Advanced Training in Strength-Based Assessment: Shaping Graduate Student Perspectives to Support Twice-Exceptional Children

Abstract

This study examines how advanced professional training in strength-based assessment influences graduate students’ knowledge, skills, attitudes, and beliefs about supporting twice-exceptional learners. The study was conducted within a graduate institution dedicated to strength-based, talent-focused education and employed a design-based research methodology to iteratively refine a practicum course in which students learned to administer and interpret the Suite of Tools™, a strength-based assessment. Within this context, students were trained to apply theories of ecological systems, self-determination, and talent development to real-world cases of twice-exceptional learners. Quantitative and qualitative data indicated growth in confidence, conceptual understanding, and commitment to implementing strength-based practices. Participants emphasized the need for additional modeling and experiential learning opportunities. Findings illustrate how advanced training can translate theory into professional practice and offer recommendations for developing graduate programs that prepare educators to identify and cultivate the strengths of twice-exceptional learners.

Keywords

strength-based assessment twice-exceptional graduate students praxis

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