Co-Creating a Strength-Based Behavioral Intervention Plan With Twice-Exceptional Students: A Youth Participatory Action Research Approach

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: "What do THEY Know?" Teacher Research and Student Voice (Table 14)

Abstract

Twice-exceptional students face greater challenges to success in school and often have social and emotional issues that require accommodations and supports beyond those available in the general classroom. This study used a youth participatory action research method to empower twice-exceptional students to cocreate a strength-based, behavioral intervention plan to help them self-modulate strong emotional responses that hindered their learning. Using qualitative data from observations, student journals, and student interviews, four themes emerged: (a) student’s needs; (b) self-advocacy and self-awareness; (c) relationships and connections; and (d) self-modulation. Collaboration emerged as an overarching theme, resulting in positive benefits among the four themes. The intervention plans were effective in helping students to self-modulate their strong emotional responses.

Author

• Kristy L Garrett, Spartanburg School District 2