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The purpose of this article is to discuss the unique personal and psychosocial characteristics of twice-exceptional individuals (a person who has a disability and is regarded as gifted or talented). This article focuses on the description of those characteristics which relate to psychosocial adaptation and attitudes toward disabilities and giftedness. Emphasis is placed on rehabilitation professionals' awareness and knowledge of such characteristics. This knowledge is needed to skillfully develop tailored interventions that will lead into positive education, counseling, or employment outcomes for these individuals. Implications for rehabilitation education, practice, and research are also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

There is a fallacy about identifying gifted and talented children and youth that refuses to go away: It is the notion that a single score is sufficient for determining giftedness (see Treffinger, 1982). In the following paragraphs, I address briefly several reasons for the longevity and ubiquity of this myth, as well as the data that call the myth into question. These include (a) the predictive validity of test scores, (b) the belief that ability is fixed, and (c) the lack of attention to and evidence for other explanations for outstanding achievement. The focus of this article is on the academic domains and IQ, as there are few who argue that a single score predicts performance in the visual and performing arts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In the study of neural activity underlying task performance, neuroscientists have discovered that different neural states arise in low and high performers on the same cognitive tasks. What then sets the high performer apart? This article discusses the various neural mechanisms advanced to account for differences between gifted and non-gifted performers. Is there a gender association? Do 'talents' have access to more neural resources? Or do they just use their resources more efficiently? And what is the role of practice and motivation in achieving expertise? (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish-speaking gifted children and adolescents using a comparison group of 50 average-ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The inclusive school responding to the students differences and to the opportunities' equality should consider the education of the gifted and talented students. In this work, we take curricular adaptation and curricular differentiation as the main intervention points centered on individual differences. We also defend the complementary use of the educational practices (acceleration, grouping and enrichment) explaining each one of them and presenting some studies about their efficacy. We briefly describe the practices for gifted studentes in Portugal and highlight the importance of the school staff sensitivity to understand giftedness. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Based on data from a sample of 106 students in grades 2 through 8, we explored the psychometric integrity of the Universal Academic, Cognitive, Creativity, Emotion Screening Scale (Universal ACCESS; R. S. McCallum & B. A. Bracken, in press). We obtained Cronbach's alphas ranging from .95 to .98 across the eight scales of the Universal ACCESS. Concurrent validity, based on comparisons of the eight scales with “like” constructs from the Gifted Rating Scales (S. I. Pfeiffer & T. Jarosewich, 2003), the Bar-On Emotional Quotient Inventory: Youth Version (J. D. Bar-On & R. Parker, 2000), and the Terra Nova Comprehensive Test of Basic Skills (CTB, 1996), produced correlations ranging from .46 to .85 ( p < .001). All Universal ACCESS scale means were significantly higher ( p < .001) for 53 students participating in a gifted and talented program than for matched nongifted peers. We discuss implications for screening gifted students using an instrument that deemphasizes language abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article focuses on the underrepresentation of African American males in gifted and talented programs, and offers a number of key recommendations to practitioners and researchers who seek viable strategies to circumvent this problem. Beyond the focus on underrepresentation, several additional topics for discussion are excogitated to provide a clear perspective on the challenges these students experience in school; namely, (a) definitions of giftedness, (b) identity development, (c) student Millennial culture, and (d) how gifted African American Millennial males in school contexts are treated. Additionally, data collected from a recent study of a large Midwestern school district will be presented to further highlight the topics under investigation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This piece is a poetic and narrative inquiry (Leggo, 2004) into the conceptual, physical, and emotional underpinnings of research methodology in the field of gifted education. First, the author explores the metaphorical possibility of swimming rather than standing in the field of inquiry and how relationships to self, environment, and other would shift in ways potentially commensurate with the task of researching giftedness. Then, responses to a questionnaire asking researchers about their understandings, hopes, and fears in the use of “nontraditional” methodologies in the field of gifted education are explored through the creation of poetic aphorisms. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This paper explores the unique mind of the twentieth-century American artist Joseph Cornell, known for his boxes and collages made with "found" materials. The author interpolates reflections upon Cornell with vignettes from the treatment of a young child, speculating that certain individuals may possess a constellation of vulnerabilities/sensitivities that constitute what is referred to as a "cosmic" sensibility. It is suggested that such an orientation can lead variously to anxieties and separation problems, as well as (or in addition to) intellectual and/or artistic giftedness. The outcome of such dynamics would depend on a complex interplay of temperament, circumstance, and relational attunement. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This reflection relates to the passage between childhood and adolescence, and postulates that the experience of puberty troubles the defensive intellectual overinvestment of the latency period. I suspect that in the gifted adolescent, giftedness, which is founded upon still-active infantile depression, does not enable construction of the psychical dams freud speaks of; it is only a narcissistic show which collapses at the appearance of pubertary emergences. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Gifted intelligence is underpinned by those aspects of neural function that enable an enhanced facility to engage in fluid analogizing: a cognitive-level construct that describes intermodule information articulation within the brain. Evidence for this claim comes from a program of neuroimaging investigations of the neural underpinnings and IQ correlates of fluid analogizing coupled with theoretical modeling of high creative intelligence that contextualizes fluid analogizing within related executive neural functions. In particular, a gifted person's high ability at fluid analogizing as a cognitive process enables his or her more efficacious working memory, the most critical consequence of high-level prefrontal cortical functioning. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The articles in this issue span from investigating relationships between brain structure and human intelligence, neuropsychological profiles of savants, functional brain patterns of mathematical processing in gifted adolescents, and functional brain patterns of fluid analogizing to a proposed, expanded model for locating studies of twice-exceptional individuals within medical models of disability. Each of these articles represents one or more important pieces of work that comment on the biological nature of ability and performance. While the number of individuals who could contribute to this topic from a primary source point of view are few, there is much ground to cover in this emerging field. Imaging methods themselves are highly technical and sophisticated yet still yield very rudimentary knowledge about the brain contingent upon narrow and conditional contexts for interpretation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents an interview with Michael W. O'boyle, is professor in the Department of Human Development and Family Studies, Texas Tech University, and Adjunct Professor of Pharmacology and Neuroscience, School of Medicine, Texas Tech University Health Sciences Center. His research has been pushing back the frontiers of giftedness by revealing intriguing connections between neuroscientific investigations and mathematical high ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students--one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor--poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The main argument of this article is that human living systems are open, dynamic, intentional systems and, therefore, are capable of building ever more complex behaviors through self-organization and self-direction. This principle underlying general human development is also applicable to the development of gifted and talented behaviors. These behaviors are dynamic because persons demonstrating such behaviors are forming dynamic, functional relations with a specific environment, with unique temporal trajectories capable of engendering emergent properties that feed into further development. This Contextual, Emergent, and Dynamic Model provides an alternative to traditional static, reductionistic, trait-based conceptions of giftedness. The article further elaborates on three dynamic facets of the making of gifted potential: selective affinity, maximal grip, and being at the edge of chaos. These facets allow for dealing with the genesis of talents, developing expertise over an extended period, and developing creative potential. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

At the culmination of an 11-year qualitative, cross-sectional study of life events, 48 high-ability high school graduates fitting common stereotypes associated with giftedness completed an open-ended questionnaire, part of which focused on positive life experiences and sources of support. Findings included that intense investment in academics, activities, and service contributed to new perspectives, vision and direction, confidence in competence, social connections, spiritual growth, and additional opportunities. Some experiences were considered life-changing. Participants' language reflected individual accomplishment, a dominant-culture value, but the main themes reflected fulfillment, validation, satisfaction, and, unexpectedly, many values associated with nonmainstream cultural groups. Findings are presented within a core-values framework associated with positive psychology. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Gifted children and adolescents can display behavioral characteristics similar to those exhibited by children and adolescents who have been diagnosed with attention-deficit hyperactivity disorder (ADHD), leading to potential issues with misdiagnosis. The overlapping characteristics between giftedness and ADHD are often seen as anecdotal or to only exist in theory, such as that explained by Dabrowski's theory of positive disintegration and his notion of overexcitabilities. There is a paucity of empirical data to support this perceived relationship between ADHD and overexcitabilities. This study provides empirical support for a relationship between ADHD and overexcitabilities within a sample of gifted adolescents. Implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Schools often administer brief intelligence tests as the first step in the identification of students who are cognitively gifted. However, brief measures are often used without consideration of underlying constructs or the psychometric properties of the measures and without regard to the links between screening decisions and educational programming. This article provides an overview of these issues and offers recommendations for using brief intelligence measures particularly when screening children who are cognitively gifted. (PsycINFO Database Record (c) 2016 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)