The Relationship between Self-Concept, Ability, and Academic Programming among Twice-Exceptional Youth

Autor/inn/en	Foley-Nicpon, Megan; Assouline, Susan G.; Fosenburg, Staci
Titel	The Relationship between Self-Concept, Ability, and Academic Programming among Twice-Exceptional Youth
Quelle	In: Journal of Advanced Academics, 26 (2015) 4, S.256-273 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X15603364
Schlagwörter	Self Concept; Academic Ability; Exceptional Child Research; Profiles; Cognitive Ability; Student Participation; Intelligence Tests; Cognitive Measurement; Gifted Disabled; Comorbidity; Learning Disabilities; Intervention; Related Services (Special Education); Self Concept Measures; Correlation; Predictor Variables; Children; Adults; Achievement Tests; Multivariate Analysis; Wechsler Adult Intelligence Scale; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Selbstkonzept; Charakterisierung; Profilanalyse; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung; Korrelation; Prädiktor; Child; Kind; Kinder; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning disability (SLD; n = 11). Self-concept and ability measures were administered as a part of comprehensive evaluations to assess for co-existing high ability and disability. Despite the presence of a disability, overall self-concept profiles were in the average range, suggesting either co-occurring high ability serves as a protective mechanism or a possible positive illusory bias among participants. There was no relationship between ability, educational services, and self-concept, implying that high cognitive ability and related educational interventions are independent of how twice-exceptional students feel about themselves. Findings raise questions about the precision of traditional identification models in selecting twice-exceptional students for participation in gifted education programming. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01