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Researchers have examined the effectiveness of Video Self-Modeling (VSM) to target a wide range of social skills deficits for students with documented disabilities. However, little research exists on the use of VSM with students who are academically gifted in addition to being identified with a documented disability. These twice-exceptional students often experience social skills deficits as a result of both their giftedness and disability, causing disruptions in their academic, social, and emotional development. Special education teams have demonstrated limited use of VSM in social skills curriculum for twice-exceptional students, in spite of its documented success with other populations. Using the technology acceptance model as a conceptual framework, the purpose of this phenomenological study was to understand the lived experiences of 5 special education team members who incorporated VSM as a social skills intervention for twice-exceptional elementary students. Using emergent coding in NVivo10 software, analysis of interview data from 3 interviews per participant yielded the findings that hesitancy to incorporate VSM for twice-exceptional students was based on lack of training in the areas of twice-exceptionality, social skills interventions, and VSM theory and implementation, as well as scheduling difficulties and time constraints. These findings led to the development of a professional development model for facilitating the successful implementation of VSM with twice-exceptional students. This professional development model may have implications for social change by promoting the successful incorporation of VSM for twice-exceptional students in the school setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The phenomenon of living as a specialist in the field of gifted education has inherent problems and advantages. It is my intent with this phenomenological study to describe the essence of this lived phenomenon. Specialists in gifted education have provided pictures of various populations connected to giftedness and commentary on social and educational issues involved. Through individual interviews, I have turned the lens around and generated snapshots of the personal and professional lives of five specialists, discovering common bonds which illustrate their experiences. Studying their lived experiences has uncovered ethical, social, economic, and political dimensions of their lives that provide insight into shared experiences and commonalities. George Betts, Jim Delisle, Ellen Fiedler, Rick Olenchak, and Phil Perrone all contributed greatly to scholarship and practice in the field of gifted education and proved fascinating subjects. Driving research questions included: How do specialists in the field of gifted education describe their lives looking back over their experiences associated with giftedness and being a specialist in the field? What personal lived experiences do they hold? What contexts or situations have influenced or affected their experiences? Semi-structured and multi-step interviews were used to collect lived experiences. Participants received interview questions to consider prior to the interviews. The transcendental phenomenological approach allowed me to gather stories which reflect the essence of being a specialist in the field of gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In the field of gifted education much research has been conducted regarding giftedness and underachievement, with researchers focusing primarily on reversing underachievement while students are in school. Research that has been conducted with regard to female underachievement has focused on girls of school age. While researchers disagree on the cause of female underachievement, most studies are conducted with a focus on reversing school age male underachievement. Very little research has been conducted with regard to adult female underachievement, and no research has been found in the area of life experiences of gifted women of Mensa who have experienced underachievement. Outstanding career or talent success, or female eminence, has been studied to a great degree, however, and many common contributing factors have been identified. In the realm of adult female underachievement, which is defined as achievement far below potential in academics or career, it is unclear whether childhood and adulthood life experiences contribute to underachievement in gifted women, or whether underachievement in women is due to personal choices or other intrinsic or extrinsic factors. A qualitative interview study was conducted with 12 gifted female members of Mensa who have experienced adult underachievement, whereby the researcher asked questions regarding the participants' personal experiences and whether those experiences had an effect on their underachievement. Giftedness was determined by membership in Mensa. Underachievement was determined by descriptors found in the literature regarding adult underachievement and was provided to the participants before the interview. The open-ended interview format allowed the researcher to explore experiences as the participants described them, while they also investigated in a self-evaluative manner whether those experiences may have contributed to underachievement. The women in the study were age 21 and over, were members of Mensa, and had experienced underachievement in adulthood. Results showed that all participants suffered trauma in childhood or early adulthood and attributed their underachievement to that early trauma. Both behavioral and emotional manifestations of underachievement resulted which included both academic and career underachievement, as well as loneliness, self-doubt, and depression. Further research should include larger samples, additional interviews, and a mixed method approach to quantify results. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Purpose. The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the general education classroom in 2020, as determined by an expert panel composed of academics and practitioners using a Delphi study. A secondary purpose was to determine the feasibility of the best practices identified by the experts, or the ease with which they can be implemented in the classroom. Methodology. An expert panel of academics and practitioners determined most effective and most feasible best practice strategies for 2e students in the general education classroom in 2020 using a three-round Delphi method to obtain consensus from the experts. Findings. Both groups determined accommodating and modifying instruction using strengths and weaknesses and assessment for strengths and weaknesses were the most effective and most feasible best practice strategies. The expert praxis group ranked the strategy of differentiating for instruction and grouping as effective and the most feasible best practice. Both groups identified independent study contracts as one of the least effective best practice strategies and the least feasible to implement. The academic group identified allowing 2e students to help other students as the least effective best practice strategy. Overall, the two groups did not agree on most rankings. Conclusions. Making accommodations and modifications for 2e students using their strengths and weaknesses, assessing for strengths and weaknesses, and differentiating instruction and grouping students are strong best practice strategies. Assessing 2e students for strengths and weaknesses and making accommodations and modifications using their strengths are easily implemented in the classroom, as are differentiating instruction and grouping students, teaching 2e students organizational skills, and providing students with immediate feedback. Placing students on independent study contracts is not as effective and is difficult to implement. Recommendations. Future researchers should consider recruiting urban teachers from a major city to serve as expert panelists, recruiting teachers and academics of either highly gifted or underachieving gifted students for their suggested strategies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A paradigm shift toward a talent development model of providing services in gifted education has transformed the traditional IQ-based notion of giftedness (Dai & Chen, 2013). The conceptualization of giftedness plays an important role in the development of programs for gifted and talented students, and at its core the conceptualization of giftedness plays a central role in the development of instruments for identification, including rating scales completed by teachers and other school-based staff (Borland, 2003; Robinson, 2009). This study used Rasch measurement analyses to evaluate the evidence of validity, characteristics of reliability, item selection, category structure and differential item functioning of the Scales for Rating the Behavioral Characteristics of Superior Students, 3rd Edition ([SRBCSS-III] Renzulli et al., 2013) using data from the SRBCSS authors' validation studies and data from Grade 3 and Grade 4 operational administrations in a Mid-Atlantic county school district. The Rasch rating scale model showed evidence for the substantive, structural and content validity aspects of construct validity in both the original validation studies and the operational administrations. Strong item hierarchies, content representativeness and data reliability were shown in the analyses. Additionally, data from the operational administrations showed minimal differential item functioning for groups analyzed by sex, race/ethnicity and economic status. The study highlighted the strength of the psychometric properties of the scales while offering suggestions for improvement and future study in the context of additional aspects of validity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Research has established that motivation is an important factor of student achievement. Many researchers in the field of gifted education consider motivation to be a crucial component of giftedness, yet the literature base for motivation and math talent development within gifted populations is scarce. This descriptive study used a within-group design to measure the math motivation, math achievement, and goal orientation of high-ability 5 th grade math students to elucidate the relationships among motivation, achievement, goal orientation, and gender. Findings indicated that math achievement, math motivation, and goal orientation were similar for both genders; students had high math achievement yet low math motivation; and a high number of students had a performance goal orientation. Ideas for future math motivation research for the gifted are shared. Keywords: gifted math students, math achievement, math motivation, goal orientation (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study investigated whether the experience of existential anxiety influenced depression in the presence of authenticity and whether the experience was the same for identified gifted and non-identified gifted college students. The exploratory study sought to examine these relationships in the context of emerging adulthood among a sample of 207 college students between the ages of 18 and 24 years, from a mid-sized urban university in the southern United States. Results indicated that influences of existential anxiety and authenticity on depression were not significantly different for students identified as gifted compared with the non-identified gifted. In addition, constructs associated with giftedness (overexcitability and grades) added to the influences of existential anxiety and authenticity on depression. For this sample, anxiety associated with emptiness/meaninglessness and guilt/condemnation was found to have significant associations with depression. Findings suggest that a more profound understanding of the interaction of giftedness and depression is needed and that clinical services to gifted students may need to be tailored to account for their emotional and cognitive complexities and other psychological hypersensitivities. Also, the role of authenticity as a buffer against depression should be considered in both in therapeutic interventions with students and in general, with interpersonal relationships. Finally, existential anxiety is established as being an integral part of the experience of depression. More empirical research into the relationship between existential anxiety, authenticity and depression is needed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Advanced Placement (AP) is a College Board program that offers a college-level curriculum to high school students. AP has expanded dramatically in recent years, and with noted program benefits accruing to successful participants, the issue of equity has become a concern. When identified early, students who have potential to be successful in AP courses could obtain the preparation necessary to excel academically in courses that have an impact on college admissions and outcomes. The purpose of this correlational study was to determine if a relationship exists between 6th grade CogAT composite, verbal, and quantitative battery scores and 12th grade AP English Literature and 12th grade AP Calculus exam pass-fail scores. The setting for the study was a rural northeast Georgia school district. Utilizing archived data, a special kind of Pearson correlation, a point biserial correlation, and a logistics regression analysis were conducted. All null hypotheses were rejected indicating that a statistically significant positive relationship exists between 6th grade CogAT composite, verbal, and quantitative battery scores and 12th grade AP English Literature and 12th grade AP Calculus exam scores. Moreover, the relationship is a predictive one. Based on study results, more informed curriculum decisions could be made for students beginning in the middle school years. Recommendations for further study include consideration of additional variables that might influence AP exam success such as gender, socioeconomic factors, giftedness, and motivation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Few studies directly examine the relationship between giftedness and peer victimization. Despite the limited available data, there is an abundance of prescriptive advice addressing the unique challenges for gifted students. Such advice derives from research on the psychosocial characteristics of gifted youth (at best) or outdated misperceptions of gifted youth as inherently vulnerable (at worst). The purpose of this dissertation was to elucidate the giftedness-victimization link by utilizing measurement and sampling that improve upon research to date. The first goal was to assess victimization frequency of gifted youth and make comparisons to similar non-gifted peers. The second goal was to examine whether victimization was more strongly tied to self-worth, anxiety, and depression for gifted youth compared to their non-gifted peers. At the outset of the study, it was hypothesized that no discernible differences would emerge between gifted and non-gifted students. Data for this dissertation were collected as part of the UCLA Middle School Diversity Project, a multisite longitudinal study of California middle school students from diverse ethnic and socioeconomic backgrounds ( N = 6,058). The analytical sample in the current study consisted of 2,888 students in Grade 6, 50% of whom had been identified for gifted and talented education (GATE) programs. The other 50% consisted of non-GATE students matched on potential covariates using propensity score analysis. Data were collected using surveys in which students reported their experiences with victimization, their self-perceptions, and symptoms of anxiety and depression. Contrary to the stated hypotheses, the results indicated that gifted students were victimized significantly less than non-gifted peers for almost every form of victimization. The exception was physical victimization, and several potential interpretations are offered. Analyses examining the impact of victimization were mixed. Victimization was more strongly linked to depressive symptoms for gifted students (b = .049), but significant differences did not emerge on measures of self-worth or anxiety. Although the need for future research is clear, these findings represent a meaningful expansion of knowledge in this area and help to refute simplistic characterizations of gifted youth. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study examined the exchangeability of IQs from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored by one set of primary examiners and later scored by a secondary examiner. For each student, 6 IQs were calculated and submitted to a Generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner-by-examinee interaction, the examiner-by-test interaction, and the test contributed little to IQ variability, the component representing the test-by-examinee interaction contributed about one-third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. Keywords: intellectual giftedness, IQ, Generalizability theory, dependability coefficients (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This dissertation study explores the experiences of incarcerated youth, specifically the relationships between dis/ability (Baglieri& Knopf, 2004), giftedness, and incarceration in the lives of these young people. The extant literature rarely addresses these relationships through the voices of young people who have experienced incarceration first-hand; furthermore, the research pathologizes incarcerated youth and removes the challenges they encounter from their systemically oppressive contexts. This research places the unique experiences of the participants in the larger conversations of deficit-thinking, racism, ecological systems and theories of critical praxis---specifically, through the lenses of Dis/ability Studies in Education and Critical Race Theory. As a qualitative research study, this dissertation includes the stories and experiences of three formerly-incarcerated individuals who were held in adult correctional facilities as adolescents, as well as a non-profit leader who is deeply involved in prison abolition and movements that work to improve the lives of inmates. The focus on qualitative methodology and methods works to broaden conversations on juvenile justice and include perspectives on competence, youth's strengths, and resistance to deficit-oriented research. This dissertation argues that we must challenge deficit-oriented models to develop the best pedagogical practices for exceptional students and useful methods for disrupting oppressive systems within educational spaces. Through the centering of participant voices, this study provides implications for understanding dis/ability and the giftedness of young people in exceptional learning environments, the need for close attention to the final stages of the school-to-prison pipeline, and the development of new theories of understanding. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The key to success or failure of opportunities for gifted students is affected by what a school district provides, how it views giftedness, and how it supports academic flexibility and individualized or differentiated learning. Gifted programs are selected by administrative decision makers based upon their knowledge and understanding of the foundational theories in the field of gifted education. The implementation of policies and provisions for gifted education vary from state to state and often district to district. A commonality often reported is of the negative attitudes towards giftedness and gifted education by staff, faculty, and administrators. Many of the policy decisions in gifted education by administrators, although guided by theory, are influenced by personal experiences, myths, and stereotypes. A review of literature reveals a chronicled legacy of myths and misconceptions providing conflicting concepts of giftedness, gifted education, and educational programs. The effect of these perceptions may directly skew an administrator's ability to make unbiased informed decisions in relationship to this diverse population of gifted learners. The purpose of this study was to investigate Minnesota public school superintendents' attitudes toward gifted students and gifted education, and what factors affect these attitudes. This study utilized the McCoach and Siegle's revised edition of Gagne and Nadeau's survey, Opinions About the Gifted and Their Education. The survey is divided into three subcategories for analysis: support, elitism, and acceleration. Also included are sections on self-perception as gifted and demographic information. Survey data were analyzed using descriptive statistics. This exploratory study sampled 119 of 336 Minnesota superintendents in regards to gifted education. Results show mild to moderate support for funding, with women superintendents perceiving themselves as gifted more than male superintendents and showing greater support for gifted education. Among the predictor variables, superintendents who had education or training in gifted education were more supportive toward giftedness and gifted education, less negative about gifted education as being elitist, and more positive toward acceleration of gifted students. With gifted programming relying on the discretion of local administrators and implementation of programs falling on the school faculty, it is important that these stakeholders have a working knowledge of gifted student development and gifted education. Therefore, further research might explore these attitudes in teacher education and administrator training programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Organizational fit is defined as the congruence of values between people and organizations. This study examines the relationship between self-concept and organizational fit in gifted adults and the moderating effects of social support and work tenure. Utilizing a mixed methods research design, 322 gifted adults were surveyed to determine the impact of self-concept on organizational fit. Participants were provided with a survey instrument to examine self-concept, organizational fit, social support, and work tenure. A large subset of the participant base responded to two qualitative questions in which they provided additional context about the role that giftedness has played in their work experiences and what improvements their organizations can make to improve their current work experience. The research intent was to determine the relationship between self-concept and organizational fit to advance the study of giftedness across the life span and inform organizations about the needs of the gifted adult demographic in the workforce. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The concept of giftedness has evolved significantly from its early conceptualization as a single score on an intelligence test to modern conceptualizations that reflect multiple, distinct areas in which giftedness may be demonstrated. Although Dr. Marland's landmark 1972 report proposed additional areas in which an individual may be characterized as gifted, currently there is no consensus on a uniform definition of giftedness. Many educators and psychologists have proffered their interpretation of giftedness, but school psychologists, the educational professionals who often conduct evaluations to determine eligibility for gifted services, historically have had little input into this debate. This study utilized three vignettes to examine how school psychologists perceived giftedness. The first vignette reflected an individual with an IQ score of 130 and a strong academic profile while the second vignette reflected an individual whose IQ score was slightly lower than 130 and also had a strong academic profile. The final vignette described an individual with strong artistic skills but did not meet the traditional benchmark of an IQ score of 130 or higher. Participants also answered a variety of demographic questions about themselves and their place of employment. Data analyses suggested that school psychologists overwhelmingly associate giftedness with an IQ score near or above 130. Conversely, only 33% of participants identified the individual with strong artistic skills as gifted. Participants from Ohio, a state with a well-defined and inclusive definition of giftedness, were more likely to identify the artistic individual as gifted, suggesting that state definitions of giftedness influence school psychologists' perceptions of giftedness. Although the results of this study are tempered by both the low return rate on the survey and the small size of the sample, they suggest that school psychologists support a more traditional conceptualization of giftedness. Additional research is recommended to confirm the results of this study and to further explore specific characteristics that school psychologists believe reflect giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this autoethnographic study is to describe the academic journey of a twice exceptional Black male with dyslexia. The central research question is: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the investigator and also the topic of examination. The research methodology employed for this analysis was autoethnography because it is through the intersection between narrative inquiry and ethnography that I am able to articulate my lived experiences using a transformative framework that provided a deeper understanding of how race, gender, giftedness and dyslexia have influenced my academic journey. An analysis of my journey leads to the finding that it is the intersection of identity categories that must be attended to in order to support the learning of students with "triple-identity." The significance of this dissertation is that it has the potential to help teachers across a wide array of academic disciplines who are interested in meeting the needs of students who are marginalized and underperforming in school, particularly Black males who are gifted and have dyslexia. (PsycInfo Database Record (c) 2024 APA, all rights reserved)