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Purpose. The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the general education classroom in 2020, as determined by an expert panel composed of academics and practitioners using a Delphi study. A secondary purpose was to determine the feasibility of the best practices identified by the experts, or the ease with which they can be implemented in the classroom. Methodology. An expert panel of academics and practitioners determined most effective and most feasible best practice strategies for 2e students in the general education classroom in 2020 using a three-round Delphi method to obtain consensus from the experts. Findings. Both groups determined accommodating and modifying instruction using strengths and weaknesses and assessment for strengths and weaknesses were the most effective and most feasible best practice strategies. The expert praxis group ranked the strategy of differentiating for instruction and grouping as effective and the most feasible best practice. Both groups identified independent study contracts as one of the least effective best practice strategies and the least feasible to implement. The academic group identified allowing 2e students to help other students as the least effective best practice strategy. Overall, the two groups did not agree on most rankings. Conclusions. Making accommodations and modifications for 2e students using their strengths and weaknesses, assessing for strengths and weaknesses, and differentiating instruction and grouping students are strong best practice strategies. Assessing 2e students for strengths and weaknesses and making accommodations and modifications using their strengths are easily implemented in the classroom, as are differentiating instruction and grouping students, teaching 2e students organizational skills, and providing students with immediate feedback. Placing students on independent study contracts is not as effective and is difficult to implement. Recommendations. Future researchers should consider recruiting urban teachers from a major city to serve as expert panelists, recruiting teachers and academics of either highly gifted or underachieving gifted students for their suggested strategies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A paradigm shift toward a talent development model of providing services in gifted education has transformed the traditional IQ-based notion of giftedness (Dai & Chen, 2013). The conceptualization of giftedness plays an important role in the development of programs for gifted and talented students, and at its core the conceptualization of giftedness plays a central role in the development of instruments for identification, including rating scales completed by teachers and other school-based staff (Borland, 2003; Robinson, 2009). This study used Rasch measurement analyses to evaluate the evidence of validity, characteristics of reliability, item selection, category structure and differential item functioning of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd Edition ([SRBCSS-III] Renzulli et al., 2013) using data from the SRBCSS authors' validation studies and data from Grade 3 and Grade 4 operational administrations in a Mid-Atlantic county school district. The Rasch rating scale model showed evidence for the substantive, structural and content validity aspects of construct validity in both the original validation studies and the operational administrations. Strong item hierarchies, content representativeness and data reliability were shown in the analyses. Additionally, data from the operational administrations showed minimal differential item functioning for groups analyzed by sex, race/ethnicity and economic status. The study highlighted the strength of the psychometric properties of the scales while offering suggestions for improvement and future study in the context of additional aspects of validity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Identification as a gifted learner can provide opportunities for boys to thrive or can place undue pressure and stress, causing them to decline in school, academically and emotionally. This multi-site case study using integral research methodology looked to understand identified gifted boys’ experience of giftedness in schooling, the influence of being labelled as gifted, and how alternative settings met the needs of these gifted boys. Seven identified gifted high school boys’, enrolled in nine different alternative education programs, in a large urban setting in Alberta, Canada, experience of schooling was documented in detail and examined. Interviews, school records, and program reviews provided multiple and at times discrepant perspectives of the boys’ experiences of schooling. Several common themes emerged. The most profound was a shared experience of shame, guilt, and denial, surrounding identification and provision as a gifted learner and unrealistic expectations of performance from self and others. Further commonalities included the need for mutually respectful and caring relationships with teachers as well as the need for challenge and relevance in learning experiences, to enable engagement and achievement in school. These were examined through the lens of Integral Theory focusing on: the interior individual and personality development, using Dabrowski’s Theory of Positive Disintegration; the exterior individual using brain development and neuroscience research; the interior collective, examining the influence of cultural beliefs and values as displayed through popular culture; and the exterior collective, reviewing education system programs and policies. The predominate mediators, of the conditions as identified by the themes, were teachers. The boys’ experience was heavily reliant on teachers’ attitudes, knowledge, and skills, in relation to gifted learners. Few of the boys spoke positively of their schooling experience. However, most of the highlights mentioned, involved a special teacher with whom they had connected. Conversely, the negative experiences they discussed also involved teachers. Teacher professional development and positive school culture are essential for gifted students to flourish in schooling. Implications for practice and programming provide ideas for future directions in supporting gifted learners particularly in inclusive settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In the era of No Child Left Behind (ED, 2001), public school administrators have dedicated resources to ensuring all students reach proficiency in basic skills on the state mandated assessments. The focus on reaching proficiency on NCLB assessments is less of a concern for gifted students who exceed grade level expectations and have the potential to excel in school and life. For many of these students, the public education system fosters their growth and achievement. For other gifted children, underachievement and selective consumerism tendencies surface as they progress through school. Since giftedness does not guarantee achievement in the school setting, early identification of gifted students with the potential for academic difficulties is essential. Could the WISC-IV (Wechsler, 2004), commonly used for gifted identification, hold the key to the gifted child's academic success or difficulties? This exploratory study of 32 eighth grade students in a suburban public school investigated if a correlation existed between the students' WISC-IV Discrepancies and three variables: Performance measured by English classroom data, Academic Competence measured by the ACES-Student (DiPerna & Elliot, 2000), and Academic Attitude measured by the SAAS-R (McCoach, 2002). Based on previous research, the study initially sought to establish the prevalence of students with ≥23-point WISC-IV Discrepancies ( n=56.3%). The students' WISC-IV Discrepancies were then correlated with each variable (Performance, Academic Competence, and Academic Attitude). Analyses were performed and reported for the entire group ( N= 32), the >23-point WISCIV Discrepancy subgroup ( n=18), and for a subgroup without a participant whose data characterized him/her as an outlier ( n=31). Significant correlations were noted for the entire group for Verbal Comprehension—Processing Speed and Motivation/Self-Regulation ( p<.05), the ≥23-point subgroup for Verbal Comprehension—Perceptual Reasoning and Academic Skills ( p<.05), and the subgroup excluding the outlier for Verbal Comprehension—Processing Speed and Motivation/Self-Regulation ( p<.01). Using the information from the measures, students were characterized as potential underachievers, potential selective consumers, and achievers. Individual case studies for select students are presented and discussed. KEY WORDS: Gifted, Underachievement, Selective Consumerism, WISC-IV Discrepancy, Performance, Academic Competence, Academic Attitude, ACES-Student, SAAS-R. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study addresses the question “what is it like to be a gifted early college entrant?” Participants were eight college graduates between the ages of 23 and 45 who matriculated to college as full-time, degree-seeking students at age 16. This was a qualitative study conducted by open-ended interview and utilized narrative inquiry as a framework for the analysis. Participant responses were coded and analyzed using constant comparative method. Coded responses were grouped into 40 subcategories which were further collapsed into 7 overarching categories that provide a framework for understanding the experience of early college entrance: life story; being exceptional; understanding exceptionality through others’ experience; transition to college, academic preparation, performance, and experience; getting involved and pursuing interests; and social-emotional awareness and agency. These categories provide a picture of the milieu in which participants made the decision to enter college early. Results of this study suggest that participants experienced a milieu of educational experiences, including academic acceleration, and embedded social-emotional contexts that increased their academic self-concept and precipitated early college entrance. Despite failing to recognize their own giftedness and experiencing academic struggle, participants successfully completed college and embarked on meaningful careers. Interpreting giftedness as asynchronous development provides a framework for these results. The results of the present study suggest that while the native cognitive ability of a gifted early entrant might be sufficient to complete college, additional social-emotional supports are needed to fully realize the academic potential of gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The problem addressed in this research was to understand the cultural schema(s) that are utilized in meaning-making as people identify and interpret life experiences related to call. The population studied is adult students in a Pentecostal/charismatic university in Los Angeles, California. This research utilizes a triangulation of methods approach (Tashakkori and Teddlie 1998) and draws from two theories in cognitive anthropology, cultural schema theory (D'Andrade 1987; Quinn 2005b; Strauss and Quinn 1997) and cultural consensus theory (Romney, Batchelder, and Weller 1987; Romney, Weller, and Batchelder 1986; Weller and Romney 1988). Data elicitation tools are based on strategies developed early in cognitive anthropology for the investigation of cognitive domains along with a vignette exercise. Data analysis took place in two stages with data functioning both as a context of discovery and a context of verification (D'Andrade 2005, 85). People in the research context demonstrate a cultural schema of call that includes four core items: God as caller, the individual as called, the role or task as calling, and knowing as the essential link. Once these four core items were present, a second level of common items was demonstrated; the common elements were confirmation, giftedness, time or duration, and experience. This cultural schema of call was utilized by the population in relation to additional schemas including pastor, leader, family, church, ministry, and work. Indications of underlying foundational cultural schemas were also present including self, success, and status. Findings of this research are discussed in terms of the implications for call as a process of meaning-making and the limitations of biblical/theological material for making sense of experiences related to call. Implications for leadership research and cognitive anthropology research are discussed along with suggestions for the leader formation practitioner's engagement with cultural schemas. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Highly capable and intelligent individuals identified as gifted and talented (GATE) in educational settings require support for their unique needs associated with their giftedness. Unique needs for gifted girls include high emotional sensitivities including anxiety, depression, and frustration. These needs can impede the positive development of career self-efficacy and emotional well-being among gifted individuals, which can negatively affect their ability to transition into the workforce. Most significantly, as gifted females mature, studies reveal this population working far below their potential. This phenomenological study addresses the problem of unfulfilled potential as well as the gaps in the existing research regarding gifted females by exploring the career self-efficacy and emotional well-being of 10 gifted women as it relates to their transition from school to work. Results from this qualitative study revealed five core themes: (a) Fulfillment - a sense of feeling, (b) Achievement & Responsibility - a sense of doing, (c) Identity - a sense of becoming, (d) Approval - a sense of searching, and (e) Growth - a sense of embracing. Furthermore, themes were explored through the theoretical constructs of Fredrickson's Broaden-and-Build Theory of Positive Emotions as well as Dabrowski's Theory of Positive Disintegration. Ultimately, findings from textural and structural descriptions reveal that as participants transitioned from school to work, it was the ability of participants to design new paradigms and shift old paradigms, which increased overall career self-efficacy and emotional well-being. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Advocates of students with ADHD in the school system are usually parents who must become advocates in response to the child's need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed by teachers and peers as unruly, disrespectful and underachieving. Resources available to parent advocates include legal and medical resources regarding ADHD which are regularly resourced to advocates by advocacy organizations and clinicians. Topics include medical diagnosis, treatment and educational rights and planning for ADHD students. In addition, a set of more diverse ADHD resources exists in the literature that discusses various influences on student behavior and achievement that parent advocates can consider in combination or in place of medical and educational ADHD resources. Diverse ADHD resources present a breadth of information ranging from misdiagnosis of ADHD to conditions that contribute to inattentive student behavior such as giftedness, physiology (including the impact of brain maturation, dietary omega-3, ferratin levels, pediatric sensory issues, and eye conditions), environment and exercise. This study uses a phenomenological research method to further understand the experience of parent advocates, specifically by interviewing parent advocates of students with ADHD in school. Findings include several themes organized in the following four categories: 1) Identifying and Treating ADHD in the School Context, 2) ADHD Advocates Need more Support from Schools, 3) Advocate Experience with the School is a Swinging Pendulum and 4) Advocates Struggle to Pave a Path for Success. Recommendations for further research include qualitative research to further understand parent advocate experience in identifying and treating ADHD in the school context, specifically to understand the impact on advocate interpretation of ADHD-type behaviors after being presented with a list of non-ADHD conditions the precipitate ADHD-type behaviors. In addition, quantitative research is recommended to gather data regarding what advocates need in support from schools as they work to pave a path for success for their children. The work presented in this thesis explores the experience of parent advocates of students with ADHD in school in an effort to understand and improve parent advocate experience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to investigate the relationship of creativity and intelligence. The current study was interested in testing gifted children's divergent thinking. For the purposes of this study, creativity was defined as the cognitive process of divergent thinking, the ability to generate as many possible solutions to a problem. Thirty-four children (ages 11 to 13) were tested in an afterschool program on the Alternative Uses Test (AUT), which asks the child to think of all of the uses for common, ordinary objects. The children were deemed gifted according to their California Standards Test (CST) scores in English and Math (350 or higher). The results of this study found that that gifted children had higher scores on the AUT, than their nongifted peers, thereby rejecting the threshold theory. Although there was a relationship between giftedness and divergent thinking, future research should focus on IQ testing and creativity test batteries. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This qualitative, retrospective study investigated suicidal ideation among 32 young adult men. Participants were asked to report their experiences as adolescents. The primary focus of the study was to discover how gay gifted adolescents dealt with issues of suicide and suicidal ideation. Participants were selected using a purposive sampling technique. Four groups of participants were chosen with eight males in each group. The groups were: gay (i.e., homosexual) gifted, gay nongifted, straight (i.e., heterosexual) gifted and straight nongifted. Forty-one percent of participants were Hispanic/Latino, 31% were Caucasian, 22% were biracial, and 6% were African American. Data were collected using an initial questionnaire followed by in-depth individual interviews with all participants. Grounded Theory methodology was employed during the analysis phase of the study. The voices of participants were conveyed within a series of narrative vignettes. Specific categories of risk and resiliency were revealed using coding and constant comparative analysis. Results indicated that resiliency played a predominant role in how the participants dealt with suicidal issues. All of the eight gay gifted males had considered attempting suicide at least once. This group did not the lowest rate of overall suicidal ideation across the groups. Also, the gay gifted group had one of the highest number of resiliency factors. Additionally, the gifted adolescents appeared to rely on their giftedness as a safeguard that protected them from suicide. Based on the study's outcome, a theory of suicidal ideation was proposed, and an assessment was designed for future studies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The potential traits and talents of giftedness in students are multidimensional; yet, some school districts in Georgia perpetuate barriers for students from minority and low socioeconomic backgrounds by relying solely on standardized test scores for gifted identification. The purpose of this case study was to explore the multidimensionality of student talent portfolios grounded in Sternberg, Renzulli, and Gardner's gifted theories. This exploration was important to community and school stakeholders for the support of positive community growth. This study examined the effect of an alternative identification system, one based on Renzulli's Total Talent Portfolio, in identifying potential traits and talents of giftedness in minority and low socioeconomic 4th grade students. Student talent portfolios and the effects of teacher perceptions about giftedness were examined for the identification of potential traits and talents of giftedness in these populations of 4th grade students in one Title 1 elementary school. Data were gathered from 16 teacher interviews, reflection logs, and portfolio artifacts. Member-checking, peer debriefing, and an audit trail bolstered the trustworthiness of the findings. A coding system was developed and applied to identify common themes. According to study findings, talent portfolios are justified as a viable alternative to standardized test scores and with professional learning experiences, teachers can incorporate the portfolios. The implications for positive social change include providing educators and administrators with information on the success of utilizing student talent portfolios as a means of identifying potential traits and talents of giftedness in minority and low socioeconomic students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A resurgence of interest in gifted students and gifted education highlights the importance of examining attitudes of school psychologists related to the identification and programming for gifted students. This study explored the relationships between professional experiences, personal experiences, demographics, and previous training and the attitudes of school psychologists toward gifted students and gifted education. A sample of 125 state-certified school psychologists in Michigan participated in a two-part, web-based survey, which provided descriptive data and measured attitudes toward gifted students and their education. Data were analyzed using a combination of descriptive and inferential statistics. Seven findings were notable in this study: 1) Respondents to this study are generally supportive of gifted students and their education, although they held a neutral or slightly negative view of accelerating gifted students. 2) Male school psychologists, more than female, consider gifted education to be elitist. 3) Demographic factors, including age, ethnicity, years of service, and education level are not statistically significant in relation to participating school psychologists' attitudes toward gifted education. 4) School psychologists who report themselves or those close to them as gifted are also likely to have had more training in gifted education in graduate school, and 5) school psychologists who work with regular education students show a greater likelihood of reporting themselves or those around them as gifted. 6) school psychologists who work with regular education students tend to have a more negative view towards the gifted population than those who do not work with regular education students, and 7) school psychologists who feel that their training in special education was less than adequate, also tend to view gifted students more negatively. The findings in this study suggested that positive attitudes about the gifted and thus, behavior leading toward increased interest in working with all children with special needs, would improve if more graduate school training about giftedness and one-on-one experiences with gifted students were available. Acting upon changes suggested in the literature and the findings of this study, schools could improve the attitudes of school psychologists and better ensure that gifted students are properly identified and engaged in programming well-suited to their needs. These changes would benefit this often-underserved special population that has unlimited potential to serve this nation and mankind. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals' ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism and giftedness have been studied separately in the fields of education and psychology for more than half a century. Although the study of giftedness with ASD has begun to increase in recent years, no empirical study to date has focused on education professionals who successfully referred this student population for specialized services. The present mixed methods study examined perceptions and experiences of education professionals who successfully referred gifted students with ASD for specialized services. Survey research probed training, experience, and credentials, as well as perceptions about twice exceptionality. Semi-structured interviews investigated observed behaviors prompting their student's referral for specialized services, experiences with their gifted students with ASD, and evidence they found influential in identifying their student as gifted. These elements combined to provide not only a conceptualization of the gifted student with ASD, but a conception of the education professional who worked with them. The results of this study will inform research, pre-service coursework, and professional development in meeting the needs of this special population of gifted student. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In spite of the multisite phenomenon's apparent "success" and effectiveness in fulfilling the Great Commission, there are looming variables related to leadership structures and organizational complexities that have not been adequately addressed. Perhaps the most significant question in need of further research in the multisite field is simply determining where final decision-making authority is found. Does such authority lie at the campus level, or at the larger church level? For example, what decisions can and cannot a campus pastor make apart from the approval of the senior leadership team? The longevity of the multisite movement will ultimately be determined by the presence of healthy leadership structures that learn the tedious balance between control and freedom. The senior leadership team has the arduous task of being closely enough involved in the operations of each campus to ensure that campuses rightly embody the DNA of the overall church. Yet at the same time, this senior leadership team must empower and legitimize campus leadership in such a way that they do not feel unnecessarily restricted and compromised of their unique calling and giftedness. Such perceptions on behalf of campus leadership can lead to mistrust, conflict, and the ultimate deterrence of the mission of the church. This quantitative study addresses the leadership dynamics and organizational complexities in multisite churches, with a particular emphasis on the relationship between campus pastors and the church's senior leadership team. Chapter 1 introduces the research problem and its practical significance. It also defines the research questions while indicating the study's limitations. The examination of the precedent literature in chapter 2 underscores the biblical and theological foundations of this topic, such as the clear examples of shared leadership structures seen in the New Testament. Additionally, this chapter details the contemporary research regarding multisite structures in general, and leadership structures in particular. Chapter 3 presents the research design, defines the population, establishes the selection criteria, and outlines the instrumentation. Chapter 4 analyzes the findings, while chapter 5 presents the researcher's conclusions. The study's ultimate aim is to stimulate meaningful dialogue among multisite churches, and to strengthen multisite churches' leadership structures so as to better ensure biblical fidelity, health, unity, and longevity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Demographics in the United States continue to shift with a rapidly growing Hispanic population. On the other hand, a mismatch still exists between Hispanic students' enrollment in gifted and talented (G/T) programs and general programs. The under-representation of Hispanic students in G/T programs has been attributed to a lack of proper instrument to identify gifted students who are linguistically and culturally diverse; insufficient preparation of teacher in the initial teacher referral phases; and ambiguous definitions of intelligence and giftedness. In this study I investigated psychometric properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) within an item response theory (IRT) framework. The HBGSI was developed with social-cultural context in mind and has been recommended for use in the first phase of teacher referral process. Participants in this study were Hispanic bilingual students in first to third grade, who participated in a large-scale longitudinal randomized study carried out in a Texas urban school district. The purpose of this study was to further validate HBGSI within the framework of IRT, exploring the factor structure and dimensionality of the instrument at the item level. I further tested the possibility of constructing an abbreviated version of HBGSI with fewer items for ease of administration, which would potentially lower the demand on the teacher's time, enhance accessibility and facilitate increased usage of the instrument. Results revealed a bifactor structure with a strong general factor corresponding to overall giftedness among Hispanic bilingual students, and five domain factors regarding social responsibility, academic achievement, creative performance, problem solving, and native language proficiency. The multidimensional bifactor IRT model provided information related to each item concerning its discriminating power, thresholds and information regarding the latent constructs. Best items were selected while preserving the integrity of the original HBGSI, and cutting the length to almost half. Thus an abbreviated version of HBGSI was feasible and the adaptation is presented. Overall, this study further validated that the HBGSI holds promise in screening potential Hispanic bilingual students in elementary grades. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This qualitative explanatory case study documented instructional methods used and environmental conditions experienced by standard classroom teachers attempting to integrate instructional technology to support a differentiated curriculum for gifted learners. This research method was chosen as it allows for a teacher's understanding of educating gifted learners in the classroom as well as the effectiveness of curriculum differentiation for the gifted learner through the use of instructional technology. With minimal guidance how to successfully challenge a gifted learner in the regular classroom along with preconceived assumptions about the concept of giftedness, teachers can be overwhelmed when faced with typical gifted learners. Through the perspectives of standard classroom teachers who are attempting to use instructional technology to support the differentiated learning needs of their gifted learners, the study has the potential to support teachers who strive to ensure their gifted learners study something new every day. The study focused on two fourth- through sixth-grade schools using a qualitative explanatory case study through patterns in teacher interviews, teacher observations, and analysis of student technology work. Data sources included in-depth interviews with sixteen tenured teachers at two public fourth- through sixth-grade schools, an analysis of 183 student work samples, and nine classroom observations. Data were analyzed and coded to identify instructional technology practices standard classroom teachers use for curriculum differentiation with gifted learners. Recommendations based on the findings included school system's technology departments support teacher's efforts to appropriately challenge gifted learners through enlisting the help of the developers of sites such as MobyMax or Kahoot, classroom teachers making use of gifted education specialists expertise as well as the specialist monitoring the gifted learners in order to better support the classroom teachers, and effective professional development using teachers who successfully use instructional technology as a differentiation technique for gifted learners as well as ones who establish a cohesive classroom community. Recommendations for future research included similar studies conducted in other districts not only on the same grades but also middle and high school level gifted learners. Additional studies could focus on systems that have limited amount of technology as compared to those who have a one-to-one technology program. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focuses on the topic of creativity and emotional regulation in gifted children. While there is a great amount of research available on the subject of giftedness, there is limited literature available on individuals who are creatively gifted and how they process emotions. Additionally, there is a significant gap in the literature that addresses the need for teaching specific emotional regulation skills to gifted children. This doctoral thesis includes a critical review of the literature examining the identification of creatively gifted individuals, theories of emotional regulation techniques and common therapies utilized to help with the regulation of emotional and affective states. Additionally, this study includes information gained from interviews with field consultants who work with gifted children and have considerable expertise in this area. Both the findings of the literature review and the information gained from those interviews was incorporated into the creation of a children's book -- Henri's Great Adventure -- the purpose of which is to teach emotional regulation techniques to gifted children. A sample of the product is included in this document as well as a summary of the feedback given on both the topic and the product from individuals in the field. Additional suggestions are given for further research as well as a discussion of the study's limitations and implications. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Giftedness is typically defined as above-average ability, task commitment, and creativity (Renzulli, 2012). However, this definition is socially constructed and leans on the literacy practices of the dominant culture. Understanding various contributors and barriers to giftedness (Suboknik, Olszewski-Kubilis, & Worrell, 2012) can help identified students interrogate their own assumptions about their positions in the school system as well as those of teachers and peers. Since the gifted support classroom is relatively immune from the curricular pressures of the regular education classroom, it provides an ideal context for students to use various literacy practices to reflect on the complex dynamics of the public school system including the ways in which dominant literacies are valued over others generally and in regards to giftedness identification and services. This practitioner-research study followed six gifted fifth-grade readers through a four-month long weekly Book Club as they used literacy and dialogue to reflect on, construct, and critically consider their academic identities. An inductive approach was used to generatively code responses and analyze the data. Using literature and informational text, the work supported students in using a critical lens to articulate their academic identities, consciously contemplate the expectations placed upon them in the school setting, and consider the implications of their positioning in that context. They engaged in social practices that aided in and demonstrated comprehension and agency, resulting in their re-conceptualizing the notion of giftedness. In addition, participants viewed giftedness through the perspective of culture, ethnicity, and language. Students' transaction with and dialogue surrounding various text types served as a way to challenge the socially constructed notions of giftedness and the structures that support such definitions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Research has established that motivation is an important factor of student achievement. Many researchers in the field of gifted education consider motivation to be a crucial component of giftedness, yet the literature base for motivation and math talent development within gifted populations is scarce. This descriptive study used a within-group design to measure the math motivation, math achievement, and goal orientation of high-ability 5 th grade math students to elucidate the relationships among motivation, achievement, goal orientation, and gender. Findings indicated that math achievement, math motivation, and goal orientation were similar for both genders; students had high math achievement yet low math motivation; and a high number of students had a performance goal orientation. Ideas for future math motivation research for the gifted are shared. Keywords: gifted math students, math achievement, math motivation, goal orientation (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study investigated whether the experience of existential anxiety influenced depression in the presence of authenticity and whether the experience was the same for identified gifted and non-identified gifted college students. The exploratory study sought to examine these relationships in the context of emerging adulthood among a sample of 207 college students between the ages of 18 and 24 years, from a mid-sized urban university in the southern United States. Results indicated that influences of existential anxiety and authenticity on depression were not significantly different for students identified as gifted compared with the non-identified gifted. In addition, constructs associated with giftedness (overexcitability and grades) added to the influences of existential anxiety and authenticity on depression. For this sample, anxiety associated with emptiness/meaninglessness and guilt/condemnation was found to have significant associations with depression. Findings suggest that a more profound understanding of the interaction of giftedness and depression is needed and that clinical services to gifted students may need to be tailored to account for their emotional and cognitive complexities and other psychological hypersensitivities. Also, the role of authenticity as a buffer against depression should be considered in both in therapeutic interventions with students and in general, with interpersonal relationships. Finally, existential anxiety is established as being an integral part of the experience of depression. More empirical research into the relationship between existential anxiety, authenticity and depression is needed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)