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The approach to giftedness from the socio-anthropological, psychological, and neurobiological perspectives altogether allows us to understand why gifted people are occasionally misunderstood by society. In light of the fact that the particular neurofunctional characteristics of gifted children are mostly unknown, our educational and health institutions are not prepared to treat this particular social group. Gifted children are indeed habitually proactive, and they perform very efficiently based on their high intellectual coefficients to solve problems of various kinds from in areas from the social sciences to physics to mathematics. The authors of Psychobiological, Clinical, and Educational Aspects of Giftedness, edited by Ignacio Gonzalez-Burgos, invite us to reflect on the myths and needs that these minorities have regarding their academic, intellectual, and social development, and also on the imminent need for scientific research related to the different aspects of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Giftedness (or high intellectual ability) is a functional brain condition evident in nearly 8% of children worldwide. Despite this high prevalence and the fact that gifted young people are actually a vulnerable social group, only a few countries adopt specific educational programs to manage this condition of extreme intellectual performance, and there are considerably fewer where it is considered a priority. However, in some developed and some emerging countries high intellectual capacity is not only recognized as worthy of special attention, but it is considered to be important to enhance the development of the nation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

There are multiple reasons why high ability children may experience academic challenges. Researchers typically have focused on two possibilities—underachievement, or achieving below one's ability level, and twice-exceptionality, or possessing both high ability and one or more disabilities. In this chapter, we review the research within these domains to identify characteristics associated with both underachievement and twice-exceptionality. We specify the most common disabilities and mental health diagnoses associated with academic problems among gifted students: specific learning disabilities, ADHD, depression, and anxiety. We provide suggestions for students and their families to address these concerns to increase students' likelihood for academic advancement and success. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter we provide a selective review of some quantitative/qualitative characteristics of the math gifted brain. The initial discussion highlights the significant bilateral engagement of both hemispheres by the math gifted when performing a variety of cognitive tasks, this in contrast to their average math ability counterparts, who rely on either their left or right hemispheres in a more unilaterally dominant fashion. The review also includes a brief overview of several studies that have employed task related Blood Oxygen Level Dependent (BOLD) and/or Diffusion Tensor Imaging (DTI) techniques to provide converging evidence for increased activation of various brain areas and heightened white matter connectivity between regions in the math gifted brain. In addition, differences in structural characteristics (e.g., surface area, volume and cortical thickness) of the math gifted brain are briefly presented along with a discussion of how math exceptional individuals tend to rely on mental imagery ('visualize') to solve many types of problems. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. It examines major theories and tests of intelligence and presents research-based approaches to test interpretation. The book addresses critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. It highlights the use of cognitive test results in planning school-based interventions. The book is organized into six parts comprising 39 chapters. Part one presents the history of intelligence assessment and test interpretation. Part two explores contemporary theoretical perspectives including Cattell–Horn–Carroll theory of cognitive abilities; multiple-intelligences theory; the triarchic theory of successful intelligence; planning, attention, simultaneous, and successive theory of neurocognitive processes; and the parieto-frontal integration theory. It also presents a framework for adult intellectual development. Part three describes contemporary intelligence, cognitive, and neuropsychological batteries, and associated achievement tests including Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition, Wechsler Intelligence Scale for Children—Fifth Edition, Wechsler Individual Achievement Test—Third Edition, Woodcock–Johnson IV Tests of Early Cognitive and Academic Development, Kaufman Assessment Battery for Children—Second Edition, Differential Ability Scales—Second Edition, Woodcock–Johnson IV: Tests of Cognitive Abilities, Tests of Oral Language, Tests of Achievement, Cognitive Assessment System—Second Edition, Wechsler Adult Intelligence Scale—Fourth Edition, Wechsler Memory Scale—Fourth Edition, Wechsler Nonverbal Scale of Ability, Reynolds Intellectual Assessment Scales—Second Edition, Reynolds Intellectual Screening Test, NEPSY-II, and the Universal Nonverbal Intelligence Test—Second Edition. Part four discusses the relevance of tests of intelligence, cognitive abilities, and neuropsychological processes in understanding individual differences. Part five examines linking assessment data to intervention. Part six explores contemporary and emerging issues in intelligence, cognitive, and neuropsychological assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter discusses the theoretical formulation of intelligence and the conceptual links between intelligence and giftedness from a historical perspective. It examines the evolution of multitrait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures. The chapter describes the refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model. It emphasizes the need for a better understanding of the relationships between screening procedures and the final decision outcomes based on intelligence tests. The chapter provides an extensive review of factor-analytic research, and explores the multidimensional abilities of gifted children with commonly used measures of intelligence. A major issue in identification of gifted students relates to the representation of minority students in gifted programs. Alternative approaches are provided for identifying gifted children with learning disabilities. English-language learners are underrepresented in programs that serve gifted students. The use of a single cognitive test composite score as the primary criterion for determining giftedness is highly common within schools. One of the crucial decisions made by any school system is where to set the intelligence quotient (IQ) "cutoff" score. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Thinking and writing about creativity immediately causes us to reflect upon our own experiences and wonder whether or not we think of ourselves as being creative people. This chapter describes an approach to developing creative activities and creativity in children, particularly, ways of influencing teacher behaviors to identify, promote, and develop creative teaching and the strategies for infusing creativity in educational experiences. The chapter provides a brief description on new directions in creativity program (NDC); the three-ring conception of giftedness; the schoolwide enrichment model; and the challenge of change in the real world of schools. The NDC includes five volumes: Mark A, Mark B, Mark I, Mark 2, and Mark 3. The NDC program is designed to help teachers develop the creative thinking abilities of primary and middle grade youngsters, and the premise of NDC is that almost all children have the potential to think creatively and that creative production can be improved by providing systematic learning experiences that foster the use of imagination. The general purpose of NDC can best be explained by contrasting the creative or divergent production abilities with the convergent production abilities emphasized in most elementary school classrooms. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The objective of this work is to capture and share the scientific production of Spanish-speaking psychologists, which is little known in the Anglo-Saxon world. In contrast, the theorists and researchers of English-speaking psychology are well known in Ibero-America. This book aims to help reduce to some degree this terrible, unfortunate, and chronic gap. This first volume is composed of ten chapters that were written thanks to the contribution of twenty-two authors. This book shows openness to any theory that guides the research performed by the different contributors, and the methods used and the problems addressed are very varied; it reflects, as Popper pointed out, the desire to differentiate the known from the unknown through scientific research. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface)

The conceptions of giftedness are diverse because they are determined by the culture that decides which skills are valued and which do not influence the identification and acceptance or rejection of individuals with exceptional skills. In explicit theories conceptions are based on scientific data and implicit theories, conceptions are formed by the beliefs of people, and one of their uses is to evaluate the behavior of others. The gifted are people who, like the others, have a period of formal education where they receive the consequences of conceptions of giftedness with positive and negative components of their peers that can favor or obstruct their academic development and emotional well-being. The objective of this study was to analyze the conceptions of giftedness of high performance university students and regular university students. The study design was descriptive, cross-sectional and qualitative. The sample was nonprobabilistic of 28 participants, 14 students of high performance and 14 regular students. A questionnaire with two open questions was applied. The results show that in the conceptions of giftedness of high performance students and regular students, superior intelligence and superior cognitive abilities and socialization problems predominate as identification factors. These two aspects are found in explicit theories and implicit theories of giftedness. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

This chapter addresses some of the most frequent misconceptions about the talent development framework. The misconceptions include: emphasizing domains of talent over general giftedness means that everyone is gifted in something; including a wider range of students may lead to talent development programs being watered down; talent development supporters do not value IQ or general ability; talent development ignores psychological needs by not focusing on the "whole child"; in a talent development framework, it is possible to 'lose' one's giftedness, whereas with the IQ model, once gifted, always gifted; a talent development framework does not serve underachievers; everyone could be gifted if they just had the right opportunities; and talent development only focuses on individuals who can become eminent. Gifted education will continue to evolve and change as new information is learned from basic and applied research studies. New conceptions of intelligence, giftedness, and talent development may emerge as a result. Revision of prevalent models based on new understandings keeps a field fresh and relevant. Talent development offers a new perspective on how to serve gifted and talented students with a greater focus on a broader range of students as well as a broader range of talents and abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter briefly discusses programming options for the primary grades, intermediate grades, and upper grades. Adopting a talent development framework for gifted education services in schools requires significant shifts in perspective and practice, but these are shifts that many administrators find appealing and that communities will support. A talent development approach expands the traditional concept of a gifted education program. Gifted education programs that emphasize domains of talent instead of a notion of global giftedness are easily understood and embraced, not only by other education professionals, but also by the public, which can lead to expanded parental, legislative, and corporate support for services for gifted students. With this support from important stakeholders, parents of gifted learners and K–12 educators are able to address a wide variety of challenges that impede school districts from providing appropriate services across all grade levels on a day-to-day basis for students with gifts and talents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Current educational trends reflect an increased focus on developing social and emotional competencies of school children as a means of reducing underachievement and school violence and promoting positive development and wellbeing. Atypically developing children—those with a diagnosed mental health condition, intellectual exceptionality, or history of maltreatment—are at an increased risk for experiencing academic, social, and/or emotional difficulties. Further, the challenges associated with atypical development may impede the acquisition and/or application of core socioemotional skills. In this chapter, we provide an overview of the current research on emotional intelligence (EI) and social-emotional learning (SEL) with an explicit focus on students’ mental health. After briefly outlining the concepts of SEL and EI, we review relevant research with several atypical populations, including children with Autism Spectrum Disorder, Attention-Deficit/ Hyperactivity Disorder, Specific Learning Disorder, intellectual giftedness and disability, history of maltreatment, or behavioral and social-emotional difficulties. Descriptions of selected SEL and mindfulness-based school programs that target socioemotional competencies of both children and teachers are presented, followed by a discussion of their utility and challenges in addressing the needs of both typical and atypical learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Twice-exceptional learners experience giftedness and a disability. Because of unique challenges from either exceptionality, they often struggle with academic and social issues when transitioning from high school to higher education. The purpose of this study was to answer the following research question: What experiences facilitated academic and social success for twice-exceptional students transitioning into higher education? Using the qualitative method of narrative, four current twice-exceptional college students shared their experiences about what assisted them and hindered them as they transitioned into higher education. Using the theoretical lens of Schlossberg's transition theory, students' personal journeys were explored and common themes emerged: the uniqueness of the twice-exceptional learner; the importance of resiliency; support roles of family, friends, and teachers; and the value of multiple strategies for academic and social success. The results of this study inform policy makers, teachers, parents, disability resource specialists, counselors, and students about highly personalized transitional plans that would best serve this population. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

There is little research focused on the curriculum of graduate education programs with a gifted education concentration. In order to gain a greater understanding of the graduate gifted education curriculum, the researcher conducted a qualitative study to examine how faculty describe and structure the learning experiences for their graduate students who are enrolled in gifted education concentration as part of their graduate programs. The researcher examined the learning experiences through an analysis of syllabi and interviews with relevant program administrators and faculty who taught in the program. The participants in this study were five graduate department chairs or program directors of gifted education programs and five adjunct instructors at five colleges or universities. Participants were located throughout the United States due to the small amount of schools offering a Master's Degree in Education with a concentration in gifted education. The researcher investigated three different research areas focused on how faculty aligned their learning outcomes with intended program outcomes, the types of instructional strategies faculty use to teach graduate educators about the needs of gifted students, and how assignments align with learning outcomes. The researcher created four instruments to use for the current study to investigate the curriculum of gifted education master's degree programs. These instruments included a preliminary interview protocol, an in-depth interview protocol, a protocol for review of concentration information, and a syllabus protocol for individual courses. The researcher coded the data for emergent themes and reported the results. The researcher found that, across the five case studies, all course learning outcomes were stated and aligned with the concentration learning outcomes. The researcher found that all five case studies had the most cognitive learning outcomes within the "applying" level under Bloom's Cognitive Taxonomy (2002) and three out of the five case studies had the most affective learning outcomes within the "organization" domain of Krathwohl's Affective Domain (2013). Faculty members utilized a variety of instructional strategies consistent with Pascarella and Terenzini (2005) to teach graduate students about the needs of gifted students. In four of the five case studies, faculty reported using collaboration as an instructional strategy. Faculty members in all five programs required graduate students to complete between 22 to 82 assignments throughout the program. In all five case studies, instructors required students to complete assignments that were primarily low problem-based learning and low context (Pierce & Jones, 1998). The researcher found at least 80% of assignments were aligned with the course learning outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Algebra is considered a gateway course that helps to close the achievement gap between ethnic and socioeconomic subgroups. Using a predictive correlational design, this research investigated whether demographic, school-related, and previous test score variables could be used to predict Algebra I and Algebra II success. Demographic predictor variables included age, gender, ethnicity, and status regarding disability, giftedness, retention, suspension, and mobility. School predictor variables included Title I status and school grade. Test scores included seventh grade reading and mathematics state assessment scores. Univariate analyses of variance (ANOVA) were computed to determine significance and effect size (eta squared value). Multiple regression analyses were used to determine prediction models for both the Algebra I and II end of course assessment scores. Finally, standardized beta coefficients were plotted to determine the effect of the variables on Algebra I and Algebra II success over time. The demographic and school-related variables in isolation were not strong enough to predict Algebra I and Algebra II success; however, in combination, the demographic, school-related, and previous test score variables did produce a significant prediction model that was stronger than prediction by test score alone. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This manuscript-styled dissertation embodies the theoretical and methodological framework of authentic inquiry (Tobin, 2006). In the holistic context of this dissertation, authentic inquiry as a theoretical framework encompasses deep epistemological and ontological questions such as: What is knowledge and how is it informed by research? Who may engage in research? How does positivism compare to authentic inquiry? What are thorny issues and how do they relate to authentic inquiry? How do we research thorny issues in classrooms? What mindfulness practices may be used to research emotions when discussing thorny issues? How do we nuance "safety" in learning spaces where emotions are problematized? How do we push peer-reviewed, academic writing to be more inclusive of authors' emotions in the science of teaching and learning? Authentic inquiry, as a methodological framework, probes the knowledge making (research) process through the lens of critical hermeneutic phenomenology. The trajectory of questioning, in the scope of teaching and learning, is contingent and emergent on what is being problematized and the dialectal relationship of researcher | researched. The theoretical and methodological underpinnings of authentic inquiry, as it relates to my development as an emerging teacher | researcher, amalgamate in Chapter 1 as a multilevel and interpretive bricolage to contextualize sociocultural and educational phenomena in my everyday life. Authentic inquiry, adopted by Kenneth Tobin from the works on authenticity by Egon Guba and Yvonna Lincoln (1989), hinges on four methodological criterion: all participants are open to change their worldviews based on what they learn from each other, there is an obligation for participants to understand and learn from each other, there is an expectation to catalyze improvements as a result of the research, and disadvantages or power structures are addressed so that all participants | researchers are considered stakeholders. In the series of published works, Chapter 2 was the first to be peer-reviewed in 2014. While grappling with imposter syndrome and what it means for me to become a teacher | researcher, Chapter 2 shares my teaching- and learning-informed stories (vignettes and narratives), as well as that of my students attending a New York City Specialized High School. This chapter deconstructs the complexities surrounding the notion of "giftedness": first from the author's own experiences as a female scientist and person of color and second from the narratives of high school students. Considering the theoretical framework of mindsets, fixed and growth, I use learning stories to shed light on the events that emerge when an individual takes ownership of their learning. This chapter is significant in that I propose the incorporation of learning stories as an inquiry tool to explore co-teacher | learner mindsets. In terms of the chronological history of my development as a teacher | researcher, this article was the first to be self -authored, peer-reviewed, and published while I was a doctoral student. The opportunity was pivotal and helped to re-frame how I viewed myself as an academician: moving further away from a self-imposed imposter identity to that of an empowered researcher with a burden to give voice to co-participants | co-researchers. Chapters 3, 4, and 5 of the dissertation were birthed out of my participation as a co-participant | researcher in a teacher preparation program at Brooklyn College of The City University of New York. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A lack of proper assessment is proven to cause either a misrepresentation or lack of representation for children of culturally diverse and lower socioeconomic backgrounds. In addition, there can be delays in authorization of early intervention services for children of unique populations who need such services. Alternative assessment contributes to sociocultural theory in that it demonstrates that children perform in changing environments, with different styles and approaches and with different types of measurement tools. The purpose of this qualitative, descriptive multiple case study was to provide explored feedback of licensed clinicians concerning the administering of the Developmental Assessment of Younger Children-2 (DAYC-2) and whether or not they determined the DAYC-2 to be an appropriate instrument to assess children aged of zero to four years for developmental delays, and giftedness. A purposive sampling was used to select a sample of three licensed pediatric occupational therapists/clinicians having had at least six years of experience working directly with children of such a population, that were located in the Los Angeles County, CA area. The qualitative data were gathered simultaneously through detailed and organized open-ended questions during interviews with licensed clinicians. The data were transcribed and open coding system similar to NVIVO coding procedures was applied to assist with organizing specific themes and categories. Three themes emerged from the perspectives of licensed clinicians: (a) appropriateness of the DAYC-2, (b) children's culture and socioeconomic level, and (c) experience of clinicians. A cross-case analysis was also used in order to identify possible similarities related to each participant's perception. Recommendations for future research were suggested increase the demand for more developmentally appropriate assessments for children ages zero to four with developmental delays and possible signs of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

In American schools, African American students are underrepresented in gifted education programs while White students are overrepresented. School-based gifted identification referrals are primarily initiated by teacher nomination. However, many characteristics or attributes perceived as gifted by the African American cultural group are often not recognized under mainstream definitions of giftedness and by extension teachers who nominate students for gifted education. Teachers often attribute giftedness to very narrow and specific abilities used in mainstream definitions of giftedness such as IQ and academic achievement, and may subsequently overlook African American students who demonstrate non-traditional attributes of giftedness (i.e., creativity, leadership ability, strong social skills). Given evidence that attributions of giftedness may vary by culture, an evaluation of ways in which teachers and parents perceive giftedness is important. The current study aimed to (a) develop and validate a questionnaire to assess parent and teacher perceived attributes of giftedness in an African American and White sample of students; (b) examine parent and teacher perceptions of giftedness as a function of student culture; (c) examine teacher perceptions of which student attributes they are more or less likely to endorse when nominating African American and White students; and (d) examine differences between parent perceptions of gifted attributes and teacher perceptions of nomination for African American and White students. The study was conducted in two phases. In phase I, the researcher-developed Attributions of Giftedness Survey (AGS) was found to be psychometrically valid and reliable. In phase II, significant and non-significant findings emerged. Specifically, (a) parent perceptions of giftedness significantly differed between African American and White students, (b) teacher perceptions of giftedness significantly differed between African American and White students, and (c) parent perceptions of giftedness significantly differed from teacher perceptions depending on the student's culture. While teacher perceptions of nomination did not differ significantly between the two cultural groups, teacher perceptions of nomination were found to differ from parent perceptions of giftedness depending on the student's culture. Future directions regarding policy and procedural implications such as a comprehensive definition of giftedness and revisions to the nomination and identification procedure are discussed. Study results also indicated teacher training is warranted to facilitate teacher knowledge of culturally-bound expressions of giftedness that is unique to the African American cultural group to improve nomination rates of gifted African American students and support subsequent greater representation of African American students in gifted education programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This thesis argues for and provides a model for the full inclusion of individuals with special needs as co-laborers in the worship ministry of churches. Full inclusion means moving beyond simply accommodating ministries and facilities to minister to individuals with special needs. Full inclusion is encouraging each regenerate individual to use their own giftedness to minister to the body of Christ. As the church and world see individuals with varying abilities, both the outcast and the privileged serving Christ along side one another, the church will be edified, God will be glorified, and gospel of Jesus Christ will be proclaimed. Chapter 2 traces the history of disability in America. Discrimination is found in early immigration laws as well as in citizenship and voting rights. The cultural response vacillated between a desire to care for and protect those with disabilities and a movement to protect society from people with disabilities. Eugenics in America was a movement to prohibit reproduction and ultimately remove people with disabilities from society. Eventually, legal reforms were enacted which slowly created opportunities and granted civil rights to people with disabilities. The ADA and IDEA mandated equal access in public and in education. These laws were the catalyst of a seismic cultural shift in public education which itself transformed from an institution of exclusion and segregation to a place of full inclusion and acceptance. Chapter 3 examines the church's response to disability and outlines a biblical support for inclusion. Multiple surveys are cited which reveal a participation gap in church involvement between those with disabilities and those who have no disability. A lack of hospitality and a lack of theological understanding of disability are recognized as continuing issues in the church. Biblical warrant for inclusion is established through the doctrines of imago Dei and spiritual gifts as well as the Great Commission. People with disabilities are made in the image of God and those who are regenerate are given gifts for ministry to edify the church. The call to go and make disciples is a call inclusive of those with disabilities. Chapter 4 offers practical suggestions for engaging people with disabilities in the corporate worship gathering of the church. A model worship is designed, and appropriate accommodations based upon best practices from public education are suggested. Specific accommodations for both physical and cognitive disabilities are offered. Chapter 5 expands the scope of accessibility in worship to include worship leadership. Similar accommodations employed for accessibility in worship participation are proposed for accessibility in worship leadership. Chapter 5 concludes with a call for full inclusion in worship ministry. Chapter 6 summarizes the previous chapters, draws implications, and suggests areas for further research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The growing concern for the disproportionality of White students identified as gifted compared to other student populations challenges school districts to provide equitable opportunities for all students. Underrepresented student populations include socio-economically disadvantaged students, English learners, Black, and Hispanic students. Title I schools often reflect larger numbers of one or more of the underrepresented student populations. Federally funded supplemental instruction and support focused on remediation and reteaching to ensure academic success are expected while enrichment and nurture of gifted attributes may not be emphasized. Various theories of giftedness have been established through research identifying criteria for gifted identification based on intelligence and specific skills such as linguistic, musical, logical or mathematical, spatial, bodily-kinesthetic, intrapersonal, and interpersonal intelligences. This study used data from one school district's Title I schools to examine the extent enrichment and nurture opportunities have been made available to students. The study also examined students' strengths as indicated on the Gifted Rating Scale categories of intellectual, academic, creativity, artistic, leadership, and motivation. These findings suggest a relationship between the effective nurturing of students' strengths and gifted identification outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)