Publication

Students with (suspicion of) IG+ASD: A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment

Veltmeijer, A. E. J., 2016, [Groningen]: Rijksuniversiteit Groningen. 167 p.

Research output: ThesisThesis fully internal (DIV)Academic

APA

Veltmeijer, A. E. J. (2016). Students with (suspicion of) IG+ASD: A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment. [Groningen]: Rijksuniversiteit Groningen.

Author

Veltmeijer, Agnes Elisabeth Johanna. / Students with (suspicion of) IG+ASD : A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment. [Groningen] : Rijksuniversiteit Groningen, 2016. 167 p.

Harvard

Veltmeijer, AEJ 2016, 'Students with (suspicion of) IG+ASD: A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment', Doctor of Philosophy, University of Groningen, [Groningen].

Standard

Students with (suspicion of) IG+ASD : A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment. / Veltmeijer, Agnes Elisabeth Johanna.

[Groningen] : Rijksuniversiteit Groningen, 2016. 167 p.

Research output: ThesisThesis fully internal (DIV)Academic

Vancouver

Veltmeijer AEJ. Students with (suspicion of) IG+ASD: A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment. [Groningen]: Rijksuniversiteit Groningen, 2016. 167 p.


BibTeX

@phdthesis{4d94477d22904b7682ab2ec618df5ba7,
title = "Students with (suspicion of) IG+ASD: A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment",
abstract = "The phenomenon ‘Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder’ (IG+ASD) was explored in relation to psycho-educational assessment praxis. A systematic literature review revealed the absence of well-grounded theories of IG+ASD, and some converging tendencies concerning personal characteristics of IG+ASD. Meanwhile, diagnosticians in education and mental health organisations faced the problem of misdiagnoses and missed diagnoses. Therefore, the S&W Heuristic was developed: A ‘rule of thumb’ which deals with the discrepancy between the lack of a theoretically coherent view on assessments and the concomitant problem of biased diagnoses in psycho-educational practices. The S&W Heuristic systematically connects assessment data and intervention indications. It does not primarily aim at categorical diagnoses, such as the labels IG, ASD or IG+ASD. Instead it aims at the question ‘which interventions fit this student with (suspicion of) IG+ASD’, by means of revealing the individual student’s Special Psycho-Educational Needs (SPENs). Subsequently, two empirical studies focused on how assessment processes were performed in various psycho-educational practices in the Netherlands: Whether they were consistent with the theoretical principles of the S&W Heuristic, and whether there seemed to be any necessity of optimisation of assessment trajectories in psycho-educational practice. A total of 36 assessment dossiers of students (full-scale IQ ≥ 130) were analysed. The results indicate that bias as well as unsystematicity were present in different stages of a substantial part of these assessments. It was concluded that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG+ASD.",
author = "Veltmeijer, {Agnes Elisabeth Johanna}",
year = "2016",
language = "English",
isbn = "978-94-6233-218-8",
publisher = "Rijksuniversiteit Groningen",
school = "University of Groningen",

}

RIS

TY - THES

T1 - Students with (suspicion of) IG+ASD

T2 - A study aimed at understanding the phenomenon of Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder in relation to (needs-based) assessment

AU - Veltmeijer, Agnes Elisabeth Johanna

PY - 2016

Y1 - 2016

N2 - The phenomenon ‘Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder’ (IG+ASD) was explored in relation to psycho-educational assessment praxis. A systematic literature review revealed the absence of well-grounded theories of IG+ASD, and some converging tendencies concerning personal characteristics of IG+ASD. Meanwhile, diagnosticians in education and mental health organisations faced the problem of misdiagnoses and missed diagnoses. Therefore, the S&W Heuristic was developed: A ‘rule of thumb’ which deals with the discrepancy between the lack of a theoretically coherent view on assessments and the concomitant problem of biased diagnoses in psycho-educational practices. The S&W Heuristic systematically connects assessment data and intervention indications. It does not primarily aim at categorical diagnoses, such as the labels IG, ASD or IG+ASD. Instead it aims at the question ‘which interventions fit this student with (suspicion of) IG+ASD’, by means of revealing the individual student’s Special Psycho-Educational Needs (SPENs). Subsequently, two empirical studies focused on how assessment processes were performed in various psycho-educational practices in the Netherlands: Whether they were consistent with the theoretical principles of the S&W Heuristic, and whether there seemed to be any necessity of optimisation of assessment trajectories in psycho-educational practice. A total of 36 assessment dossiers of students (full-scale IQ ≥ 130) were analysed. The results indicate that bias as well as unsystematicity were present in different stages of a substantial part of these assessments. It was concluded that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG+ASD.

AB - The phenomenon ‘Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder’ (IG+ASD) was explored in relation to psycho-educational assessment praxis. A systematic literature review revealed the absence of well-grounded theories of IG+ASD, and some converging tendencies concerning personal characteristics of IG+ASD. Meanwhile, diagnosticians in education and mental health organisations faced the problem of misdiagnoses and missed diagnoses. Therefore, the S&W Heuristic was developed: A ‘rule of thumb’ which deals with the discrepancy between the lack of a theoretically coherent view on assessments and the concomitant problem of biased diagnoses in psycho-educational practices. The S&W Heuristic systematically connects assessment data and intervention indications. It does not primarily aim at categorical diagnoses, such as the labels IG, ASD or IG+ASD. Instead it aims at the question ‘which interventions fit this student with (suspicion of) IG+ASD’, by means of revealing the individual student’s Special Psycho-Educational Needs (SPENs). Subsequently, two empirical studies focused on how assessment processes were performed in various psycho-educational practices in the Netherlands: Whether they were consistent with the theoretical principles of the S&W Heuristic, and whether there seemed to be any necessity of optimisation of assessment trajectories in psycho-educational practice. A total of 36 assessment dossiers of students (full-scale IQ ≥ 130) were analysed. The results indicate that bias as well as unsystematicity were present in different stages of a substantial part of these assessments. It was concluded that the S&W Heuristic seems to pave the way for systematicity and less bias in assessment processes of students with (suspicion of) IG+ASD.

M3 - Thesis fully internal (DIV)

SN - 978-94-6233-218-8

PB - Rijksuniversiteit Groningen

CY - [Groningen]

ER -

ID: 28791215