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ETD Abstract Container

Abstract Header

Perceptions and Practices of School Psychologists Working with Twice Exceptional Students

Becks, Emily E
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721310318572666

Abstract Details

2024, Doctor of Education (Ed.D.), University of Findlay, Education.
Twice exceptional (2e) students show unique characteristics of any disability and giftedness which may include students who have learning disabilities, autism spectrum disorder, and attention deficit hyperactivity disorder as mandated by Child Find (Baldwin et al., 2015; Berninger & Abbot, 2013; Cain et al., 2019; Leroux & Levitt-Perlman, 2000; Wrightslaw, 2018, par. 1) Evaluation procedures should look similar to gifted and special education assessments to create a cumulative profile of the student (Morrison & Rizza, 2007; Rizza & Morrison, 2007). The closest prevalence estimation of identified 2e students is about 6% (National Education Association, 2006). This 6 participant qualitative study was coded using the lens of Bandura’s self-efficacy (1977). Results showed that current practices varied depending on the district's resources. Although they felt prepared, most participants reported that they had no training in identifying 2e students. Those who were not confident in their ability reported they wanted a clearer role and more training. From this, state and federal policies should look at defining a clearer role for school psychologists in the evaluation process through a more formalized plan and adding a check box on the ETR form. School districts and administration should also create a policy that clarifies roles and expectations for all parties involved in the evaluation process. They should also make sure that there are no scheduling conflicts for services provided to 2e students. Finally, more professional development should be done either by graduate programs or continuing education programs to increase the identification knowledge of 2e students.
Kara Parker (Committee Chair)
Jon Brasfield (Committee Member)
Kyle Wagner (Committee Member)
144 p.
Educational Psychology
Twice exceptional, 2e, Identification, Confidence, Self-Efficacy

Recommended Citations

Citations

  • Becks, E. E. (2024). Perceptions and Practices of School Psychologists Working with Twice Exceptional Students [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721310318572666

    APA Style (7th edition)

  • Becks, Emily. Perceptions and Practices of School Psychologists Working with Twice Exceptional Students. 2024. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721310318572666.

    MLA Style (8th edition)

  • Becks, Emily. "Perceptions and Practices of School Psychologists Working with Twice Exceptional Students." Doctoral dissertation, University of Findlay, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1721310318572666

    Chicago Manual of Style (17th edition)

findlay1721310318572666
141
© 2024, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.