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Contemporary thinking challenges the view that giftedness and high IQ are synonymous. Contemporary thinking also challenges the view that being gifted is something real. A number of authorities in the gifted field advocate a paradigm shift; moving away from emphasizing categorical definitions of giftedness and adopting a talent development perspective. This shift to a developmental perspective advocates that we consider giftedness as the unfolding and transforming of uncanny potential among young children into actual outstanding performance and accomplishments in adulthood. The early identification and ongoing assessment of individuals of uncommon ability takes on a more complex, nuanced, and rich perspective when viewed from a developmental model. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This article offers a set of recommended best practices in the identification of students who are gifted and talented. The article recommends that school psychologists gain familiarity with gifted children and their families, recognize the multiple manifestations of giftedness and the developmental nature of talent development, link identification to intervention, employ multiple assessment measures, include the assessment of motivation, consider social and emotional needs, and monitor the recommended interventions. The article also reviews recurring issues that adversely impact upon the provision of gifted services in the public schools. These issues include society not viewing the gifted as a high-priority special needs group, definitions of giftedness that vary across states, differing expert opinions on what giftedness represents, uncertainty about prevalence rates, under-representation of certain groups of gifted students, the role of creativity, and whether gifted education should be a part of special education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Early identification and intervention greatly benefits gifted students who may otherwise never realize their full potential. Essentials of Gifted Assessment is an evidence-based overview of what makes students gifted, how giftedness is best identified, and strategies for promoting achievement in high-ability students. Author Steven Pfeiffer is a leading expert in the field of gifted assessment and in Essentials of Gifted Assessment he presents his influential tripartite model of giftedness. This model goes well beyond the 20th-century focus on IQ scores, taking into account achievement and potential in a variety of areas for a more nuanced and practical perspective. With reference to this and other models, Essentials of Gifted Assessment reviews a range of assessment tools for their research-supported validity and clinical utility. Each chapter contains self-test questions and quick-reference boxes that facilitate both retention of new information and later review. Steven Pfeiffer has also dedicated a chapter to answering the most Frequently Asked Questions about gifted assessment. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: cover)

The gifted remain an often misunderstood and underserved population. This book provides practitioners with timely information on who exactly are the gifted and in what ways they are unique. The author, a noted authority on gifted and talented students, explores practical, evidence-based techniques and guidelines for working with these students, their teachers, and their families. Specific topics considered include: how to identify and assess gifted students from a best-practices perspective; what programs exist for high ability students; the special needs of gifted students with coexisting disabilities; career counseling for gifted and talented students; methods for working with the families of the gifted; and legally correct and ethically-smart counseling techniques. An accompanying CD contains useful tools such as PowerPoint presentations and reproducible handouts and forms. Written in a user-friendly style, this book will be an invaluable resource for all school psychologists, counselors, and other practitioners who work with gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This chapter describes rating scales and other tests and procedures used in gifted identification aside from traditional intelligence tests (see Newman, this volume, for discussion of IQ tests). The chapter highlights how a psychologist's conception of giftedness should guide the particular tests and procedures that one selects in conducting a gifted evaluation. The chapter very briefly describes a variety of alternative tests and procedures used in gifted identification, including nominations, nonverbal measures, portfolio assessment, dynamic assessment, and auditions. A more detailed discussion on gifted rating scales is provided. The Gifted Rating Scales is described in detail to illustrate how rating scales offer flexibility that complements and extends information from the intelligence test. The chapter proposes a gifted assessment model that intentionally links gifted identification and talent development by endorsing ongoing evaluation of a gifted student's performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Presents an interview with Steven Pfeiffer, a popular speaker on how to raise successful and psychologically well-adjusted gifted kids. Prior to his tenure at FSU, Dr. Pfeiffer was a Professor at Duke University, where he served as Executive Director of Duke’s gifted program. He also served as Director of Devereux’s Institute of Clinical Training & Research, headquartered in Villanova, PA. Dr. Pfeiffer has worked as a Pediatric Psychologist at the Ochsner Clinic and Medical Center in New Orleans, and as a Clinical Psychologist in the U.S. Navy Medical Service Corps. Author of over 200 articles and book chapters, he is lead author of the Gifted Rating Scales (2003; 2020). For many years an advocate for children’s socioemotional needs, Dr. Pfeiffer has testified at the White House and before the Italian Parliament. Eminent scholar Alan Kaufman of Yale University considers Steven Pfeiffer, “Among the small group of the world’s leading experts in the (gifted) field…” (PsycInfo Database Record (c) 2021 APA, all rights reserved)

This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool. Putting the Research to Use: A number of issues compromise the ability to identify gifted students. Definitions of gifted and talented are inconsistent across states. Experts disagree on how to conceptualize and define giftedness. In addition, there are few technically adequate screening instruments to assist in the identification of gifted students. The present study reports on an analysis of the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scale–School Form (GRS-S) is a 72-item teacher rating scale based on a multidimensional model of giftedness. In this study, we have shown that the GRS-S is a technically sound screening instrument that works equally well with African American, Asian American, Hispanic, and White children across the entire age range: 6.0 to 13.11 years. Small but significant differences in favor of females were found on three of the six GRS-S scales: Artistic Ability, Motivation, and Leadership Ability. However, gender differences were not found on the Intellectual Ability, Academic Ability, and Creativity scales of the GRS-S. The GRS-S holds promise for practitioners in helping to identify gifted students. The GRS-S also holds promise for researchers in providing a technically sound instrument to measure multiple manifestations of giftedness. Policy makers will welcome the GRS-S as an easy-to-use, score, and interpret test with strong face validity that provides a level playing field and strong face validity for students from diverse ethnic and racial backgrounds. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Definitions of what constitute students who are gifted and talented as well as policies and procedures to identify these high-ability students play a critical role in determining which individuals actually receive gifted services. This article reports on a national survey of how state policies and practices define giftedness, identify gifted students, and accommodate for gifted minority group students. Results indicate substantial changes in definitions and categories of giftedness over the past decade. Results also reveal variability in identification methods, with a majority of states using a 3–5% cutscore for demarcating giftedness while endorsing a multiple cutoff or averaging approach to gifted decision making. Most noteworthy is the fact that at present, no state advocates using a single-score decision-making model for gifted classification. The authors discuss the implications for school psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Psychologists working in the schools have an opportunity to affect in new and exciting ways the services they provide to high-ability students. A talent development framework offers a unique lens through which gifted services is conceptualized. The framework moves school psychologists beyond viewing giftedness and high IQ as synonymous to appreciating how talent in specific domains is identified, nurtured, and developed over time. In this framework, an appreciation for nonintellectual skills such as motivation, drive, and playfulness is viewed as important and complementary to high academic and cognitive ability. School psychologists can assume a leadership role in affecting gifted services in a variety of areas, including the following: assessment, consultation, counseling, collaboration, and work with high-ability students with coexisting disabilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This chapter looks at characteristics in childhood of persons who have produced creative products in domains not usually considered when talking of giftedness--visual artists, musicians, actors, and dancers. What are their backgrounds, their personalities, their experiences, and their ways of looking at the world? (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The report entitled A Nation at Risk: The Imperative of Educational Reform was prepared by the National Commission on Excellence in Education (1983). It brought great attention to the phenomenon of underachievement among gifted children, pronouncing that fully half of gifted children do not work to their abilities in school. Unfortunately, that report did not reference any basis for the calculation of that dramatic conclusion, so the percentage of underachievers is not clear and can be calculated in many ways. Although the exact percentage is not known, most educators agree that underachievement is a major problem. A broad definition of underachievement is a "discrepancy between children's school performance and their abilities" (Baum, Renzulli, & Hebert, 1995; Butler-Por, 1987; Colangelo, Kerr, Christensen, & Maxey, 1993; Dowdall & Colangelo, 1982; Emerick, 1992; Kedding, 1990; Lupart & Pyryt, 1996; Richert, 1991; Rimm, 1986a, 1995; Supplee, 1990; Whitmore, 1980; Wolfe, 1991), but that broad definition only alerts one to the fact that problems exist. Not all underachievement is attributable to psychological defensive patterns, the focus of this chapter. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The goal of this chapter is to assist the psychologist in these tasks by highlighting the major findings from the empirical literature on twice exceptional children and by exploring their implications for psychological practice. In particular, the chapter aims to answer six questions: Who are twice exceptional children? What distinguishes them from other populations? How might they be effectively identified? What issues, if any, are unique to this population? What interventions have been demonstrated to be most effective in enhancing their achievement and social-emotional adjustment? How should educational placement decisions be made? (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This chapter will take a historical look at federal legislation impacting gifted child education and discuss the current status of gifted education across the states. The legal processes that parents can utilize in seeking appropriate identification and services for their gifted children will follow along with the role of the Office for Civil Rights (OCR) in resolving disputes pertaining to gifted students. Future policy issues in gifted education will also be explored. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The young people about whom this book is written share mainly the fact that, in one or more cognitive/academic domains, their development is advanced. Aside from this characteristic, however, they are as diverse as any group one can find-diverse in ethnic and socioeconomic backgrounds and experiences, diverse in family composition and family dynamics, and diverse in aptitudes and creativity. They are just as diverse in motivation, energy, confidence, temperament, and social skills. Finally, they are diverse in the asynchronies they exhibit-some advanced in all cognitive domains (though seldom equally advanced in all) and others in only a few; some exhibiting maturity in social skills and emotional self-regulation at a level commensurate with their mental age and many somewhere between mental age (MA) and chronological age (CA) in this respect; some only age-appropriate in fine and/or gross motor skills; and so on. Complicate this with their degree of advancement or giftedness, gender-related issues, age-related issues, and educational experience as well as peer groups, and it is easy to see that any generalizations about social issues need to be tempered by significant caution! The focus of this chapter is deliberately limited to the social world of gifted children, that is, their interpersonal relationships. Because other chapters deal with intrapersonal or emotional issues, with family issues, and with specific populations such as females/males, ethnic groups, underserved populations, and the highly gifted, these topics are touched on here only tangentially. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Psychologists show great curiosity about the world and human behavior. They are forever asking Why? Or What? Or How? about various aspects of human behavior. It is no surprise, therefore, that they respond enthusiastically to some of the questions surrounding the behavior of those labeled as gifted and talented in our society. As we shall see in this volume there are more psychologists intrigued by these questions than are actively working on them but that is due to the vagaries of funding, access, and other technical matters. Some of the key questions posed in this handbook are: • Who are the gifted? • How do we identify gifted? • What are the key characteristics of gifted students? • Where does giftedness emerge from? • Can we suppress giftedness? • Can we enhance giftedness? • Can we design public policy to favor students? All of these issues will be discussed in greater length in the following chapters but we propose to provide an overview of what is necessary to answer these questions and provide some understanding of why we stand at this point in history. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The family has very powerful effects on the developing child, impacting attitudes, beliefs, opportunities, habits, and personality traits. The family plays a critical role in determining who a child becomes and what he or she accomplishes. For a child with talent, the influence of the family can be the determining factor as to whether the ability is developed to a high level or not. We all know individuals who are very accomplished and successful despite less than advantageous family circumstances or even truly awful ones and similarly, individuals with seemingly loving and supportive families who do not live up to their potential. In this chapter, we will explore some of the reasons why these different outcomes occur with a focus on the psychological aspects of family functioning as they affect talent development. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter will present a brief history of tests of intelligence or cognitive abilities, particularly as to how they have been used in identification of students with gifts. Next, the chapter will explore theories of intelligence and how they have influenced the most commonly used measures of cognitive abilities. In addition, there is a discussion of some of the strengths and weaknesses of common measures of intelligence or cognitive abilities for gifted identification and how these tests can be used as part of a comprehensive assessment to develop a learning profile of a student. Finally, there is a discussion of some of the challenging and controversial issues facing those who use intelligence or cognitive abilities measures to identify students who have gifts, cultural factors in tests, and methods of testing and identifying students with both gifts and disabilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)