Parallel Session Proceedings »
4.1.11 The Adaptive Think-Aloud Framework: Is it Useful in the Preliminary Stage of Identifying Twice-Exceptionality?
Gifted/high-ability primary/elementary students with learning difficulties and/or learning disabilities have diverse and complex profiles, and identification of their strengths and difficulties can be problematic. Two of the key factors limiting detection are variations in teacher knowledge/experience, and the lack of manageable preliminary investigation strategies. The mixed methods research project was primarily centred on developing and trialling the Teacher Checklist Questionnaire (TCQ), but for the presentation, the Adaptive Think-Aloud Framework (ATAF), which was developed for comparison purposes, is explained and reviewed. There is a brief outline of the TCQ, followed by an outline of the purpose, development, results and value of using the ATAF in the early stage of identifying possible twice-exceptional children. The session commences with reference to the main features of the TCQ, including how it was developed and then trialled by 10 teachers at the primary school research site. To complete the overview, the trial’s promising findings arising from the qualitative and quantitative methods of analyses are highlighted. Following this background, the desirability of comparing the TCQ results with other accessible assessment strategies as part of a comprehensive approach is covered. Of the four additional assessment strategies used in the research, the ATAF is reviewed because it addresses the value of including an interactive approach for observing students’ reading, metacognitive and critical thinking skills, which are often relevant to considerations of twice-exceptionality. The development of the ATAF, which includes the Section A and Section B frames, is outlined. Section A has sections for making observations such as phonological/semantic/syntactic skills and any previous diagnoses. Section B provides scope for observations about how students are using critical thinking and metacognitive skills to support comprehension of written text. Both of these frames were used in case studies of six selected students aged between 9 and 12 years. Details are provided about both the trialling of the ATAF via a think-aloud procedure and the diverse data obtained. Samples of the students’ responses, included in the power point slides, illustrate the usefulness of this framework for both observing and recording students’ skill levels in reading and interpreting written text. To conclude the presentation, it is noted that the findings suggest that the ATAF has promise for teacher usage as part of a comprehensive assessment protocol, particularly in the early stage of identifying twice-exceptional students. A subsequent recommendation is made that the ATAF would warrant further trialling.