Enrichment & summer camps for gifted


 UW
 Full
higher the IQ, the more compromise is needed
Robinson Center, CTY, SIG, Davidson, Yunasa
list: http://www.nwgca.org (Resources)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
3 Factors in a Good School Fit

Level
 Appropriate
 Enrichment

level of challenge
vs. acceleration
Pace
 Gifted
learners need 1-3 repetitions
need 6-8 repetitions
 Neurotypical learners
School Life

Peers
 True
peers to discuss, challenge each other, work
together, etc.
 Optimal for social development
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
7
12/9/2013
When the school doesn’t fit…

Constantly ask probing questions

Trouble socializing with other kids



Annoy teacher & other kids

Lack of common interests

Advanced vocabulary
Dumb themselves down to “fit in”

Consciously or subconsciously

Particularly gifted girls going “underground”

3rd grade “regress to mean” phenomenon
Become the class clown

Or the dreamer, the loner, or the victim…

Or the A+ student!
Gifted programs help kids socially
Gifted children have better social adjustment in
classes with children like themselves.
The brighter the child, the lower his or her social
self-concept is likely to be in the regular
classroom.
Social self-concept improves when children are
placed with true peers in special classes.
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Why not put one gifted kid in each
classroom? Doesn’t that help other kids?

Gifted kids are NOT role models

When other kids look at the natural abilities of gifted
students, they only get discouraged that there’s no
way they could possibly “catch up.”

© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Won’t kids get arrogant if they are
in a gifted program?
Actually, when kids are among true peers they
are no longer the smartest kid in the room
 Humble
 Get
When gifted learners are removed from the
classroom, other bright kids step up and become
more meaningful classroom leaders.
(Delisle & Galbraith, 2003; Winebrenner and Devlin, 2001; Shunk 1998)
challenged by peers
 Develop
true self-confidence, self-reliance
Kids realize they are somehow different in
preschool or kindergarten…they already know.
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Shocking statistics




10%-20% of high school dropouts test in the
gifted range (Rimm, 2003)
18%-25% of gifted learners drop out of high
school (nagc.org)
Up to 20% of the prison population is gifted
(Streznewski)
WHY?
If a gifted child is allowed to “skate” through regular
classrooms where they pick up the new ideas seemingly
without trying, they never learn how to tackle a
genuinely hard problem. Eventually, they find
themselves in middle school geometry, or high school
physics, and are faced for the very first time with a topic
that is not intuitive for them—and have no experience,
no strategies, and limited emotional reserves to tackle
it. (Cross, 2002)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Underachievement

Has its roots in 1st, 2nd, 3rd grade

Kids may never have to develop:
 But
often isn’t visible until middle or high school
 How
to handle a real challenge
perseverance, grit
 Emotional coping skills
 Study skills
 Persistence,
2e issues may be hidden until the material
gets challenging enough
 Underachievement – very difficult to reverse

http://www.hoagiesgifted.org/underachievement.htm
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
8
12/9/2013
“
I never recognized myself as
gifted, and school came
easy to me. I never learned
to study until I almost failed
my first year of college. Kids
who weren't as smart as me,
had skills that I had never
learned, and understood
how to work the system, it
was humiliating to figure that
out the hard way.
“
”
I was never challenged in
school until college, and I
almost lost an academic
scholarship my first semester
because I had never learned
how to study or work hard!
My whole concept of self
was shaken when I finally
"failed" at something.
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
“
”
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
I’m not good at
things I’m not
good at.
”
Now What?
RESOURCES AND NEXT STEPS
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Nurture Assumption
Judith Rich Harris

Controversial!

Peers matter MUCH more than
parents in child development

Takeaways
 Your
biggest impact as a parent
may be who you choose as your
child’s peer group(s)
 By
middle school, harder to
influence peer groups
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Mindset, Carol Dweck
“The Perils and Promises of Praise”

“Effort Effect”
 Kids
who were told they were
smart didn’t try as hard next time
 Kids who were praised for effort
did better

Takeaways
 Don’t praise
kids for being smart
effort and progress (not results)
 “Keep on trying…” “Practice really works!”
 “The brain is like a muscle.
It needs a workout to get stronger.”
 Praise
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
9
12/9/2013
Positive Pushing
So what do I tell my kid?
• Kids won’t achieve their
potential without a push
from parents

Jim Taylor
 They
already sensed they were somehow different
in preschool or kindergarten
– (Especially when anxiety
and/or perfectionism get in
the way)
• Gives tips for when to push
and when to back off
Talk to them about being gifted
 Their
brain works differently than for other kids
 They
are more sensitive (they aren’t dreaming it)
 They
learn at a different rate, and sometimes with
a different style
 Talk

about the many faces of perfectionism
DO NOT praise them for being smart
 Praise
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Now that you know…what’s next?


Take stock of your parenting techniques
Advocate for your kids’ needs

Positive, cooperative relationship with teacher

Learn more: books, websites, conferences, etc.
Have you had your kids tested?

Get resources

Support gifted legislation





Any chance of 2e? A sibling who doesn’t “look” gifted?
Therapy, enrichment, social skills groups…
Join the WA Coalition for Gifted Education
Tell your representatives that you care about gifted education
(http://app.leg.wa.gov/districtfinder/)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Disclaimer




& reinforce effort, perseverance, progress
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Workshop: What Parents Need
to Know about Smart Kids
Deeper content, lots more discussion &
thought-provoking activities to help you
think through your next steps
Saturday, November 16, 1-5pm
Brightwater Center, Bothell, WA
$35 to register, $5 for second family member
Bring a spouse, send a neighbor, tell a friend!
Register at: http://www.nwgca.org
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Local Specialists 1
I offer the following listings of local resources,
professionals, books, articles, groups, etc.
because they have been helpful to me or to
people that I know.
I cannot take responsibility for whether they work
for you, as every situation, every child, and every
family is different.
I offer them as starting places to help you and
your family find the resources you need.
I’m sure there are other great people, places,
and resources out there. If you find one, please
tell me about it! [email protected]
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Dr. Torgersen, Dr. Murphy, Dr. Mattione Alderwood Vision Therapy,
Lynnwood http://alderwoodvisiontherapy.com/
Dr. Neena Gabrielle Eastside Family Vision Care, Kirkland
Developmental optometrists that can diagnose and treat vision
processing problems in kids—very treatable, but highly underdiagnosed.
Can look like ADHD or dyslexia, especially when reading. You can have
20/20 eyesight and still have significant issues. Most pediatricians &
family eye docs don’t look for this, and would not think to check for it.
Gayle Fay, Bellevue, 425-452-8036
Philip Dunbar-Mayer, Issaquah
Also Mariam Maraujo, www.drmariamaraujo.com
Pediatric neuropsychologist for IQ testing and also other assessments
that can indicate ADHD, learning disabilities, dyslexia, etc.
Dr. Mandelkorn, 206-275-0702
ADHD diagnosis wizard, pediatric psychiatrist
Dr.(s) Eide, http://neurolearning.com/
Husband/wife neuropsychologist team who focus on 2e, especially
dyslexia & gifted. Book very far in advance.
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
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12/9/2013
Local Specialists 2
Dr. Shelly Mackaman, 425-885-3330
Child psychologist in Redmond who is particularly good with
gifted kids. Plan to spend 2-3 months on the waiting list.
Dr. Lisa Erickson, http://www.lisaerickson.net/giftedness.html
Psychologist in Seattle who specializes in gifted adults.
Dawn Blomberg, 206-963-6252, www.speechtherapykirkland.com
Speech therapy, articulation, executive function, social thinking
Children’s Therapy of Woodinville
Speech therapy, Occupational Therapy (OT)
Wally’s Club (Kirkland)
Friendship & Social Skills groups
Books on Gifted

A Parent's Guide to Gifted Children
Social/Emotional

Emotional Intensity in Gifted Students

Living with Intensity

Some of My Best Friends are Books
School

Academic Advocacy for Gifted Children

Re-forming Gifted Education

Losing Our Minds

Genius Denied
Twice Exceptional (2e)

Misdiagnosis & Dual Diagnosis of Gifted Children & Adults

Different Minds

The Dyslexic Advantage, The Mislabeled Child
For Kids

Gifted Kids’ Survival Guide (10 and under)

Gifted Teen Survival Guide
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
More Reading

© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Discussion Groups
http://www.gifteddevelopment.com/What_is_Gifted/learned.htm
Overexcitabilities

http://www.sengifted.org/archives/articles/overexcitability-and-the-gifted

http://www.hoagiesgifted.org/dabrowski.htm

http://www.davidsongifted.org/db/Articles_id_10102.aspx

http://hsperson.com/, The Highly Sensitive Person

The Out of Sync Child
Social/Emotional/Introverts

Good Friends are Hard to Find (Frankel)

Some of my Best Friends are Books (Halstad)

Growing social & emotional skills through “bibliotherapy”

NWAccel – Seattle Area
http://groups.yahoo.com/group/NWaccel/

GTWorld – Nationwide family of lists, incl. 2e
http://gtworld.org/

BrightKids (Mensa) – Nationwide
http://www.us.mensa.org/learn/gifted-youth/other-resources/

Seattle Mensa Chapter Kids’ Programs

Quiet: The Power of Introverts in a World that Can’t Stop Talking (Cain)
(currently defunct, needs a leader!)

How to be a friend: a guide to making friends and keeping them (Brown
& Brown)
http://mensawwyouth.wordpress.com/

Miraca Gross (2002) study of 700 gifted kids
http://www.davidsongifted.org/db/Articles_id_10400.aspx
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Facebook Groups

Gifted Homeschoolers Forum

Supporting Gifted Learners
 http://facebook.com/GiftedHomeschoolersForum
 http://facebook.com/SupportingGiftedLearners

Hoagies Gifted (on facebook)
 https://www.facebook.com/HoagiesGifted

NWGCA (on facebook)
 http://facebook.com/nwgca
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
Web Resources

http://www.nwgca.org/ - join the mailing list!
Northwest Gifted Child Association

http://wcge.wordpress.com/
Washington Coalition for Gifted Education

www.nagc.org
National Association for Gifted and Talented

www.hoagiesgifted.org
Hoagies' Gifted Education Page

www.sengifted.org
Supporting Emotional Needs of the Gifted

www.davidsongifted.org
Davidson Institute for Talent Development

http://www.2enewsletter.com
Twice-Exceptional Newsletter
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
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Thank You 
Northwest Gifted Child Association
http://www.nwgca.org
© 2012-2013, Northwest Gifted Child Association (nwgca.org)
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