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Over the past several years, media attention directed toward autism spectrum disorders (ASD) has increased substantially, not only in relation to the rising prevalence rate, but also through the portrayal of individuals with ASD in movies and television shows. Misconceptions abound; for example, many erroneously believe that a large percentage of individuals with ASD are savants, or that everyone diagnosed with Asperger's syndrome is gifted. Neither statement is true. However, research does demonstrate that there are individuals with ASD who are intellectually gifted, although the prevalence rate remains unknown. According to the Centers for Disease Control and Prevention (CDC; 2012), 1 in every 88 children is currently diagnosed with an ASD. Given this astounding number, educators undoubtedly will work with individuals on the spectrum at some point during their careers. To do so requires a comprehensive understanding of ASD, as well as an awareness of the potential for giftedness. To fully understand this group of twice-exceptional students, clarification of terminology and diagnostic criteria must first be addressed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The current chapter focuses on the young scholars model. Young Scholars model supports the notion of providing equity of opportunity to all students so that any child who has an exceptional ability to think, reason, and problem solve will be able to participate in classes for gifted and talented students. It is a model because it builds on existing structures and practices and highlights the importance of bringing together four elements that must be present in any effort to find and nurture potential in young learners. The two-pronged primary goal of the Young Scholars model is (a) to identify giftedness in children from diverse cultural, ethnic, and linguistic backgrounds as early as possible; and (b) to nurture, guide, and support the development of their exceptional potential so that these students will be prepared for increasingly higher levels of challenge as they progress in grade levels. The model incorporates key components that are interdependent and integral to finding and nurturing gifted potential in diverse populations. Implementation of the model leads to systemic change and a school environment that encourages continuous learning and advanced intellectual growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter presents research on giftedness and connects it to relevant work in educational psychology. To provide context for current thinking about gifted learners, a short history of the study of giftedness and education of gifted learners is provided. This is followed by contemporary work that recognizes the dynamic and complex nature of giftedness and considers the nature of educational environments that nurture optimal development. The chapter is written from the Canadian perspective, where giftedness is considered a special educational need and the rights of children with special needs to an appropriate education are enshrined in our Charter of Rights and Freedoms. These considerations, however, are not always reflected in practice. Consistent with contemporary research in educational psychology that emphasizes the importance of the initial understandings people bring to their learning, the chapter begins with a series of questions to stimulate your reflection on what you now know and think about giftedness and intelligence. Before engaging with the chapter it is important that you make explicit your own understandings of what giftedness and intelligence mean and what intelligence means for learning. These reflections will help you to see how your own beliefs and experiences come to play as you learn about giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, I discuss eight topics about giftedness. It is my hope that an understanding of the first six topics will help the reader understand the eighth topic, where I consider the puzzle of childhood giftedness - why it is that the link between childhood giftedness and adult genius is so weak. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, I will sketch how the expert-performance approach could be extended to account for several aspects of the generation of major creative contributions in arts and science and, thus go beyond ideas in my earlier papers on genius, creativity, giftedness and organizational creativity. My chapter will start with a general overview of a few major facts about genius. Then, I will briefly describe the expert-performance approach and how this approach has proposed necessary conditions for attaining high levels of performance in many domains of expertise. I will then try to show how it might be possible to extend this model by specifying necessary conditions for making creative contributions and search tor empirical evidence for some of these ideas developed by several researchers. The fundamental issue discussed in this chapter concerns how the current work on expert performance in traditional domains, such as sport, chess, music, and ballet, might be extended to seemingly very different activities such as creative achievement in science and arts. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to provide foundational knowledge of giftedness and the gifted adult learner—the adult who learns faster and in different ways than other adults; the adult who, by virtue of certain traits, used to be a gifted child, whether or not s/he was ever formally identified. The starting point of this chapter, then, will be to answer the questions: What are the general definitions and characteristics of giftedness? What are the characteristics of gifted adults? and What do we know about gifted adults? Further discussion will include a brief examination of Dąbrowski's theory of positive disintegration (Dąbrowski, 1964; Mendaglio, 2008), its role in research on the gifted adult, and potential connections to transformative learning theory. The authors will then suggest potential intersections between gifted education and adult learning and illuminate the emerging possibilities of a partnership whereby the two fields can learn from each other. Common strategies employed in gifted and talented learner contexts will be offered for those in adult learning and education who wish to draw parallels and begin developing and sustaining the gifted adult learner within the adult learning environment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The current exploratory study analyzes survey results regarding teacher perspectives and experience with project-based learning (PBL). Particular attention was paid to teachers serving diverse learners with exceptionalities such as learning disabilities or giftedness. The analysis suggests PBL is perceived as an effective measure when working with diverse and exceptional students. However, while teachers are aware of PBL as an instructional strategy, practitioners may lack a clear understanding of PBL methodology. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter illustrates use of the WPPSI-IV in a comprehensive battery through case reports for two young children referred for psychological evaluations. The first case report presents the results of George R., a 7-year-old male referred for evaluation of intellectual giftedness. The second case report presents results for Jane B., a 7-year-old female referred for testing due to preliteracy concerns. These case reports demonstrate the integration of various aspects of the children's history and interview data, behavioral observations, and other tests. The reports also illustrate important information to include in each section and translation of results into recommendations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In our experience, it is common in career counseling to hear clients talk about wanting to discover and live out a calling. The term calling means different things to different people. Typically, calling refers to a personally or socially meaningful engagement with one’s work, sometimes linked to one’s religious or spiritual perspective, sometimes to a sense of passion or giftedness, and sometimes to a deeply held set of values for making a difference or leaving a legacy. Whatever the particulars, the concept seems very powerful when expressed through a client’s tone of despair, longing, or hope. We have worked with many objectively successful but subjectively miserable middle-career adult clients who have fantasized about what it would be like to experience work as a calling rather than as an obligation to which they felt chained (sometimes with “golden handcuffs”). Interactions with clients such as these are part of what has driven us to devote much of our careers to better understanding what it means to have a calling, the difference it makes (in work and life) for people who approach work as a calling, and strategies for discerning and living out a calling. Although much has yet to be learned, what is clear from research is that a sense of calling provides, for many people, a key pathway for experiencing work and life as meaningful and satisfying (e.g., Dik, Eldridge, Steger, & Duffy, 2012; Dik, Sargent, & Steger, 2008; Duffy & Sedlacek, 2007; Hirschi, 2012). How, then, might career development practitioners help clients discern and live out a calling? In this chapter, we offer some suggestions that address this question. We begin with an overview of the historical and conceptual context for the recent surge of scholarly interest in calling. We then summarize the rapidly accumulating research on the construct and explore implications for career interventions that target discerning and living out a calling. To close the chapter, we use a case study to demonstrate the use of calling in career counseling. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter outlines a cross-disciplinary, evidence-based approach to developmental assessment in school-age children and youth based on each of the five domains of development. Children should be assessed when parents report significant developmental concerns in infancy or early childhood and/or the school team is concerned about a child’s daily functioning at school. Assessment is also necessary when a student appears to be developmentally advanced. Guidelines are provided for using the developmental profile in Figure 8.1 to (a) diagnose pervasive developmental disabilities (PDDs) and specific developmental disabilities (SDDs) or giftedness and (b) take the five developmental domains into account when planning student interventions and giving parents feedback. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Have you heard the saying, "All children are gifted. They just open their packages at different times and in different ways"? Yeah, well, that may be simplifying the notion of giftedness just a tad. In fact, although teachers and parents might identify giftedness in children by the differences that they demonstrate in a classroom, the definition of giftedness is a challenging one. There is no "one-size-fits-all" program or practice that is guaranteed to work. Often, a teacher just wants to keep a gifted child busy and out of trouble, so she or he may end up using materials that are marketed "for gifted kids," are attractive, and yet have no real substance. According to a project sponsored by the U.S. Department of Education and described in the book Best Practices in Gifted Education, there are 29 strategies that have been proven effective in identifying and serving gifted students. These research-grounded strategies offer specific guidance to teachers, administrators, policy makers, and parents. While many educational practices and packaged programs employ these strategies, there are even more that are based in pseudoscience, reputation, or just busywork with no substance. This chapter will take many of these research-based strategies and make them "real" for you. I'm sure that you want to meet ALL of your students' needs; let's not let any group of students lag behind in their educational growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter considers three standpoints on rural giftedness. By "standpoint" we indicate a grounded way of reading the world: based on a place in it and, in our case, an articulated position (i.e., writing the world) about being there. Our particular standpoint for writing the world—given previously in many venues—is that rural is best understood as a set of meanings related to the land, to family, to rural sorts of work, and to local communities. Such meanings as these inform our overall position as rural educators: that rural schooling should encourage, support, and actively facilitate rural adulthoods for rural students. The dominant position, however, suggests instead that most rural children, especially bright ones, should abandon their home places for opportunities elsewhere to pursue college, medical school, and metropolitan careers, and who abandon rural places altogether, are viewed as successful-Among not only rural school professionals, but among influential rural community members—and indeed, by everyone else. However we want to explain a contrary and largely disparaged position (a position unusually appreciative of the educational potential of rural cultures and places); that is, rural life is not limiting and restrictive, but is instead inclusive and generative. In articulating this position, though, we often—almost always—encounter bafflement among education faculty. To be clear: We are not opposed to any individual leaving or indeed, arriving anywhere. Instead, we ask why the American culture is disparaging of rural locality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Rural places are unique. There are defining characteristics of rural individuals and especially those who ate gifted and live in rural areas. However these characteristics, beliefs, and values differ based on the rural region in which a student resides as well as his or her ethnicity, income status and experiences. Educators need to understand the context of their specific rural locale and match identification methods to their students' needs. The use of a variety of measures, flexibility of methods used, understanding the context and community in which a rural gifted student resides, and challenging preconceived notions of giftedness through professional development are essential in crafting appropriate identification systems for rural gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter provides a summation of four subtheories developed over approximately five decades. Although my early work on Subtheory I (the Three-Ring Conception of Giftedness) and Subtheory II (the Enrichment Triad Model) gained more attention than I ever expected, I began to feel that there were still characteristics and programming opportunities that needed to be added to the overall search for factors that contribute to total talent development. This concern, coupled with my own belief that programs for our most able young people should: (1) promote a sense of social justice and the use of one's gifts to make positive contributions to society, and (2) provide experiences in the development of strategies for acquiring self-regulation skills, using time and resources wisely, taking action, and managing change. And, of course, I wanted to come up with ideas that interacted with rather than replaced Three-Ring and Triad. The result was several years of research and development that led to Subtheories III and IV that are discussed in this chapter. I refer to the traits discussed in Subtheories III and IV as co-cognitive factors because they interact with and enhance the cognitive traits that are ordinarily associated with the development of human abilities. A number of researchers have suggested that constructs of this type, including social, emotional, and interpersonal intelligence, are related to each other and are at least partially independent from traditional academic measures of human abilities. I invite readers to draw their own conclusions about whether or not these four interactive subtheories promote what I describe as a fully functioning self-actualized individual. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In the early 1970s when I began work on the Three-Ring Conception of Giftedness, I embedded the rings in a houndstooth background that represented the interaction between personality and environment. In recent years, further research and theory development coupled with a growing concern in the field related to social and emotional development has led to a new dimension of my work on characteristics that calls attention to a series of six co-cognitive factors that are discussed in this chapter. A comprehensive review of the literature and a series of Delphi technique studies led to the development of an organizational plan for studying these six components and 13 subcomponents. Factor analysis identified these clusters of discrete but interrelated traits. I refer to these as co-cognitive factors because they interact with and enhance the cognitive traits that we ordinarily associate with the development of both high achievement and creative productive manifestations of giftedness. This new initiative was prompted by a longstanding concern about the role that gifted education should play in preparing persons with high potential for ethical and responsible leadership in all walks of life. Investments in this type of social capital benefit society as a whole because they help to create the values, norms, networks, and social trust that facilitate coordination and cooperation geared toward the greater public good. Striking evidence indicates a marked decline in American social capital over the latter half of the century just ending. National surveys show declines over the last few decades in voter turnout and political participation, membership in service clubs, church-related groups, parent teacher associations, unions, and fraternal groups. These declines in civic and social participation have been paralleled by an increasing tendency for young people to focus on materialism, self-intelligence, narrow professional success, and individual economic gain. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This recently written chapter is designed to set the stage for a better understanding of the chapters that follow in this section of the book. As will be pointed out, epistemology, the study of knowledge creation and use, was a topic examined by ancient philosophers and is reflected in modern educational templates for learning such as Bloom's Taxonomy of Educational Objectives. I was surprised that no articles in the gifted literature had addressed this topic. It wasn't until recent years that I realized different types of knowledge are the "grist for the mill of mind." Understanding different levels of knowledge helped me to better recognize the argument made in the following chapter about the importance of focusing special programs on creative and productive giftedness. This work also reflects my growing fascination with the importance that technology is now playing for learners of all ages and the easy accessibility to the wide world of knowledge that young people now have through the Internet. An examination of the three levels of knowledge discussed in this chapter and the importance of blending them together will strike some readers as "common sense," and this is exactly what I intended. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The Enrichment Triad Model was developed in conjunction with the Three-Ring Conception of Giftedness discussed in Chapter 3 of this book. This model, which is essentially a learning theory, is primarily designed to serve as a practical guide for promoting what I referred to in Chapter 3 as creative productive giftedness. It was originally published as articles in a two-part series and subsequently a short book. Both of these models were greeted with a fair amount of skepticism in the gifted education community because they disagreed with prevailing trends about the conception of giftedness, a focus on advanced lesson-learning approaches to developing giftedness, and the belief that higher level thinking skills were the exclusive province of gifted students only. The Three-Ring and Triad models, however, "got legs," and as they grew in popularity over the years, I gained new insights about issues related to practical strategies for implementing the three types of enrichment around which the Triad Model is organized. This chapter is an updated version of the original work on Triad and a compilation of the original theory plus various conceptual and practical additions that have been added over the years. The chapter serves as an overview rather than as a practical guide for implementation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter is based on a research project that produced some "hard data" to support the assertion made earlier stating that the field has changed its mind about the conception of giftedness and the types of information that should be used in the identification process. Strong agreement was found among classroom teachers, gifted education teachers, administrators, and consultants (experts in the field and state directors) from urban, suburban, and rural districts. Overall, respondents disagreed with a totally test-score approach and supported approaches that used individual expression, ongoing assessment, and context-bound identification procedures. Furthermore, they strongly agreed with the importance of using multiple criteria for the identification of gifted and talented children. This study has important implications about the need for change in both policy and identification practice and its most valuable use to the field is that it should be brought to the attention of policy makers responsible for developing state and district guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In an applied field such as education we have always maintained that a theory doesn't have much value (beyond generating research proposals) unless it can ultimately guide practice, and hopefully policy. We also maintain that there is no such thing as a "perfect" identification system and any system is always a series of compromises that must take into account state rules and regulations, political realities (e.g., parent pressures, under representation of low-income and minority groups), practical issues (e.g., time and costs of testing), and of course the conception(s) of giftedness and the programming models) that guide the services for which students are being identified. In this chapter, we first discuss a number of considerations that must be taken into account when designing an identification system for a school, district, or even a state. The step-by-step system that is described here is an attempt to address as many of these considerations as possible, but we must also state up front that the system presented in this chapter is based on the Three-Ring Conception of Giftedness. Further, it is designed for programs that focus mainly on creative productive giftedness as delineated in the Enrichment Triad Model. The system does, of course, provide a major pathway for the highest achieving students but it also "opens the door" for participation by students who show potential for high performance through one or more nontest criteria that may not be adequately assessed by cognitive ability or achievement tests. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The original article on The Three-Ring Conception of Giftedness appeared in a 1978 edition of the Kappan. Although it was originally rejected by the journals in gifted education, it has now become the most widely cited article in the field. Over the years, I have updated the article three times to include new research and changes in identification and programming that have taken place in the field over the years. The original article and subsequent follow-ups have been cited approximately 3,000 times in national and international journals. The most important point in the chapter is that our field needs to make differentiated provisions for both high-achieving students and what I have described in this chapter as creative productive giftedness. These two types of giftedness are not mutually exclusive, but it is important to recognize that creative and productive people represent the kind of giftedness found in people who have changed the world in both large and small ways. The chapter presented here is the most recent update. I am proud of the influence all of the Three-Ring articles have had because they show that a field can change its mind regarding long held beliefs about the nature of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)