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The authors reply to S. Kontos et al (see record 1984-19044-001), who challenge the logic and practicality of the Revolving Door Identification Model proposed by the 1st author and colleagues (1981). It is suggested that the study by Kontos et al contains conceptual and methodological errors and that they misinterpret the definition of giftedness. (4 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses the important qualities required of teachers of gifted children, as well as new teacher training strategies. Particular attention is given to professional training norms established by the Professional Training Institute of the National Association for Gifted Children (US). Critical remarks are also made concerning the risks of overly restrictive research programs related to giftedness. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses a predictive index developed from clinical and statistical use of the Barclay Classroom Climate Inventory (BCCI) that is designed to help identify gifted children and those in need of remedial help in learning. The BCCI was used to confirm the academic and social statuses of 64 gifted 4th graders (IQ 130+) and to evaluate their progress, and the predictive validity of the measure was determined using data from a further 234 children. The usefulness of the BCCI in counseling, special education, and school psychology is discussed. (16 ref) (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Determined the percentage of identified gifted children and adolescents in public schools from each zip-code county area in a social area analysis of San Diego to test the hypothesis that Ss' gifted status is independent of socioeconomic or cultural disadvantages. Results do not support the hypothesis: Rank-order correlation between Ss' intellectual status and corresponding average housing price showed a high relationship between the 2 variables. Findings indicate the need for identification and promotion of gifted children from low-stimulating homes and fringe groups. Future research using more specified social-area types and individual indicators (e.g., occupation of head-of-household) is recommended. (45 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes 3 areas of assistance sought by 20 parents of gifted children who participated in a workshop: (1) They wanted to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors, and motivation. (2) They were anxious that their children proceed at their own pace and avoid boredom. (3) They searched for enrichment activities and resource materials over a wide range of interests. Overall, they wanted assurance that their children, although gifted, were normal. (1 ref) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Presents results of studies conducted in Argentina of the problems of the highly gifted child; the studies involved a bibliography on the subject, the formulation of a scheme for detecting such cases, and a tentative teaching approach. Creativity is viewed as an essential component of giftedness, and family counseling is considered of paramount importance. The needs of the gifted are perceived as an aspect of special education, with emphasis on providing for those needs within the normal school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Describes a newly developed Form U Biological Inventory that measures 4 indicators of gifted/talented abilities (academic performance, creativity, leadership, and artistic potential) and is consistent with the conceptions of gifted and talented attributes advanced by the US Department of Education (USDE). The background of the test's development and use and implications for its application are discussed. Advantages of the test include similarity to IQ tests, prediction of college and graduate school success, racial fairness, and economic feasibility. (32 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Uses the systems approach to analyze such concepts as "potential" and "gifted." Emphasis is given to the correlation of psychological functions, ability, and giftedness. Also, the construction of a diagnostic test battery for evaluating potential is outlined. (42 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Asserts that in identifying the discrepantly gifted child, educators look at an imaginary norm from which these children deviate; this norm may well be within the children themselves. Performance vs potential, variations in competencies, the creatively discrepant, the extraordinarily gifted, and the behaviorally discrepant are discussed. It is concluded that (1) selection procedures must be varied and sensitive to the student population and program, (2) multiple options in programming must be sought, (3) the parents' role in setting the stage for school functioning must be clarified, and (4) the school can best serve gifted children only when educators acquire an in-depth understanding (via psychological assessment) of the gifted child. (3 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the mental processes of humor and creativity are inseparable and that integrating the study of humor in the classroom is one method of recognizing and developing creative talent. Assumptions underlying arguments for paying deliberate attention to creative humor in the education process are discussed. It is contended that observation of both the production of and the response to humor during planned activites will provide teachers with clues to high-level cognitive connections and creative thinking talents. (18 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that carefully prepared games can be an excellent means of enabling the gifted and talented student to develop formal thinking processes. Formal thinking processes enables gifted students to organize diverse ideas within a distinct subject area, and to do so in such a way that relevant conclusions become accessible. Several commercial games suitable for use with gifted students are described. (14 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues that the purpose in understanding the incidence and identification of the gifted and talented should not be to single out a prespecified percentage of students. A unique sample of people cannot be forced to conform to some statistical generalization about incidence. Instead, the concern should be with defining the unique characteristics associated with the concept of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses problems associated with identifying gifted children and defines 4 categories of gifted children. A strategy for the identification of exceptional pupils is presented and includes the following steps: biographical and developmental history; objective teacher observation; checklist; standardized tests; and recording, communicating, and planning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Approximately 1,000 sources (teachers of the gifted, university professors, state consultants, and others) were queried as to what constitutes the most frequently and effectively used tests/instruments/techniques in the identification process vis-à-vis the categories of the federal definition and certain subpopulations. Data were analyzed for existent and recurrent patterns and trends. Among the findings are abuses of standardized testing and other inappropriate practices, apparent confusion over the definition of giftedness, and lack of understanding regarding what should and should not be used for identification under each category. (1 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

A recommendation that Mazes be substituted for Coding in the assessment of giftedness with the WISC-R was investigated by including both subtests in the evaluation of 50 children (mean age 9 yrs 2 mo) referred for verification of eligibility. Scaled scores on Mazes were significantly higher than those on Coding for the group, although the proportion of Ss meeting the established criterion was similar under inclusion of either subtest in the computation of Full Scale scores. Data offer general support for the selective inclusion of Mazes in this type of assessment. (1 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Assessed 132 1st–8th graders nominated as candidates for gifted programs to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing Ss' race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students scores, and WISC-R IQs. Only Ss achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that previously developed for predicting the WISC-R IQ. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower but still significant degree of relationship was found between SIT and WISC-R Performance IQ scores. It is concluded that caution is needed when using the SIT as a screen for gifted programs. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the use of pull-out programs in relation to the education of the highly able student. It is suggested that the use of pull-out programs is a way to maintain flexibility in services to highly able youth and to avoid identification procedures that are based on an absolutist conception of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Suggests that many gifted children who are also learning disabled are not being identified for special services for either exceptionality. They frequently appear to be functioning within the average range, and neither giftedness nor learning problems are recognized. The present article discusses characteristics of the gifted/learning disabled student, various identification procedures, and strategies for providing services that meet the needs of both the intellectual talents and the academic deficits found in these children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

364 gifted and 386 traditional 4th graders completed logs of their TV viewing over 1 mo, and their parents completed questionnaires on perceptions and mediation of their children's TV viewing. Findings suggest that intellectual giftedness and, to a lesser extent, children's consumption habits, were significant predictors of parental mediation and perceptions of TV's effects. Parents of gifted children were more likely to speak with their children about TV and explain the mechanics of TV as a mediatory device. These parents were also more likely to see TV as influencing their children's thought processes. Parents of traditional children were inclined to perceive TV as having behavioral effects and to react by removing children from the source. (PsycINFO Database Record (c) 2016 APA, all rights reserved)