By Diane M. Kennedy, Rebecca S. Banks
The way forward for our society will depend on our proficient children--the inhabitants within which we'll locate our subsequent Isaac Newton, Albert Einstein, or Virginia Woolf. but the presents and skills of a few of our such a lot very good youngsters may perhaps by no means be well-known simply because those little ones fall right into a crew referred to as two times unprecedented, or "2e." two times extraordinary young ones are either proficient and clinically determined with a disability--often ADHD or an Autism Spectrum Disorder--leading lecturers and fogeys to miss the child's skills and concentration completely on his weaknesses. Too frequently, those little ones wander away in an never-ending cycle of chasing diagnostic labels and are by no means given the instruments to totally detect their very own potential.
Bright now not damaged sheds new mild in this vivid inhabitants via picking out who two times remarkable childrens are and taking an unflinching examine why they're caught. the 1st paintings to boldly research the common misdiagnosis and controversies that come up from our present diagnostic approach, it serves as a serious warning call for folks and execs to question why our psychological health and wellbeing and schooling platforms are failing our brightest children.
Finally, the authors express what we will be able to do to aid 2e young children, offering an entire baby version for folks and educators to reinforce and enhance a child's innate presents whereas additionally intervening to help the deficits. Drawing on painstaking study and private adventure, vivid now not damaged deals groundbreaking perception and useful thoughts to these looking to aid 2e young children in attaining their complete potential.
Diane M. Kennedy, writer of The ADHD-Autism Connection, is many years suggest, foreign speaker/trainer, and mom of 3 twice-exceptional sons.
Rebecca S. Banks, M.A., co-author of The ADHD-Autism Connection, is a veteran educator, nationwide speaker/trainer, and mom of 2 twice-exceptional children.
Temple Grandin, Ph.D., is a professor, prolific writer, and some of the most complete and well known adults with autism on the planet.
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Extra resources for Bright Not Broken: Gifted Kids, ADHD, and Autism
Clinical descriptions of children with AD/HD frequently include difficulties sustaining attention to task, not following through on instructions, being easily distracted, fidgeting, talking excessively, and interrupting others. The diagnostic criteria for AD/HD appear in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV; American Psychiatric Association, 1994). To receive a diagnosis of AD/HD, an individual must first display a high enough frequency of its primary symptoms.
New York: Guilford Press. Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Lyle Stuart. Fogel, A. (1993). Developing through relationships: Origins of communication, self, and culture. Chicago: University of Chicago Press. , & Reinecke, M. (1995). Cognitive therapy. In A. Gurman & S. ), Essential psychotherapies: Theory and practice (pp. 182–225). New York: Guilford Press. Freud, S. (1953). A case of hysteria. In J. Strachey (Ed. ), The standard edition of the complete psychological works of Sigmund Freud (Vol.
It is consistent with contemporary integrationist and constructivist models of behavior change, and maintains the objective, empirical focus that is the hallmark of cognitive therapy with adults. Cognitive-behavioral therapy with children and adolescents is fundamentally similar, both in theory and in practice, to cognitive therapy with adults. It challenges these models, however, by requiring us to carefully attend to the interpersonal contexts in which children’s beliefs, attitudes, competencies, and skills develop, as well as developmental factors associated with behavioral and emotional change and adaptation.