In recent years much of the emphasis for training of school personnel who are involved with gifted students has focused on meeting their curricular needs. This emphasis is well-placed, but doesn’t take into account that to a significant degree, students come as a “package deal” with their parents. Parents have a major role to play in the effectiveness of their students’ learning. Many teachers report frustrations with their dealings with parents of gifted students—the opposite is also true, although most speak with considerable praise. Perhaps it needs to be acknowledged, in this course, that teachers bear some responsibility for the orientation of specifically these parents of gifted students, like it or not. These students have much in common with their children’s affective strengths and challenges, and teachers’ awareness can he enhanced to create a supportive working relationship for the good of all involved.

This class examines behavior management philosophy, sensory and emotional regulation research, tools for Functional Behavior Assessments, and strategies for writing Positive Behavior Support Plans for students on the autism spectrum. 

Prerequisite: SPED 7091