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The primary objectives of "Intelligence and Giftedness" are: to demonstrate that—even though human intelligence is primarily a function of heredity—the quality of children's educational environments during infancy and toddlerhood can make a dramatic and lasting difference in their measured intelligence; to identify those features in the early home environment that affect intellectual development, with a particular emphasis on those that are of the greatest importance in normal- and above-average-IQ populations; to detail the nature of highly successful IQ-raising programs begun in infancy and toddlerhood; to interrelate information about the major stages of brain and behavioral development and to use this knowledge to suggest a rationale for effective stage-dependent "infant and toddler lessons"; to provide organized, integrated, and well-documented summaries of the literature that relates human intelligence to familial, prenatal, and early environmental variables; [and] to offer an alternative to certain widely held beliefs concerning the nature and pace of human intellectual evolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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This text concerns the clinical assessment of the intelligence of adolescents and adults. In addition to the Wechsler Adults Intelligence Scale (WAIS-R), other instruments are also integrated with the WAIS-R to aid clinicians in assessing individuals with brain damage (Chapters 9, 10, 11, 12, 17), learning disabilities (Chapters 13 & 16), mental retardation (Chapter 15), Alzheimer's disease (Chapters 13 & 17), psychiatric disorders (Chapter 9), and a variety of neuropsychiatric disabilities (Chapter 14). The main question faced by most examiners is not whether to give the WAIS-R, but what instruments should be used to supplement the WAIS-R. Memory tests? Other cognitive tasks? Achievement batteries? Adaptive behavior inventories? Tests of creativity? Thorough neuropsychological batteries? Virtually every important test for the 12+ age range that was designed to measure intelligence or closely related skill areas is described and evaluated. Coverage includes tests that have recently been published (Wechsler Memory Scale-Revised) and some that were not yet available when this book went to press (Peabody Individual Achievement Test-Revised, Woodcock-Johnson Psycho-Educational Battery-Revised). This text is intended for graduate students and professionals in clinical psychology, school psychology, neuropsychology, counseling, special education, educational psychology, developmental psychology, psychometrics, psychiatry, and gerontology. It is appropriate for students who are learning to administer tests for the first time as well as advanced students taking practica or internships. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)
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The bulk of the book is a detailed description of the UAG (Underachieving Gifted) program design—its philosophy and rationale, goals, differentiated instruction, restructured environment, and parent involvement. The book presents a successful, low-cost K-8 program, designed and implemented specifically for the gifted underachiever. Part I opens by establishing a theoretical framework for the reader as well as a definition of giftedness and the gifted underachiever. The author goes on to describe the causes and influences of underachievement and to provide a useful review of the literature. Part II presents the program design, its philosophy, rationale, and goals. A step-by-step approach to implementing such a program in your own school is given, along with the process of identifying the gifted underachiever, a description of start-up tasks, and the possible pitfalls and solutions to resolve them. Part III offers help in the day-to-day practice of teaching in the program and is complete with curricula, materials, a lesson plan, and instructional strategies. "Reaching the Gifted Underachiever" is a must for all practitioners working with K-8 gifted and gifted underachievers. It will also be useful as a supplemental text in courses in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)