Developing Productive Thinking Skills in the field of Artistic Works using the SCAMPER Strategy for Twice Exceptional Students


  • Hussam Khalifah Aldawsari
  • Hussein Ahmed Shahat
  • Sherif Adel Gaber
  • Hamdah Ayed Al-Ruwaili
  • Abdullah Muteb Aldughaysh
  • Thanaa Abdelrashed Mohmed


SCAMPER technique; productive thinking; twice exceptionality; artistic works; art education


This study investigates whether the SCAMPER technique is an appropriate tool to develop productive thinking skills related to artistic works among gifted students in general and students with Twice Exceptionality (2e) in particular. The current study aims to verify the effectiveness of the SCAMPER technique for the aforementioned purpose. The sample consisted of 35 2e students aged 8-12 from Al-Ahsa, Saudi Arabia. A quasi-experimental approach was used, and the study sample was divided into three experimental groups. The first experimental group included nine gifted students with autism spectrum disorder (ASD); the second group consisted of 15 gifted students with learning disabilities (LD); and the third group included 11 gifted students with attention deficit and hyperactivity disorder (ADHD). The researchers developed a measure of productive thinking skills related to artistic works (PTSRAW) and a training program based on the SCAMPER technique. The statistical methods that have been used were the Wilcoson and the Kruskal-Walls tests. The findings of the study consisted of differences between the mean ranks of the three study groups on the post-test of the PTSRAW test in favor of gifted students with LD, followed by gifted students with ADHD, followed by gifted students with ASD. The authors suggest more studies to enhance understanding of the benefits of this method and its use in various disciplines of education and arts.


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