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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)

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)

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 study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales--Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale-score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS-P as a valid screening test for giftedness. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

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)

The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N=499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)