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Federal definitions of giftedness have expanded over the years to include more than general intellectual ability. While a majority of states have incorporated most of the criteria set forth in the federal definitions, the criterion given the most weight remains intellectual ability. In the Commonwealth of Pennsylvania, identification of mentally gifted students requires an evaluation by a certified public school psychologist and the administration of a professionally validated test of intellectual ability. I.Q. testing presents as one of the most expensive tools in the identification process. As such, effective screening procedures implemented prior to referral for individual assessment can considerably lower the costs of the identification process by reducing the number of students referred for gifted consideration who subsequently fail to be identified as mentally gifted. The purpose of the current study is two-fold. Of initial focus is the identification of criteria currently utilized in the screening process for identifying gifted students which best predict the results of professionally validated tests of intelligence. The second focus is the development of instrumentation, designated the Teacher Rating Scale (TRS), and the analysis of its predictive value in identifying intellectually gifted students. Both simple and multiple regression were used to assess the predictive value of currently used screening data in identifying those students referred for eligibility determination who scored 130 or greater on the Stanford-Binet Intelligence Scale: Fourth Edition and/or the Wechsler Intelligence Scale for Children - III. Composite scores from the TRS rating scale were then incorporated into the regression equation, with the analysis assessing the contribution of the rating scale in predicting individual I.Q. scores. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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The purpose of this study was to examine the temperament characteristics that may affect teachers' appraisals of student aptitudes and their referral for gifted programs. Classroom teachers were asked to complete a modified version of the School-Age Temperament Inventory (McLowry, 1993) on three groups of elementary school students. These groups were: (a) economically disadvantaged gifted children who had been identified through a multiple-criteria evaluation process, (b) students who had been identified as gifted by traditional means (standardized test scores), and (c) students who had been nominated for gifted program screening by their classroom teachers. The teacher ratings of temperament factors were compared. There were no significant differences between the groups on teacher ratings of activity level or approach/withdrawal behavior. However, there were significant differences between the groups on ratings of task persistence and negative reactivity. The economically disadvantaged students were rated as less task persistent than either of the other two groups, and they were rated as more negative in mood than the students who had been nominated by their teachers for gifted program screening. Two open-ended questions added to the temperament inventory allowed teachers to describe the temperament factors they associated with giftedness. The two factors selected most often were task persistence and negative reactivity, the ones on which economically disadvantaged gifted students differed most from students in the other two groups. It was concluded that perceived differences in noncognitive behavior do influence teachers' recognition of gifted abilities in students from economically disadvantaged backgrounds. There are strong indications that staff development to improve teachers' skills in recognizing attributes of giftedness in atypical populations should include instruction on the potential biasing effects of temperament factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Gifted education has come a long way in the development and acceptance of broader definitions of giftedness and more inclusive identification procedures. Educators have recognized that restrictive requirements which rely unilaterally on 10 scores fail to identify many gifted students; they have worked to change traditional notions of giftedness. This research focuses on the history of the evolution of multiple criteria procedures for gifted identification in Georgia from 1958 to 1997; it chronicles the events and personalities which brought about changes mandating that students be evaluated for gifted program admission on the basis of aptitude, achievement, motivation, and creativity. This research also parallels the development of Georgia rules mandating the use of multiple criteria with the nation-wide trend toward more inclusive procedures. It includes a discussion of research-based "best practices" for gifted identification and a comprehensive history of gifted education since the time of Thomas Jefferson. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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This research developed the ElemenOE, an instrument designed for use by teachers to measure personality characteristics known as "overexcitabilities" in children ages 4-12. The research describes the overexcitabilities within the context of Dabrowski's Theory of Positive Disintegration and makes the case for their use to identify gifted children. Overexcitability refers to an innate supersensitivity to stimuli in any of five different areas: psychomotor, sensual, imaginational, intellectual, and emotional. One good reason for looking at giftedness from the perspective of overexcitabilities is that these overexcitabilities, or OEs, are not tied to academic achievement. Instead, they are the roots of giftedness, leading to behaviors that are indicative of "an advanced and accelerated development of functions within the brain. Such development may express itself in high levels of cognitive, affective, physical sensing, and/or intuitive abilities" (Clark, 1997). Prior instruments used to measure overexcitabilities are problematical for administration to elementary school children, but these problems are circumvented with the ElemenOE. Five scholars of Dabrowski's theory rated an initial 100 items for content validity. Items were eliminated if the raters disagreed on the OE they exemplified or if the raters felt the behaviors were weak indicators of that OE. The 61 remaining items were compiled into a pilot instrument that was used to describe 373 students. Exploratory factor analyses using Varimax rotation found factors that related to the five OEs. Items with loadings of less than .5 were eliminated. In this way, the 61 items of the pilot instrument were reduced to the 30 items used on the ElemenOE. Teachers used the ElemenOE to describe 171 gifted and nonidentified children. A discriminant analysis resulted in one function that significantly discriminated between the groups, with Intellectual and Psychomotor OEs making significant contributions. The ElemenOE classified 76% of gifted students along with 42.7% of non-identified students as having similar OE profiles. These results indicate that the ElemenOE may be useful in identifying gifted students who are missed by traditional identification procedures. Cronbach's alpha, a measure of internal consistency, was .883 for the ElemenOE, and interrater reliability of the total instrument was calculated at .965 using the Spearman-Brown formula. (PsycInfo Database Record (c) 2022 APA, all rights reserved)