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Talent development as a framework for understanding giftedness and advancing gifted education services has gained momentum fueled in part by recent publications, discussions, and dissatisfaction with the efficacy and sustainability of traditional approaches in contemporary schools. Important goals in a curriculum focused on talent development include developing an individual's capacity to recognize affordances in natural, social, and technological environments that may multiply individual abilities, and to skillfully and ethically engage with (and add value to) these extended cognitive resources. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on the use of the Woodcock-Johnson TV Tests of Cognitive Abilities (WJ-IV-COG) and Woodcock- Johnson IV Tests of Achievement (WJ-IV-ACH) in the assessment of students who may be gifted. To provide a context for this discussion, we first tackle the thorny issue of, "who are the gifted?" We then present the readers with the tripartite model of giftedness. Next, we discuss the various purposes of assessment of the gifted, basic principles, and fundamental beliefs underlying these assessments. Finally, we examine the unique strengths of the WJ IV COG and ACH for the assessment of the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The Woodcock-Johnson battery of tests is widely used to measure cognitive, academic, and oral language abilities in all ages, particularly school-aged children and young adults. With the test now in its fourth edition, WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides an in-depth look at how the newest edition of the test differs from its predecessor, providing valuable assistance with its administration and scoring, along with interpretation and application. The Woodcock-Johnson IV (WJ IV) includes three batteries—cognitive, achievement, and oral language. Starting with an introduction to and overview of the test as a whole, this book covers all aspects of the test including score interpretation, online scoring, instructional implications, clinical and diagnostic utility, and the use of the WJ IV in evidence-based assessment approaches. Special features: Discusses the organization and content of all three batteries in the WJ IV; Reviews best practices for score interpretation; Covers psychometric properties and predictive validity; Explores clinical information that can be extracted from 60 individual tests; Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

What is the usual language of creativity? In science we often hear about novelty and value, originality, significance, innovation, giftedness, talent, genius, art, science, invention, inspiration, improvisation, imagination, divergent thinking, discovery, so on and so forth. What would a focus on language and its processes teach us about creativity? As we will see here, it would bring to the fore new terms such as dialogue, genre, centripetal and centrifugal forces, intertexuality, indexicality, games, and so on. The first vocabulary applies well to the creative person and his or her creative output; the second focuses our attention on process and context, both crucial for understanding and using language. But, before turning to these notions, let us start by unpacking further the bi-directional relation between language and creativity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In fairy tales, many protagonists learn by journeying through the Woods, whereas most children in the modem world learn by going through the school system. In this chapter, we use the fairy tale characters from the musical. Into the Woods, as a metaphor for the development of creatively gifted students in our school system (i.e., the Woods). We first trace key research and beliefs about giftedness and creativity in the West, then contrast this with how these concepts are considered in the East (specifically discussing South Korea). We then review how school systems treat various creatively gifted students and problems that commonly arise. Last, we discuss future directions for how school systems can nurture creativity in all students. Discussed solutions include: the RTI model for gifted programs, teaching creative metacognition, and developing effective and efficient creativity assessments. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Intelligent Testing with the WISC-V offers the comprehensive guidance you need to administer, score, and interpret WISC-V profiles for informing diagnoses and making meaningful educational recommendations. Experienced professionals provide valuable advice with regard to clinically applying the WISC-V in an effort to understand a child's strengths and weaknesses—and to create a targeted, appropriate intervention plan. The WISC-V plays an integral role in evaluating children for learning and intellectual disabilities, developmental and language delays, and gifted and talented classifications. As such, understanding how to use the latest version of the WISC is extremely important. • Explore all aspects of both the conventional WISC-V and the WISC-V Digital • Read objective, independent test reviews of the WISC-V from highly respected expert sources • Review and gain insight from 17 clinical case reports that spotlight experiences of children and adolescents referred to psychologists for diverse reasons such as of reading problems, specific learning disabilities, ADHD, intellectual giftedness, and autistic spectrum disorders • Learn how a broad-based, multi-faceted approach to interpretation that calls upon several scientific concepts, such as cognitive neuroscience, clinical and school neuropsychology, cognitive processing, and the CHC model, can benefit children • Use the results of the WISC-V as a helping agent to assist in creating the best intervention plan, rather than allowing test results to dictate placement or labeling. Intelligent Testing with the WISC-V is an indispensable resource for professionals who work with the WISC-V, including school psychologists, clinical psychologists, educational diagnosticians, and more. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: cover)

Psychology of Creativity is a timely collection of cutting-edge conceptual and empirical contributions to the research on the cognitive, emotional, and social processes underlying creativity in general and in specific contexts, such as learning and teaching development, professional development, and adaptive coping with ageing. Each chapter is grounded in psychological theory, addresses specific research questions, and outlines interesting and feasible directions for future research and application. Therefore, the book is suitable both for experienced researchers and for graduate students who are considering conducting their dissertation in the field of psychology of creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: preface)

This chapter explores the idea of whether gifted individuals exhibit higher levels of creativity, as compared to other no gifted individuals. Many prominent theories and models within the field of gifted education include creativity as an important component of giftedness, including Renzulli's Three-Ring Model (1986), Sternberg's Triarchic Theory of Intelligence (2003), Tannenbaum's Star Model (2003), and Gagné's Differentiated Model of Giftedness and Talent (2009). However, it is important to consider these in the context of several debates over definitions of creativity, as well as existing empirical research suggesting advantages in creativity for gifted children and adolescents. Given this framework, the chapter describes an original study examining whether creativity is more prevalent in high-ability young adults as well. Scores on the Scale of Creative Attributes and Behaviors (Kelly, 2004), a self-report measure of creativity, were collected online for a sample of 323 Honors College students and 226 general education students at a mid-sized Midwestern university. A MANOVA was conducted to compare across multiple dimensions of creativity, and a series of follow-up t-tests were conducted for the subscale scores of Creative Engagement, Creative Cognitive Style, Spontaneity, Tolerance, and Fantasy. The results suggested overall group differences, and the Honors College students exhibited significantly higher Creative Engagement and Creative Cognitive Style. However, the general education sample was significantly higher on the Spontaneity subscale. Effect sizes for these differences were small to moderate. Potential reasons for these findings, including the threshold theory, a nuanced conceptualization of creativity, motivational influences, and self-discipline are then presented. Although there are some limitations of the study, these results provide further evidence for the inclusion of creativity in models of giftedness. These differences between bigh-ability and general education college students also highlight the importance of replicating research on creativity and giftedness in a variety of ages, as well as across a variety of talent levels, and the applications of this research for adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Why would we look at gifted people at work as a special group? Their characteristics may lead to specific unsatisfactory or difficult situations at work. Gifted people are here defined according Kooijman-van Thiel (Hoogbegaafd. Dat zie je zó! Over zelfbeeld en imago van hoogbegaafden. Gifted, obvious! On identity and self-image of Gifted Persons. OYA Productions, Ede, 2008): they are quick and intelligent thinkers, who can handle complex cases, are autonomous, curious and passionate by nature, are sensitive and emotional persons, intensely alive and enjoy being creative. Studying this group is a challenge, as there is no representative sample. The analysis relies here on qualitative analysis of various sources, notably case studies collected from gifted adults. In working environments attention for the following topics is important: making choices; communication with co-workers; communication with supervisors; psychosocial problems; how to tell about giftedness. Finally, insights from Positive Psychology help to cope more effectively with the characteristics of giftedness in all domains of life of the gifted, including psychosocial health at work. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

It is increasingly recognized in the field of gifted education that giftedness is asynchronous development, which posits that the combination of advanced cognitive abilities and heightened intensity and sensitivity in the gifted population creates inner experiences and awareness that are qualitatively different from the norm. The asynchronous development of the gifted renders them vulnerable particularly in the social-emotional aspects (Silverman, 1993). The purpose of this chapter is to look into the social-emotional characteristics of gifted students. It is further asserted that the social-emotional challenges or inner conflicts experienced by the gifted students were actually the driving force of the personal development for the gifted students. Implications on effective counselling for the gifted are also discussed with the aim to facilitate an optimal personal development of the gifted in a Hong Kong school context. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book is a guide to help teachers, parents, guidance counselors and other stakeholders understand the importance of intervention for gifted children and to become an advocate for those individuals who are developmentally advanced. The reader becomes engaged in the analogy of a three part airplane journey to the work of gifted education: 'Embarking on a Journey;' 'Preparing for Departure' and 'Planning for Arrival.' The author offers insightful case studies followed by strategies for both; teachers and parents gained from personal experiences and research to identify anti work with different types of children who present unique challenges due to their special needs of high potential. By presenting a historical overview in gifted education from a global perspective, Your Passport to Gifted Education provides current internationally-researched information to clarify what is meant by 'giftedness' according to various cultures. The book encourages the development of a growth mindset in the reader to seek to identify-various characteristics of high ability in all children. Four international high ability identification models are introduced, including one relatively new to North America, the High Performance Learning Framework (HPL), currently used throughout China, Europe, the Middle East and South East Asia. Dispelling the myth that gifted children do not need our help, the reader gains insight into the uniquely different types of gifted individuals. The book concludes by awarding the reader with a 'Landing Card' to serve as a bookmarker that underpins the best teaching practices in gifted education. A directory list of websites for international gifted organizations is also included to offer additional resources for those who want to continue their journey as advocates and learn how other countries support gifted children around the world. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Worldwide, the lifetime prevalence of children who experience the death of one or both parents is estimated to be 151 million as of 2011 (UNICEF, 2013). The loss of a parent is described as one of the most stressful experiences a young person will experience. The primary purpose of this chapter is to provide readers with insight into how cognitive developmental frameworks influence variations in children’s responses to death and, in turn, the choice of interventions tailored to each student/family’s unique needs. The chapter also gives examples of evidence-based grief counseling interventions derived from school psychology and related child clinical psychology literature. Special considerations when working with children who have developmental differences (e.g., developmental disabilities, giftedness) are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

An unfortunate feature of much research is the tendency to attract attention—such as increased citations—by advocating extreme positions on difficult questions, the nature-nurture issue decidedly among them. The downside of this practice for our understanding of giftedness is that the complex interactions between genetic and environmental factors tend to get overlooked. Worse yet, in minimizing the function of one or the other side of the debate, proponents of single-factor explanations tend to vastly oversimplify the supposed operation of the neglected factor. That oversimplification is certainly apparent in the advocates of deliberate practice as the sole factor in talent development—a point that I wish to elaborate in this chapter. As will be seen below, the genetics of genius, talent, or giftedness is far more complex and nuanced than these extremists realize. I begin by showing that any innate gift or talent for a given domain must be defined in terms of deliberate practice for the definition to feature any scientific validity. I then focus specifically on the genetics side of the foregoing demonstration, showing that nature most likely operates in a far more complex and dynamic manner than often realized. A gift or talent does not work anything like the inheritance of eye color or even height. After these two arguments are presented, I close by discussing some implications for practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Paula has been teaching for more than 30 years at a school specializing in gifted education. She loves working with her students, who are quick and dedicated learners. In 2016, the school was taken over by a new consortium, which decided to adopt a more contemporary school approach to replace the existing one that had been in force for more than 30 years. The consortium appointed Paula to put together an Innovation Team to oversee the transition to the new structure. Paula happily accepted. In this chapter, we will report Paula's initial thought processes. She was fully cognizant that the efficiency and success of the Innovation Team would depend on the quality of her preparatory work. Along with carefully monitoring and analyzing her school and conducting a thorough examination of the relevant literature, she also consulted several experts from various backgrounds. These included experts in gifted education (representatives from other gifted schools and researchers), experts in administration and governance, parents of gifted students, and organizational psychologists and sociologists. She also consulted specialists, such as the program director of a mentoring program and the head of a school specializing in self-regulated learning. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Both qualitative and quantitative longitudinal studies of school-wide enrichment model (SEM) gifted programs demonstrate positive outcomes in cognitive, affective, and social development of participating students. The participants increased their college and work aspirations, and maintained interests and creative productive work that begin in gifted programs after they finished college and graduate school. It is our hope that more schools and districts will continue to implement talent development programs based on the SEM in the years to come, whether as part of gifted or enrichment programs, magnet or theme schools, or as a part of a general education program. During the last decade, several Renzulli Academies, schools based on the SEM using the SEM-based strategies and methods described in this chapter, have been developed, focusing on the pedagogy described in this chapter for high-potential students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

In the Achievement Orientation Model, giftedness involves performance, rather than some measure of potential. Although we agree that individuals vary greatly on their potential to achieve, ultimately their accomplishments determine their giftedness rather than their latent potential. Therefore, our model supports a developmental perspective of giftedness that fits well with the work of those who support a talent development approach to giftedness. Although we do not attempt to address who is or is not gifted with our model, we do address what attitudes and beliefs gifted individuals possess when they pursue achievement. The Achievement Orientation Model addresses the beliefs individuals have about themselves and their environment when those conditions exist. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Athletic talent development typically follows a similar path (often conceptualized as a pyramid) regardless of the sport of interest. At the base, we find children engaged in play or recreation, with local clubs and high school sports typically forming the next level. Some young athletes are identified for entry into elite programs, such as traveling teams or Olympic development programs. From there, athletes join regional or college teams. Next may come a pre-elite level. Finally, the tip of the pyramid is the elite level comprised of professional and Olympic athletes. To understand effective talent development, it is important to first take a critical look at this traditional pathway. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to highlight three acceleration interventions, (a) above-level testing, (b) content acceleration in math, and, (c) Advanced Placement. Each intervention is practical in its approach and grounded in university-based partnerships. The identification process for each of the three interventions varies. However, the goal of each intervention is to address the needs of academically talented students through one or more forms of acceleration. Although we do not adhere to a single definition of gifted and talented, we regard a gifted student as an individual who is ready to learn advanced material, in more depth, at a faster rate, and earlier age than their grade cohort or their age-peers. These are students who are typically considered very high achievers, a concept that is operationalized through their performance on grade-level standardized tests. Typically, these high achievers earn scores that are near or have hit the ceiling of the grade-level test. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

It is a grave understatement and injustice to ignore a long-term reality that certain students of color (i.e.. Blacks, Hispanics, and Native Americans) have historically been relegated to a footnote and/or second-class status in gifted education definitions, theories, measures, and policies. Early scholarship on intelligence, and, thus, giftedness, all but ignored cultural variables. Hence, many students of color were (and are) significantly underrepresented in gifted education; this is particularly the case for Blacks and Hispanics. In this chapter, we present three frameworks to help gifted educators become culturally responsive and equitable: (1) Ford's Venn diagram of culturally responsive gifted education applied to characteristics, referrals, definitions, philosophy, evaluation, and curriculum; (2) an equity formula adopted from the Equal Employment Opportunity Commission; and (3) Ford's revised Bloom-Banks Matrix. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

From Giftedness to Gifted Education helps introduce and apply ideas of how to identify and serve gifted students to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: cover)