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How do musical skills develop in children? What factors inhibit their development? Why do we like certain music during childhood and adolescence? Can music affect the development of other cognitive abilities in children, and how? These are just some of the questions considered in this new work. The Child as Musician is an authoritative and comprehensive handbook of musical development from conception to late adolescence. In 24 chapters by leading specialists, it celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. The chapters have been organized into five sections: The first section (Development) examines the critical months and years from conception to the end of infancy. It looks at how the musical brain develops, ways of understanding musical development, and the nature of musicality. Section two (Engagement) scrutinizes claims about the non-musical benefit of exposure to music, for example that music makes you smarter. This is followed by four thorough reviews dealing with musical preference and taste, literacy, aesthetic identity and the perception of emotion in music. Section three (Differences) focuses on those issues that help explain and identify individual differences. It includes chapter examining how children develop their motivation to study music, conceptions of giftedness and talent, and two chapters on children with disabilities. Section four covers skills that can develop as a result of exposure to music. It considers the informal activities associated with musical play and the use of computers and technology. There are also chapters dealing with the acquisition of vocal and instrumental skills, as well as the individual and social worlds of children's musical creativity. The final section of the book discusses five different contexts: the chapter on historical perspectives provides readers with information that will assist them in making comparisons between how children have learned and developed their musical capacities in the past, with current opportunities. This is extended by two additional chapters that focus on children's involvement in music in non-western cultures. The book concludes with two chapters focusing on youth musical engagement and the transition from child to adult. Truly a landmark publication in music education and music psychology, this is a book that will fascinate both students and researchers--inspiring them to think deeply about the many different ways in which music can affect children's lives and the quality of life in communities throughout the world. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

With the increased number of children being diagnosed with Autism Spectrum Disorders (ASD), parents and professionals are in search of materials that provide information that will enable them to better understand affected children. While in the past individuals who were diagnosed had limited verbal and intellectual skills, newly diagnosed children often have good language skills and even areas of giftedness. This A-to-Z work contains original entries on the topic of Autism Spectrum Disorders. Entries include facts about disabilities, personal and historic perspectives, interventions, assessments, educational methods, trusted Internet resources, and national organizations. The work outlines the contributions of founding researchers and other professionals and includes personal perspectives from individuals with ASD and their parents. It also includes lesson plans that can be implemented in a home, school, or community setting. No other such definitive resource exists that provides both educational and practical information related to ASD. This volume covers alphabetical entries P-Z. Volume 1 (see record 2007-17149-000) covers alphabetical entries A-O. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

With the increased number of children being diagnosed with Autism Spectrum Disorders (ASD), parents and professionals are in search of materials that provide information that will enable them to better understand affected children. While in the past individuals who were diagnosed had limited verbal and intellectual skills, newly diagnosed children often have good language skills and even areas of giftedness. This A-to-Z work contains original entries on the topic of Autism Spectrum Disorders. Entries include facts about disabilities, personal and historic perspectives, interventions, assessments, educational methods, trusted Internet resources, and national organizations. The work outlines the contributions of founding researchers and other professionals and includes personal perspectives from individuals with ASD and their parents. It also includes lesson plans that can be implemented in a home, school, or community setting. No other such definitive resource exists that provides both educational and practical information related to ASD. This volume contains alphabetical entries A-O. Volume 2 (see record 2007-17150-000) contains alphabetical entries P-Z. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This unique guidebook is specifically designed with useful multicultural applications aimed at practice-based school psychology. The text includes an informational and instructional array of helpful "hands-on" checklists, reviews of some of the most current cultural literature applicable to best practices, and guided steps to take in various practice-based situations. Multicultural School Psychology Competencies: A Practical Guide is culturally sensitive and is intended for the multicultural competency preparation of psychologists in training and in practice. It is a significant resource for professionals who work with diverse children and youth in schools and other educational settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Essentials of creativity assessment presents balanced coverage of the wide variety of assessments that can be used to gauge creativity, enabling mental health professionals to select the creativity assessment method that best fits the situations, groups of people, and programs that are involved. Written to gather as many resources as possible to enable professionals to make their own judgment about the most appropriate creativity assessments, this book covers: divergent thinking tests; The Consensual Assessment Technique; self assessment; and assessment by others: teacher, peer, and parent measures. Like all the volumes in the Essentials of psychological assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help readers gauge and reinforce their grasp of the information covered. Offering myriad ways to assess creativity, Essentials of creativity assessment arms readers to find the most appropriate technique or combination of techniques for their particular creativity assessment purposes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Mention "special needs children", and most people think of students struggling to overcome learning and physical disabilities as well as problem behaviors that interfere with achieving full academic potential. But there is a hidden population of special needs children--the gifted and talented--and their teachers, parents, and other professionals are often not well equipped to respond to their unique academic and developmental needs. In one comprehensive resource, the Handbook of Giftedness in Children brings together leading experts from the fields of psychology and education, combining theory and applied empirical research on such crucial topics as conceptualization, types of intelligence, developmental considerations, and ethical and legal concerns. Particular attention is given to social and family contexts, and evidence-based strategies and interventions offer solid guidelines on assessment, curriculum design, and encouraging and nurturing talent--from preschool through adolescence. Sample topics include: • Approaches to screening and assessment, including IQ and other tests • The gifted child's social world, from peer relationships to gender issues • Special issues of gifted but disadvantaged students • Problems and interventions specific to families with a gifted child • Career counseling, planning, and mentorship • Counseling the gifted child and working therapeutically with the family This volume is an essential resource for anyone working with gifted and talented children, including clinical child and school psychologists, educators and other allied professionals as well as child psychiatrists, family therapists, social workers, and pediatricians and other healthcare professionals. It also serves as an invaluable guide for graduate students in these and related fields. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)

This reprinted chapter originally appeared in Enriching the brain: How to maximize every learner's potential, Eric Jensen, San Francisco: Jossey-Bass, 2006. What makes a brain gifted? You cannot have functional or behavioral differences (such as being smarter) without some kind of corresponding difference in the brain from a more typical brain. On the whole, brain differences fall into four distinct categories. They are morphology, operations, real estate, and electro-chemical cellular functions, or M-O-R-E as a way to remember them easily. The first category--morphology--refers to the shape, size, and boundaries of structures within the brain. The second category--operations--refers to neural efficiency and speed of internal connectivity in the brain. The third category--real estate--refers to strategic differences in which or how brain areas are used. The fourth category--electro-chemical cellular function--refers to differences in electrical and chemical activity. What's going on inside gifted children? No single profile can be drawn that describes all the gifted. But they do share some strong common tendencies. Conversations with teachers and parents of gifted children as well as with authors and consultants in this area revealed four personality traits or qualities that are most consistent with giftedness: perfectionism, creativity, sensitivity, and intensity. Many books have been written about the gifted learner. One is Susan Winebrenner's Teaching gifted kids in the regular classrooms. In this book she notes the following characteristics: coping mechanisms, discipline, disabilities, and sociability. The chapter concludes with an argument for gifted education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: create)

This is the definitive reference book for those searching for a summary and evaluation of the literature on giftedness and gifted education. The book presents 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education. Sample topics addressed include alternative assessment, counseling, early childhood, highly gifted students, homeschooling, parenting, and policy and advocacy. Each chapter adopts a rigorous, empirically grounded approach to inform the reader's understanding of the research in gifted education. This book provides an objective assessment of the status of available knowledge in each area, offers guidance in the application of the research, and suggests areas of needed research. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: cover)

Alternative Assessments with Gifted and Talented Students provides a concise and thorough introduction to methods for identifying and assessing the learning of gifted students in the school setting. Including overviews of assessment tools and alternative methods of assessment, as well as pertinent discussions concerning the need to identify gifted and talented students, this book combines research and experience from leading scholars in the field of gifted education in a convenient guide for teachers, administrators, and gifted education program directors. Topics covered include the need for nonverbal testing with traditionally unidentified students; the identification of students from minority populations; the value of using traditional assessments with students; the role of creativity tools as a measure of giftedness; and the use of portfolios, products, and performance-based assessment to document learning and modify instruction accordingly; among others. This guide to assessing and identifying gifted students is for anyone serving and working with this population. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

The Routledge international companion to gifted education is a ground-breaking collection of fully-referenced chapters written by many of the most highly-respected authorities on the subject from around the world. These 50 contributors include distinguished scholars who have produced many of the most significant advances to the field over the past few decades, alongside authorities who ask questions about the very concepts and terminology embodied in the field. This multi-faceted volume: highlights strategies to support giftedness in children, providing ideas that work and weeding out those that don't; is written in jargon-free language in an easy-to use themed format; is an authoritative collection of future-focused views, ideas and reflections, practices and evaluations; and includes chapters dealing with the major controversies and concerns in the field today, from the problems of identification to changing understandings of giftedness and creativity. The international aspect of the Companion, and its juxtaposition of points of view—whereby chapters are deliberately positioned and accompanied by editorial commentary to highlight the contrasts with each other—ensures that different views are addressed and allows the reader to absorb and reflect upon the many perspectives of each issue. The Companion is a guide to the new ideas and controversies that are informing gifted education discussion and policy-making around the world. It is a first class resource for students and researchers alike. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

In this volume, renowned developmental psychologists and experts in gifted education come together to explore giftedness from early childhood through the elder years. Focusing on the practical implications of emerging theoretical perspectives and empirical findings, contributors examine prediction and measurement, diversity issues, and psychosocial factors as they relate to developing talent in different domains. Is the expression of gifted behavior predictable? Is it a stable individual characteristic? How do race, ethnicity, gender, and culture influence or contribute to the development of gifted and talented behaviors? What sustains the development of giftedness and talent? And how can insights gleaned from the field of gifted education inform the research, policy, and practice of psychologists? These questions are considered at each stage across the life span by an interdisciplinary team of experts. This volume is intended for developmental and educational psychologists, as well as for researchers, educators, and anyone interested in the development of high-level abilities, individual differences, educational policy and practice, and the realization of human potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

Research shows that gifted girls, in general, are underserved and their talents underidentified. This insightful resource helps educators discover and strengthen, gifted female students' potential and promote their healthy intellectual, psychological, and emotional growth. Each chapter examines a different aspect of female development, provides a reflective exercise for applying the material to professional practice, and presents helpful strategies for teachers, counselors, and parents. This vital guide includes appendices of mentoring programs, curriculum enhancers, Web resources, and research on the importance of fostering female gifted education, giving voice to gifted females and their unique developmental needs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Gifted students often develop faster intellectually then socially and emotionally, resulting in feelings of isolation or inadequacy. This book provides educators with a window into the world of the gifted child, discusses how to develop the talents of gifted children with consideration for their unique needs, and suggests ways to help great kids become greater. Written by gifted education expert Dorothy A. Sisk, this practical resource offers techniques, strategies, and lessons to help gifted students bridge the gap between their cognitive and social-emotional development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Although the concept of leadership is often studied, researched, and discussed. The art of leadership is still misunderstood, debated, and often neglected. It is known, however, that leadership skills can be developed and more intentional endeavors must be made to cultivate bright, young leaders for the future. Developing Leadership Potential in Gifted Students offers insight into developing leadership skills in gifted students and provides definitions and theories of leadership, looks at trends and changing paradigms, and suggests screening and identification tools for leadership, as well as instructional programs and materials to incorporate into the regular curriculum. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The editors envision this volume as a handbook for researchers in psychology and education who target exceptional populations in their work, and particularly individuals exhibiting gifts and talents. The research tools described here can help to move the scholarship on giftedness and talent development to a new level of rigor and encourage the testing of program models, as well as predictive validity of theoretical or conceptual frameworks (see for example Sternberg & Davidson, 2005). Of course, the methods described in these chapters can also be usefully applied in general populations or in studies dealing with specialized subpopulations other than gifted and talented. The scholars who contributed to the first nine chapters of this volume are pioneers in the field of measurement and statistics, and they show us most elegantly how the methodologies they have mastered or developed can apply to samples that, by their nature, make statistical analysis more challenging. We tasked our contributors to address the following four barriers, and one facilitator, associated with gifted education research: Definitions of giftedness and talent are not standardized; Test ceilings can be too low to measure progress or growth; Comparison groups are difficult to find for extraordinary individuals; Participant attrition in longitudinal studies may compromise tests of hypothesized effects; and, Qualitative research conducted with gifted populations can be enhanced due to highly articulate study participants. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Dr. Dai systematically redefines giftedness and proposes a new framework for the field of gifted education. He identifies nine essential tensions, revolving around three core questions: What do we know about the respective roles of natural ability, environment and experiences, and personal effort in talent development? How do we identify the gifted and talented, and study the process of gifted and talent development? And finally, how do we define the aims of gifted education and promote excellence? Sure to be a milestone in the field, this book: Scrutinizes some of the deeply held assumptions about the nature of giftedness and explains why a contextual, developmental approach is a more viable alternative to the traditional psychometric approach. Takes stock of the past, defines the present, and looks into the future in terms of understanding high potential and educating youths. Tackles tensions between the gifted child and talent development movements and between excellence and equity, and responds to the "elitism" criticisms in a constructive and comprehensive way. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)

This reprinted article originally appeared in Gifted Child Quarterly, 1987, Vol 31(4), 180-185. (The abstract of the original article appeared in record 1989-27664-001.) Discusses the lack of representation of Black children in educational programs for the gifted. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques are noted as part of the reason for the lack. Research data indicate that observation techniques; community involvement; and nominations by peer, parent, and teacher are suggested techniques to identify the Black gifted child. Data show that leadership skills, creativity, and mental processing abilities also indicate giftedness. Identification, curriculum, instructional environment, and evaluation are discussed in relation to the Black gifted child. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Black students who are gifted or advanced learners are too often overlooked and misunderstood in education. Part of the problem associated with this neglect is that relatively little scholarship exists on those who are culturally different and in need of more challenge in school settings. This body of work was developed to help resolve this shortcoming and to inform and guide educators in their work with gifted and advanced Black students. In the first work of its kind, the book's editors have compiled reprints of what they believe to be among the best or most promising work, past and present, in understanding, meeting the needs of, and working with Black gifted and/or advanced learners. Theory, research, models, and strategies shed light on what we all must do to ensure that both gifted and advanced Black learners excel in school and otherwise reach their full potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This reprinted article originally appeared in Research Monograph No 94112, 1994, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The under-inclusion of economically disadvantaged and minority children in programs for the gifted has been so well documented over the years that it hardly needs recounting. Simply put, the significant and constant increases in both the number and proportion of racial/ethnic minority and economically disadvantaged children in the public school population are not reflected in programs for the gifted and talented. This monograph (a) reviews traditional identification practices, (b) examines the environmental and value differences among several cultural subgroups, (c) describes the results of an exploratory study of the characteristics of disadvantaged and limited English proficient gifted students, (d) explores gifted behaviors as they relate to specific populations, (e) synthesizes insights emerging from the Javits Gifted and Talented Students Education Act, and (f) presents elements which can be used to construct a new paradigm of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)