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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)

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)

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)

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)

Gifted children and youth remain a misunderstood population. Part of the problem is definitional. The federal definition states that the gifted demonstrate outstanding ability or potential and require differentiated educational programs, and includes exceptional intellectual, academic, and leadership ability, creativity, and artistic talent. In clinical practice, however, high IQ remains the predominant definitional criterion. Most psychologists and schools use the criterion of an IQ score of 120,125, or 130. A second definitional issue that has contributed to misunderstanding is whether we should narrowly define giftedness as persons of high IQ or more broadly define giftedness as any person with exceptional ability or uncommon talent. A third issue is whether we should restrict our conceptualization to those children with already demonstrated high ability or also consider children with outstanding promise. The gifted are not immune to the social and emotional challenges that all children face. Some gifted underperform to mask their abilities. A number of gifted struggle with depression, suicide ideation, anxiety, social isolation and feelings of alienation, anger management, neurotic perfectionism, and sexual identity issues. Finally, some gifted are twice exceptional and have sensory, orthopedic, or communication disabilities or psychiatric disorders coexisting with their giftedness, including ADHD, Asperger's disorder, eating disorders, and mood disorders. Experts hypothesize that the majority of twice exceptional gifted/disabled have specific learning disabilities (SLD). There are three types of gifted/SLD. The first type is the gifted with subtle, subclinical learning problems. The second type is diagnosed as learning disabled but rarely identified as gifted. Their learning disability is more pervasive and severe and moderates their academic success. The third type remains unrecognized as either learning disabled or gifted. Their learning disability masks their gift and their gift obscures their learning disability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is not to catalog research on individual social or emotional traits associated with gifted individuals; such summaries will be found in subsequent chapters. Rather, it is to offer a survey of theoretical frameworks through which those traits can be more effectively understood and addressed. The following section highlights several theories of social or emotional development that have found use in recent years among gifted educators, as well as recent research drawing on those frameworks. It is not a comprehensive list, but it represents a cross-section of popular acceptance, recent development, and depth of application. The greater intent is to demonstrate how placing traits of giftedness in a theoretical context can help us formulate better service. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter addresses the status of gifted education in several Middle Eastern countries. It includes a brief history and description of the main studies that informed the development of subsequent gifted education in the Arab countries, which constitute the majority of countries in the Middle East. I describe the institutional, public, and private support for gifted students in six Middle Eastern countries, and explain why I choose to focus on these countries and not some of the other countries in this region. The chapter concludes with a list of tests in use for identifying giftedness in the relevant languages: Arabic and Hebrew (See Appendix 8.1). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

For most people, talent development is the implementation of specific resources aimed at fostering the growth of outstanding performances in specific occupational fields: natural and social sciences, technology, visual and performing arts, health and education, commerce, sports, and so forth. Considering this handbook focuses on the field of gifted education, this chapter similarly adopts as its focus the emergence of outstanding school achievements, from kindergarten forward. I analyze academic talent development (ATD) from two distinct perspectives: theoretical and practical. Each of these perspectives can be circumscribed by the following questions. Which personal and contextual causal influences contribute significantly to the emergence of excellence in school subjects? Which educational resources will maximize the transformation of outstanding aptitudes into academic excellence? These two questions will guide the contents of this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

It is evident in the last two decades that there has been a sustained growth of knowledge and understanding of the diverse educational needs of gifted and talented students. An increasing number of teachers have become more conscious of supporting the intellectual, social, and emotional needs of their academically able students in our more competitive world. This has emerged largely from a small group of academics in universities in Australia and New Zealand who have conducted their research in the field of gifted education and talent development and shared their knowledge with their students at universities. By academics responding to teachers’, psychologists’, and educational administrators’ requests for professional learning in schools, there has been an expansion of the field of gifted educators at the state and national level. In addition, academics have worked with ministries of education in Australia and New Zealand to raise the awareness of gifted and talented students’ needs, and to create relevant policies with local departments of education. The development of these policies have varied in impact, yet these have had a significant influence on teachers’ acknowledging the importance of gifted and talented students’ educational needs in their care—at the early childhood level and within primary and secondary schools. Within Australia and New Zealand the egalitarian mantra is that gifted education tends to be favored within an inclusive education framework, yet, the research indicates that much of our successful education with these students takes place in selective environments, especially at the secondary level (Kaman & Kronborg, 2012; Kronborg & Plunkett, 2012, 2013). It will be interesting to see what research questions guide our investigations of the educational needs of gifted and talented students in the coming decade, as educators revise their pedagogy, curriculum, knowledge, and understanding of what gifted and talented students need to realize their talent potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes “gifted” drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This chapter discusses key aspects of instructional practices and teaching strategies that allow teachers to respond to the needs of gifted students and to promote effective learning for this population. It begins with a discussion of some of the foundations and support structures that underscore instruction appropriate for gifted learners, as well as some of the essential components of that instruction. Several instructional approaches and strategies prevalent in the gifted education literature also are outlined. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Considerations in designing and developing curriculum for gifted students is a dynamic enterprise, influenced by many factors in the larger environment of education and the field of gifted education itself. Standards debates, ethics infractions, the development of new models, methods, and materials all influence how we view curriculum for gifted students and its essential components. This chapter addresses considerations considered universal and timeless, as well as newer considerations on the basis of contemporary topics. The context is aimed at K–12 educational landscapes, although the ideas have salience for college experiences at the undergraduate level as well. The chapter lays out the considerations for development of a specialized curriculum for gifted students, and the features of designing such curriculum. It concludes with a checklist that may be used for purposes of development and design on the basis of the commentary provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

To understand giftedness, and particularly intellectual giftedness, one must understand intelligence. But what is intelligence? In 1921, when the editors of the Journal of Educational Psychology asked 14 famous psychologists that question, the responses varied, but generally embraced two themes. First, intelligence involves the capacity to learn from experience. Second, it involves the ability to adapt to the surrounding environment. Sixty-five years later, 24 cognitive psychologists with expertise in intelligence research were asked the same question (Sternberg & Detterman, 1986). They, too, underscored the importance of learning from experience and adapting to the environment. They also broadened the definition to emphasize the importance of metacognition—people’s understanding and control of their own thinking processes. Contemporary experts also more heavily emphasized the role of culture. They pointed out that what is considered intelligent in one culture may be considered less intelligent in another culture (Ang, Van Dyne, & Tan, 2011). To summarize, intelligence is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment; it may require different adaptations within different social and cultural contexts (Niu & Brass, 2011; Saklofske, van de Vijver, Oakland, Mpofu, & Suzuki, 2015; Sternberg, 2004). According to the Oxford English Dictionary, the word intelligence entered our language in about the 12th century. Today, we can look up intelligence in numerous dictionaries, but most of us still have our own implicit ideas about what it means to be smart. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Globalization in economy and in education has highlighted the importance of developing top students for global competition in various fields in Asian countries (Ibata-Arens, 2012). In response to the increasing demand for national talents, many Asian countries have actively moved to develop some form of gifted education. Generally, Western conceptions of giftedness, largely the Euro-American perspectives, provide the theoretical basis for the development of educational programs, procedures for the identification of gifted children, program delivery, and methods of instruction (Wu, Cho, & Munandar, 2000). However, Asian countries differ among themselves in the pace of gifted education development, and the policies and actual practices of gifted program provision. Globalization has also brought about the realization of the diversity of cultures and contexts, including the different cultural conceptions of giftedness. Although it is tempting to define a homogeneous Asian conception of giftedness, it soon becomes apparent that it is not possible nor is it desirable. Asians come from some 50 countries in five geographical regions: Central Asia, Eastern Asia, Southern Asia, Southeastern Asia, and Western Asia. Historically, each of these regions has pursued very different social and political paths, and countries in these regions are not necessarily homogenous ethnically. Although some countries, such as Japan and South Korea, are relatively homogeneous ethnically, others, such as India, Indonesia, Malaysia, and the Philippines, have several distinct ethnic groups. Despite the amazing diversity, when the development of gifted education is considered, attention has often been drawn to those countries where a period of sustained economic prosperity has brought about significant investment in education by their governments or the private sectors. These countries or regions include China, Hong Kong, Taiwan, Japan, and South Korea in Eastern Asia, and India, Indonesia, Malaysia, the Philippines, Singapore, and Thailand in Southern and Southeastern Asia. The focus of this chapter will be on the development of gifted education in these 11 Asian countries or regions, especially those in Eastern Asia. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness as a concept has evolved in history to become an entity of its own, on which conceptual, social, and educational enterprises have been built. Conceptually, whether what we call giftedness denotes an essence or quality that holds its identity, unity, and continuity relies on empirical verification in differential and developmental psychology research as well as theoretical and practical justifications. Socially, whether giftedness as a social construct serves an equitable, productive social cause or the public good relies on the affirmation of cultural values as well as cognizance of the nature of this precious human capital. Educationally, effective identification and education for the gifted and talented depends on a deep understanding of the nature and nurture of human potential. In this chapter, I provide an overview of the 100-year history of searching for this elusive human quality or exceptionality, delineating major historical periods and identifying related issues. I provide a critique of the construct of giftedness and its history, and discuss alternative ways to build on the legacy and move forward. The chapter concludes with the argument that a talent development approach to understanding human exceptional competence in the form of increasing differentiation and multiple developmental trajectories/pathways (involving nature and nurture) leading to various forms, kinds, and degrees of talent, high-level expertise, and creativity will help us get out of the conceptual quagmire and better guide educational policy and practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Mental health providers in schools and the community are likely to see gifted clients who have high ability in one or more domains, and who represent a range of achievement levels, concerns, and contexts. This chapter underscores the importance of not only being knowledgeable about the potential impact of giftedness on a presenting issue, development, or wellbeing, but also of approaching practice accordingly. When giftedness is involved, providers should communicate respect for cognitive and affective aspects (Peterson, 2015). However, other areas are also discussed, such as therapist postures and biases, perspectives related to case conceptualization, clinically based theories important for practice, and approaches. Throughout, counseling refers to what helping professionals do, whether they are school psychologists, school or mental health counselors, counseling or clinical psychologists, psychiatrists, family therapists, or social workers. The phrase characteristics associated with giftedness refers to heightened sensitivity to environmental stimuli because of rapid information-processing (Mendaglio, 2007), anxiety (Tsui & Mazzocco, 2006), overexcitabilities (Probst & Piechowski, 2012), intensity (Daniels & Piechowski, 2009), and asynchronous development (Silverman, 2013), all of these are especially pertinent to social and emotional development and counseling practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In the absence of a federal mandate, policies and funding for the identification of and service options for gifted students are left to the discretion of individual states. Therefore, there is inconsistency in how the educational needs of gifted students are addressed across the nation. This chapter provides a national snapshot of the history and current status of gifted education as it relates to identification, programming, personnel preparation, and funding. Emerging trends that influence gifted education policy development at the state and local levels will also be examined with focus given to those policies intended to remedy equity issues. Following a discussion on the history and current condition of gifted education policy, legal issues that have resulted from a lack of coherent policy are explored. Seminal court cases, due process proceedings, and letters of findings from the U.S. Department of Education’s Office for Civil Rights pertaining to gifted education are also examined. The chapter concludes with a discussion on the future direction of gifted education policy. Advocating for strong state and local gifted education policies requires informed advocates, influence, consensus, partnerships, and public relations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)