Date of Award
Dissertation in Practice
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
Norma L. Hafenstein, Ph.D.
Susan M. Baum
ADHD, Asynchrony, Gifted, Identification, Preadolescent, Twice-exceptional
The purpose of this collective case study was to examine the perceived developmental transitions of preadolescent, twice-exceptional students to understand both the supports and barriers from the perspective of parents, teachers, and psychologists. The case for this study, located in a western U.S. state, was a private school educating twice-exceptional students. The research questions guiding the study included the following: How do parents perceive growth in both academic and psychosocial development? How do educators perceive growth in both academic and psychosocial development? What are the supports that promote successful developmental transitions? What are the barriers that inhibit successful developmental transitions? The goal of this study was to provide the information necessary for parents, teachers, and administrators to determine appropriate goals, classroom placement, accommodations, and targeted interventions. Primary data sources included interviews with educators, parents, and a psychologist who works with twice-exceptional students and their families, a campus observation, and artifacts. Results of this study revealed that communication can act as both a support and a barrier to successful developmental transitions. Differentiating both process and product in the classroom, providing the appropriate physical environment, and explicitly teaching social and emotional learning language all contribute to successful development transitions.
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Karen B. Arnstein
Received from ProQuest
Arnstein, Karen B., "How Parents, Teachers, Psychologists, and Educational Environments Influence Developmental Transitions of Preadolescent Twice-Exceptional Students" (2020). Electronic Theses and Dissertations. 1715.
Developmental psychology, Gifted education, Special education