Buy the book – All proceeds go directly to The Bright Not Broken – Lorna Wing Institute Of America
In their ground breaking book “Bright Not Broken: Gifted Kids ADHD and Autism” Diane Kennedy, Rebecca Banks and Dr. Temple Grandin explained why bringing children with giftedness, autism, and related conditions together is crucial for the well-being of twice exeptional children and our world as a whole. Bright Not Broken helped parents, teachers, and other interested adults ensure that these tremendously gifted children are plucked out of the problem kid abyss in which they are often trapped, are properly nurtured, and grow up to make their own contributions to society.
Bright Not Broken shed new light on this vibrant population by identifying who twice exceptional children are and taking an unflinching look at why they are stuck.
The first work to boldly examine the widespread misdiagnosis and controversies that arise from our current diagnostic system, it serves as a call to action call for parents and professionals to question why our mental health and education systems continue to fail some of our brightest children.
Too often, these kids are caught in an endless cycle of chasing diagnostic labels, being prescribed dangerous medications, and are never given the tools to fully develop their gifts and talents.
The future of our society depends on our gifted children–the population in which we’ll find our next Isaac Newton, Albert Einstein, or Virginia Woolf. Yet the gifts and talents of some of our most brilliant kids may never be recognized because these children fall into a group known as twice exceptional, or “2e.” Twice exceptional kids are both gifted and diagnosed with a disability–often ADHD or an Autism Spectrum Disorder–leading teachers and parents to overlook the child’s talents and focus solely on his weaknesses. Too often, these children get lost in an endless cycle of chasing diagnostic labels and are never given the tools to fully realize their own potential.
Bright Not Broken sheds new light on this vibrant population by identifying who twice exceptional children are and taking an unflinching look at why they’re stuck. The first work to boldly examine the widespread misdiagnosis and controversies that arise from our current diagnostic system, it serves as a wake-up call for parents and professionals to question why our mental health and education systems are failing our brightest children.
Finally, our founders show what we can do to help 2e children, providing a whole child model for parents and educators to strengthen and develop a child’s innate gifts while also intervening to support the deficits. Drawing on painstaking research and personal experience, Bright Not Broken offers groundbreaking insight and practical strategies to those seeking to help 2e kids achieve their full potential.
Diane M. Kennedy, author of The ADHD-Autism Connection, is a long time advocate, international speaker/trainer, and mother of three twice-exceptional sons.
Rebecca S. Banks, M.A., co-author of The ADHD-Autism Connection, is a veteran educator, national speaker/trainer, and mother of two twice-exceptional children.
Temple Grandin, Ph.D., is a professor, prolific author, and one of the most accomplished and renowned adults with autism in the world.
In this vitally important book, written in clear and vivid terms, the authors have succeeded admirably in explaining to parents and professionals alike the urgency of identifying and supporting a childs giftedness in the face of the obvious difficulties of living with disabilities, as well as the dangers of relying exclusively on the categorical approach to childhood disorders.
Adam Feinstein, editor, Looking Up; author, A History of Autism:Conversations with the Pioneers
Diane Kennedy and Rebecca Banks, with the support of Temple Grandin, have created a book to make the journey easier for parents, professionals, and anyone who cares about a twice-exceptional child. Parents, I expect you will buy many copies of this book to pass on to your childrens teachers.
Brian Hughes, parent and university trustee, MIT
Kennedy and Banks have done it again! This wonderfully informative book is a must-read for parents, mental health professionals, and educators who work with exceptional children. It is exceptionally well written and speaks to everyone who works with and loves an exceptional child. Highly recommended!
Donald Gallo, PhD, clinical psychologist; author, Diagnosing Autism Spectrum Disorders
The authors integrate and explain lucidly findings from the best scientific literature on ADHD and autism. Bright Not Broken has the power to change perspectives among professionals and laypersons alike. Exceedingly impressive a monumental work.
Steven Thurber, PhD,ABPP, Minnesota Child andAdolescent Behavioral Health Services
Bright Not Broken is a unique resource for parents and professionals who seek to understand childrens behaviors. The authors are to be applauded for their clear-thinking approach to the jungle of DSM labels a must read for the open-minded!
Lydia Furman, MD, Rainbow Babies and Childrens Hospital,Cleveland, Ohio
Bright Not Broken is an outstanding analysis of the flaws in the educational and psychiatric approaches to childrens challenges. Reading it gave me excellent insight into some of my more challenging cases and has had a profound impact on my personal and professional life.
Ruth Goldberg, PhD, clinical and school psychologist and mother of three 2e children
Bright Not Broken is a much needed book presenting a holistic approach to those with autism and ADHD. For too long professionals have overemphasized the deficit model and ignored the talents that persons with autism and ADHD have. This book provides a much-needed corrective view, which is not alone balanced but reduces stigma. I can fully recommend the book to parents, professionals, and all those who have contact with these unique persons.
Michael Fitzgerald, MD, Henry Marsh Professor of Child and Adolescent Psychiatry, Trinity College, Dublin
This book addresses an important, and under discussed topic, supporting children with significant social and attention problems but who have good cognitive skills. One of the challenges in the literature has been the lack of focus on this population of children who can often be very significantly helped with provision of appropriate supports. With discussion of who they are, why they end up stuck and frustrated, and concrete suggestions on how to help, this highly readable book fills an important need.
Fred R Volkmar, MD, Director, Yale Child Study Center, New Haven, Connecticut
Buy the book – All proceeds go directly to The Bright Not Broken – Lorna Wing Institute Of America
Hosted by Diane Kennedy and Rebecca Banks authors of Bright Not Broken – Gifted Kids ADHD and Autism
In our book “Bright Not Broken” we laid out the “Why” our children are stuck and falling through the cracks, in The Whole Child Talk Radio series we will give you the “How” to release them by uncovering the talents, finding effective treatment options and fostering our brightest minds.
We begin this series featuring Dr. Dan Peters and Dr.Susan Daniels founders of The Summit Center in California. Dr. Peters has devoted his career to the assessment and treatment of children, adolescents, and families, specializing in overcoming worry and fear, learning differences such as dyslexia, and issues related to giftedness and twice-exceptionality. He is author of Make Your Worrier a Warrior: A Guide to Conquering Your Child’s Fears (Great Potential Press, 2013), and the companion book for children, From Worrier to Warrior: A Guide to Conquering Your Fears. In addition, he is co-author (with Dr. Susan Daniels) of Raising Creative Kids. Dr. Susan Daniels is Educational Director of the Summit Center. She provides Differentiated Educational Plans for children and adolescents as part of the Gifted Comprehensive and Gifted Complex Assessments. Dr. Daniels is also an internationally recognized expert in the field of gifted education and creativity. She specializes in the social and emotional development of gifted children and adolescents, intensity and sensitivity of gifted individuals across the lifespan, and the development of creative potential. Dr. Daniels is co-editor and co-author of Living with Intensity.
Linda Kreger Silverman, Ph.D., and Bobbie Gilman, MS. The Gifted Development Center
Assessing Gifts and Challenges in the Whole Child—Seeing twice-exceptionality through the lens of development and asynchrony.
“Understanding the Implications for Gifted Children at School, in the Home, and across the Lifespan”
Quality assessment is essential for the gifted child. It can determine both the educational needs and the right options to appropriately challenge, but not overwhelm, the child. It must be done with precision and with the needs of the gifted in mind. Gifted Development Center testers, working together for many years with this particular population, have been able to hone their skills to the level of leading the field of gifted assessment.
Episode 3 Wednesday April 30th 9pmE 6pmP
Education: RtI and Common Core
We continue with our guests Dr Linda Silverman and Bobbie Gilman, MS. The Gifted Development Center, Our discussion on the necessity of assessment would not be complete without addressing current trends in education. The rising popularity of RtI and Common Core. RtI may govern how gifted children- with and without accompanying disabilities – are identified and served. Emerging RtI programs raise concerns about the methodoogy employed in identifying and serving both gifted and twice exceptional students. Bobbie is one of the authors of a brand new article RtI and The Gifted Child: What Every parent Should Know. She and Dr. Silverman offer invaluable insight for parents and professionals on these critical current issues in education.
Episode 4 Wednesday May 7th 9pmE 6pmP
Michelle Garcia Winner, MA, CCC-SLP. The Center for Social Thinking
The Whole Child and Social Thinking—Unraveling the challenges of a diagnosis to support social thinking and learning
Michelle Garcia Winner specializes in the treatment of individuals with social-cognitive deficits: those with diagnoses such as high-functioning autism, Asperger Syndrome and nonverbal learning disorder. She began teaching Social Thinking® in 1995 to brighter students when she went to work for a high school district as the district’s speech language pathologist. Social Thinking was born out of necessity as a way to reach those “bright but socially clueless students” that needed more information than just what social skill to use. They needed to know why they should bother to use that skill. The strength of Michelle’s work is that she breaks down the research and abstract concepts and creates concrete ways for this to be done. This approach led GreatSchools.org, a leading national nonprofit organization, to call Michelle, “…the leading expert in the field of social skills.”
Dr. Judith Gould, The National Autistic Society Lorna Wing Centre for Autism
The Whole Child and Dimensions of Functioning—Identifying strengths, challenges, and interventions using dimensional assessment
Dr Judith Gould is Director of the NAS Lorna Wing Centre for Autism. She is a Chartered Consultant Clinical Psychologist with nearly 40 years’ experience, specialising in autism spectrum disorders and learning disabilities. Before becoming Director of the Centre she worked as a member of the scientific staff of the Medical Research Council Social Psychiatry Unit and was a Senior Lecturer at the Institute of Psychiatry, University of London. She has also worked as a clinical psychologist within both health and social services. She has published widely in the field of autism spectrum disorders and her research work with Lorna Wing led to the now-accepted concept of a spectrum of autistic conditions. Dr Gould together with Lorna Wing set up what was then known as The Centre for Social and Communication Disorders.