Gifted Characteristics and 2e: An Overview

Building Blocks of Brain Development

(Credit for this chapter: Hotchkiss, 2017, link below)

Heather Hotchkiss, CDE, and the Colorado Brain Injury Steering Committee have created a framework originally intended to support students with brain injury, but this brain-based framework is a user-friendly model that helps us understand why a gifted student with a disability can be underachieving and how to help support them. The framework has three parts: a set of building blocks that helps us specifically understand how students are functioning, a set of assessments aligned with each building block that can be done in the school setting, and a set of strategies to address deficits for each brain process. Hotchkiss cautions that while there is not an agreed upon model to represent the brain; the one presented here was created to help school teams collect data to complete a thorough neuroeducation evaluation for special education eligibility. The model helps us understand the common areas that are affected when development is disrupted. 

Development of the processes in one row are dependent on the development of the processes in the rows below them. In other words, achievement (top row) is dependent on each row below it. The building blocks in the bottom row are foundational to all learning and behavior and are the most sensitive to disruption. As you can see in the diagram, these fundamental processes are memory, processing speed, attention, inhibition and sensory-motor processes. Language forms the next layer of processes, then higher order processes such as executive functioning and finally achievement is at the top. (For the visually impaired, you can access an audio version of this information on the building blocks of brain development

Due to the integrative nature of our brains, just one building block that is not functioning well can affect all the other processes.  For example, as depicted below, if there is a deficit in attention, such as with ADHD, language development can be affected, then higher order skills such as executive function, and finally achievement is affected.  This cascade effect is true for a deficit in any process represented in this model.

The 2^nd tool in this framework includes school-based assessments for each of these building blocks. The model below shows commonly used assessments. These assessments are just suggestions and space limitations necessitate only showing one assessment per building block. For more assessments go to Colorado Kids with Brain Injury (optional). CDE does not endorse assessments, and assessments are always changing. 

The 3^rd tool in this framework has suggested strategies, interventions and/or accommodations for each building block.  Again, in the diagram presented below, space limitations necessitate that only a single strategy is represented.  

Optional: To find more strategies and to go deeper into the 3 tools of this framework on building blocks for brain development, there is a manual on CDE’s website that defines each building block, how an injury (or deficit) in each building block can affect learning and offers extensive strategies/interventions/accommodations. It is located at CDE or can be downloaded HERE.