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In the discourse on the intellectual styles of exceptional learners, three specific issues readily present themselves. The first issue is the diversity of exceptional learners. By exceptional learners, one refers to a heterogeneous group of learners that includes, among others, learners with dyslexia, learners with attention deficit/hyperactivity disorder (ADHD), learners with autism spectrum disorder, and highly able or gifted learners. The question is whether there are distinct intellectual styles or profiles of styles for distinct groups of exceptional learners. The second issue has to do with the connection between abilities and styles. Perhaps what set exceptional learners apart from normal nonexceptional learners are their profiles of marked strengths and weaknesses, which are likely to correspond to their areas of giftedness and deficits. It is likely that there is a possibly stronger ability-style connection among exceptional learners, given that exceptionality is often defined in terms of abilities (talents) or disabilities (deficits). The question is whether or not exceptional learners are predisposed to prefer specific intellectual styles in line with their abilities and disabilities. The third issue is the role of intellectual styles in the teaching and learning of exceptional learners. Given the possibly stronger ability-style connection, the question is whether or not instruction matching intellectual styles of exceptional learners should assume greater importance in the effective teaching and learning of these more able and more vulnerable learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Creativity is one of the most important and permanent human behaviors for all individuals (Simonton, 2000). The individuals' creativity are in different phases, degrees, magnitudes, and means, which makes creativity "a multifaceted phenomenon rather than a single unitary construct capable of a precise definition" (Isaksen, 1987, p. 8). Creativity has qualitative and distinct characteristics that are part of the individuals' intelligence, which includes (a) divergent-convergent and primary-secondary thinking systems; (b) critical-analytical thinking processes, intuition, imagination, elaboration, creative results, novelty, and meaning; and (c) specific personal and environmental facets (Torrance, 1981). Teachers contend that the importance of their profession goes beyond merely preparing young children for future work. Recently teachers seem to promote the development of the children's creativity. According to Esquivel (1995), the progress of this concept has developed slowly due to "(1) an increased understanding of the nature of creativity as a distinct process, amendable to training; (2) historical developments that led to educational reform and innovative practices, emphasizing giftedness and creative abilities; (3) research findings on teacher variables, instructional behaviors, and learning environments effective in fostering creativity; and (4) the development and evaluation of creative curriculum methods and programs to be implemented by the teacher in the classroom" (p. 185). Esquivel (1995) shows that interest has emerged in creative teaching within the framework of the aforementioned educational improvements, concentrating on the teachers' roles. Teachers seem to have become more receptive to creativity, which they have perceived as indicating "open- mindedness, exploration, the celebration of difference and originality ... an automatic opposition to the language of targets, to instrumental skills, the measurement of outcomes and the dogmas of accountability" (Cullingford, 2007, p. 133). (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Considers intelligence in its cultural context, discussing the definition of culture and what intelligence is across cultures and looking further at the special case of giftedness across cultures. After describing alternative models of the relationship of culture to intelligence, the author presents some studies of intelligence in its cultural context, and then discusses the concepts of culture-fair and culture-relevant testing, arguing that there is no such thing as a fully "culture-fair" test. Finally, the author argues for the importance of wisdom in all conceptions of intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

School leaders are faced with many indicators of an achievement gap, including the underrepresentation of certain groups in advanced course-work and gifted programs. At the same time, multiple definitions and conceptions of giftedness have led to a lack of coherence in the field of gifted education, further contributing to this underrepresentation. Despite what has emerged as a broadened conception of giftedness, gifted identification lags behind. This study employed secondary data analysis of the National Education Longitudinal Study of 1988/2000 to operationalize and determine the empirical consequences of a broadened conception of giftedness. Using Black students as a case example, findings revealed how school leaders can address underrepresentation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Contemporary Challenges Confronting School Leaders is the eleventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Consequently, the chapters include analyses that investigate relationships between school organizations and administrative practice that have an impact on teacher and student effectiveness. It begins with studies that investigated the effects of school variables, such as engagement, capacity building, and academic press on the achievement of students. Next, the work of researchers who studied other variables that have promise to affect positively the effectiveness of teachers and schools, which should result in improved achievement. It concludes with the work of colleagues on the salient contemporary issues of principals making decisions, avoiding stereotypes in identifying students for educational services, and the role of parents in improving schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

The purpose of the third edition of this book is to provide a comprehensive conceptual and practical overview of current theories of intelligence, individual measures of cognitive ability, and uses of intellectual assessments. This text summarizes the latest research in the field of intellectual assessment and includes comprehensive treatment of critical issues that should be considered when the use of intelligence tests is warranted. The three primary objectives of this book are as follows: (1) to present in-depth descriptions of prominent theories of intelligence, tests of cognitive abilities, and neuropsychological instruments, and issues related to the use of these tests; (2) to provide important information about the validity of contemporary intelligence, cognitive, and neuropsychological tests; and (3) to demonstrate the utility of a well-validated theoretical and research foundation for developing cognitive tests and interpretive approaches, and for guiding research and practice. The ultimate goal of this book is to provide professionals with the knowledge necessary to use the latest cognitive instruments effectively. Practitioners, university faculty, researchers, undergraduate and graduate students, and other professionals in psychology and education will find this book interesting and useful. It would be appropriate as a primary text in any graduate (or advanced undergraduate) course or seminar on cognitive psychology, clinical or psychoeducational assessment, or measurement and psychometric theory. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness ate also discussed from a historical perspective. The evolution of multi trait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. The refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model is discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is designed to provide readers with a better understanding of the unique challenges faced by today's young males and to share the most effective strategies for counseling boys and young men. The cultural expectations of young girls and women have long been the topic of books, articles, and media attention, but there has been a lack of attention to the specific needs of young boys and young men. Therefore, the content of this book represents a multidimensional exploration of issues and concerns that this group brings into the counseling office. By presenting a holistic view of the development of young males within their social, emotional, and behavioral realms, this book highlights many of the potential pitfalls they may face and relevant interventions to be used by clinicians. When selecting topics for the chapters in this book, current statistics and our rapidly changing culture shaped our choices. The content provides readers with information related to areas beyond those typically found in books addressing the counseling concerns of children and adolescents. The media is an overwhelming and greatly uncontrollable influence on our youth, and the current culture heavily emphasizes the importance of "having it your way" and "getting it while it is hot." Coupled with the increasing pressure to grow up fast and the ability of the Internet to provide information on taboo or titillating topics at the speed of a keyboard click, young people are confronted with knowledge and images beyond their maturity at record rates. Counselors must be willing to help young males make sense of the overabundance of data they are being fed, as they try to create their evolving identities. Thus, we have invited experts in the field to share their knowledge, experience, and strategies for best meeting the needs of these modern men-in-the-making. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

The current chapter aims to focus on the learning disorders among boys. Boys are much more frequently diagnosed with learning disorders compared with girls, and this chapter addresses the basic learning disorders: reading disorder (RD), disorder of written expression, and mathematics learning disorder (MLD). Summaries of the typical presenting symptoms of learning disorders as well as information relating to the most effective treatments will be presented. Also addressed will be the ways in which learning disorders negatively influence the social development and acceptance of young males. We also touch on giftedness as a learning difference, as this can present barriers as well. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, the reader is introduced to the problem of underachievement in gifted adolescents. Issues relevant to psychological therapy with underachieving gifted students will be described and links will be made between the presenting problems and specific therapeutic activities of experiential dynamic therapies (EDT). Transcripts from a psychological therapy with a young gifted adolescent will be presented to illustrate how an Intensive Experiential-Dynamic Psychotherapy (IE-DP) perspective informed the clinical work undertaken, in particular, anxiety work, and separating healthy Ego from harshly critical Superego. Patient- and therapist-reported changes at termination of therapy will be outlined. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Identifying and Serving Culturally and Linguistically Diverse Gifted Students revolutionizes the identification and education of culturally and linguistically diverse (CLD) gifted and talented students. Written with the educator, administrator, and program developer in mind, this book will positively transform the educational system for working with CLD Student populations. Correlated with the updated NAGC standards, the book examines existing program structures through the lens of over- and underrepresentation of CLD students in gifted programs. The book also features a formula for auditing current programs for CLD representation and an innovative model for identifying these students for gifted services. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This study examined the talent development of five Davidson Fellowship science winners using the Differentiated Model of Giftedness and Talent. The Davidson Fellowship program recognizes students under the age of 18 who have completed a significant piece of original work in one of six fields: science, technology, mathematics, music, literature, or philosophy. Parents of four of the Fellows also participated in the multiple-case study, which used semi-structured phone interviews to gather data. The cross-case analysis of this multiple-case study revealed that the Fellows traveled multiple pathways to success. Each Fellow and his family took advantage of different educational options, formal and informal. No consistent educational programming existed across participants from different schools in different areas of the country, except AP® courses and science fairs. The Fellows encountered a number of different negative catalysts in the environment, including a lack of challenge in the public schools, inconsistent treatment by teachers and administrators, variable availability of challenging school and extracurricular opportunities, difficulties with peers, and challenging logistical arrangements necessary for participation in extracurricular opportunities. The strength of these negative catalysts was offset by a number of protective factors, or positive catalysts. The positive catalysts were both strong and numerous in each of the Fellows. Each Fellow presented evidence of very high ability. They were healthy. They were raised in supportive learning environments that encouraged taking risks, striving for excellence, and improvement over earning good grades. They had multiple supportive adults in their lives: parents, teachers, and mentors who created a layered support system. When one adult was not available, there were others on whom the student could depend in a crisis. The parent relationship was particularly strong. Each Fellow reported, and each of the parents confirmed, a uniquely supportive relationship with their parents marked by mutual respect and admiration. Each Fellow presented strong motivation for his work. Each displayed a candid awareness of his own strengths and weaknesses, and a willingness to confront and apply himself to remedy weaknesses. They all presented compelling evidence of a tenacious perseverance. Stronger than the negative catalysts, these positive catalysts worked in concert to protect the individual against failure or resignation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Twice-exceptionality can be defined as the co-occurrence of intellectual giftedness and disability, including academic, social-emotional, and behavioral problems. There is a lack of empirical research examining the area of twice-exceptionality; and, as a result, there is insufficient support for the current definitions, identification criteria, and interventions employed for twice-exceptional individuals. The heterogeneity of this population highlights the importance of exploring the cognitive patterns present among twice-exceptional individuals to facilitate the identification as well as the treatment of this population. The present study examined the Wechsler Intelligence Scale, Fourth Edition (WISC-IV; Wechsler, 2003) profiles of 95 twice-exceptional children and adolescents to facilitate the discovery of subtype patterns present among this group. A two-stage cluster analysis revealed 7 twice-exceptional subtypes that were differentiated primarily by level of performance on the 4 factor scores. The identified twice- exceptional subtypes provide information about characteristic strengths and weaknesses that not only facilitate the identification of twice-exceptional students, but also carry implications for educational intervention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The current project is the first study to investigate the competence of academically gifted youth across multiple dimensions of the peer system. To date, there is no comprehensive examination of the social functioning of gifted youth, severely limiting what is known about the overall social world of gifted youth and the extent to which the subset of gifted youth with peer problems experience the same adjustment difficulties related to negative peer interactions. By examining how aspects of sociometric status, friendship and social network centrality relate to a myriad of outcome variables, the current study permits a comprehensive investigation of the risk profile associated with problematic peer relations among gifted youth within the adjustment domains (behavioral, academic and psychological functioning). Participants included 327 adolescents, 149 identified as gifted, who were initially assessed in the 7th grade and were then reassessed 2 years later. Consistent with prior research, findings from the current student provided evidence that academic giftedness was generally associated with more positive peer relations as well as more positive functioning across behavioral, academic and adjustment domains when compared to non-gifted adolescents. However, findings from the current study did not find evidence suggesting that gifted youth experience significantly less peer problems than their non-gifted peers. As such, the current study substantiates predictions that there are indeed subgroups of gifted youth who experience peer problems and they were found to be similarly at risk as non-gifted adolescents with peer problems regarding negative behavioral, academic and psychological adjustment. However, the most alarming finding revealed that the negative effects of being rejected were more pronounced for gifted students, who were the most victimized students in the entire sample, even more than non-gifted peers who were rejected. Findings from the current study highlight the complexity of the social world of gifted adolescents and underscore the importance for future research to continue examining the social difficulties of gifted youth. Limitations and implications of these results are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to determine what has been written about family therapy in the school setting in the professional literature of the fields of family studies, family therapy, and education from 1999 to July 2010. Selected terms related to systemic family therapy in the school setting were used to search 18 scholarly/academic journals for articles on this topic. The number of articles found was presented as a percentage of the total number of articles published in the journal in the specified period of time. The professions of the authors of the articles were presented. The articles that met the selection criteria were qualitatively analyzed for themes. One predominant theme emerged through analysis of the texts: the usefulness of systemic family therapy in the school setting. No article was found that did not support the use of family therapy in schools. Passages of text from the articles were presented to illustrate the theme. Most articles discussed the usefulness of family therapy in the school setting for children's behavior problems. Texts illustrated the uses of family therapy in the school setting for diverse issues including selective mutism, giftedness, disability, asthma management, and dating adolescent couples. Conclusions from this content analysis, along with limitations and implications, are discussed. Recommendations for future research in the three fields, family studies, family therapy, and education, in the area of family therapy in the school setting are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The study examined parents’ help-seeking behavior during the gifted identification process. The literature on help seeking reveals an extensive body of research. However, the research exploring parents’ help-seeking behavior for gifted children is nonexistent, despite the fact that children identified as gifted frequently experience academic, social, emotional and behavioral problems. Parents of children who had been identified as gifted were surveyed to (a) identify the number, type and variety of informal and formal sources parents consult when they suspect their child is gifted, and (b) identify socio-demographic characteristics (gender, age, education, socioeconomic status, race/ethnicity) associated with these patterns of help seeking. Informal sources included family members, friends, parent groups, Internet research, and books and articles on giftedness. Formal sources included teachers, pediatricians, psychologists, and other mental health professionals. Of those surveyed, 86% reported that academic issues were important or very important in their decision to seek help during the gifted identification process, while 66% reported that social, emotional, or behavioral issues were important or very important in their decision. Parents reported consulting an average of four informal or formal sources of support, and the majority of parents reported equal use of informal and formal sources. Results indicated that, similar to help seeking patterns for mental health or medical issues, a vast majority of respondents consulted both informal and formal sources. Although the results of this study did not support a significant correlation between parents’ overall help-seeking approach and socio-demographic variables, certain variables were significantly correlated with use of informal versus formal sources. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Gifted research often focuses on perfectionism as a common trait of gifted children (Adderholdt-Elliott, 1991; Hollingworth, 1926; Lovecky, 1994). While historically perfectionism was viewed as a negative trait of giftedness (Hollingworth, 1926; Roeper, 1982), recent research has shown that perfectionism is a multidimensional trait that has both adaptive and maladaptive styles (Rice & Ashby, 2007; Rice et al., 1998). Research indicates that style of perfectionism may in part be predicted by parental criticism (Speirs-Neumeister, 2004), gender (Schuler, 2000), and culture (Castro & Rice, 2003). Furthermore, adaptive perfectionism has been linked to greater life satisfaction (Ashby & Rice, 2002), and this relationship has been shown to be influenced by a number of socio-emotional variables in gifted children, including anxiety (Stornelli, Flett, & Hewitt, 2009), self-concept (Rice, Kubal, & Preusser, 2004), and achievement motivation (Chan, 2009b). The purpose of this study was to extend our understanding of the relationship between perfectionism and life satisfaction in gifted children as it relates to parental criticism, culture, gender, anxiety, self-concept, and achievement motivation. Three proposed models were compared to clarify these relationships. Seventy participants were asked to participate in the study and complete self-report measures. The participants ranged in age from 7 to 10 and were recruited from a gifted pull-out program in a Mid-Atlantic upper middle class school district. An additional teacher-report measure was used, as well as a behavioral manipulation check. It was hypothesized that culture and gender would have a significant relationship with perfectionism and parental criticism, which would in turn have significant relationships with anxiety, self concept, and achievement motivation. All of these variables were hypothesized to contribute to life satisfaction. Specifically, it was hypothesized that being of a minority culture and being male were likely to lead to experiencing higher parental criticism and maladaptive or non-perfectionism, which would lead to higher anxiety, lower self concept, and extrinsic achievement motivation, which would lead to lower life satisfaction. Correspondingly, it was hypothesized that being of the majority culture and being female were likely to lead to experiencing lower parental criticism and an adaptive style of perfectionism, which would lead to lower anxiety, higher self concept, and intrinsic motivation, which would lead to higher life satisfaction. The three models were developed to determine the most parsimonious relationship between these variables. The present study used structural equation modeling (SEM) to test the mediation of these variables in three hypothesized models. In addition, linear regression was used to analyze possible moderators. A fourth post-hoc model was constructed using the significant paths from the three hypothesized model in an attempt to find the most parsimonious model with the best fit. Overall, the models accounted for a significant amount of variance, and many of the variables were reliable predictors of life satisfaction. Post hoc model number four was the most parsimonious model with the best fit, and indicated that being of a minority culture significantly predicts higher levels of parental criticism, which predict maladaptive or non-perfectionism, higher anxiety, lower self concept, and extrinsic motivation, which are all significant predictors of lower life satisfaction. Likewise, a student of majority culture is likely to experience lower parental criticism, which results in an adaptive style of perfectionism, lower anxiety, higher self concept, and intrinsic motivation, which all contribute to higher life satisfaction. Implications for future research and school interventions were also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The examination of the relationship between race and education continues today as diversity across the country increases, while achievement scores remain stagnant or decreases. Among K-12 public education students in the United States, 7% are identified as gifted with ¾ categorized as Caucasian. Gifted students of color are a minority within an already minority community. This case study explores the influences and impact of race, education, and giftedness among four gifted high school students of color. The participants shared in their understanding of the following: what it meant to be labeled as smart; relating with friends and the importance of their support; strength of family as the key to their involvement; few minorities within the school and program; rigor of gifted classes; status within the school; and culture at home. The lack of critical mass among ethnic minorities within the community and school, particularly within the gifted population, had an impact on student understanding and perceptions of the role of race. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Purpose and Method of Study. The purpose of this study was to generate a theory of the factors that influence gifted student underachievement. The researcher analyzed the experiences of high school students to develop a better understanding as to why these students failed to live up to their academic potential. Data were collected from interviews with underachieving high school students representing high schools in five school districts in the upstate region of South Carolina. The participants in this study were classified gifted as outlined by the state of South Carolina's definition of giftedness. All the students were identified by their school counselors as having underachieved and met the criteria for underachievement established by the researcher. The data for this study were analyzed by using the Strauss and Corbin (1998) method of data analysis of open coding, axial coding, and selective coding. Open coding was the process by which initial concepts were identified, coded, and placed into categories. In axial coding the categories and their respective codes were reevaluated and presented schematically. The selective coding process was used to develop a story line that integrated the categories that resulted from axial coding and to identify a core category from among the previously identified categories. Findings and Conclusions. The theory developed pursuant to this study identified the lack of self-motivation as the major cause of gifted student underachievement at the high school level. The theory indicated that the interaction of several factors ultimately led to the lack of self-motivation, which in turn caused the underachievement. A review of those factors and their respective categories identified areas of concern in gifted student education. An understanding of those categories and their resultant interactions are essential to an understanding of gifted student underachievement. Those individuals who have an interest in or a responsibility for the education of gifted students should be knowledgeable of the theory postulated as a result of this study. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A differentiated curriculum for the gifted provides learning experiences that are challenging, interesting, satisfying, useful in the application to the real world, transferable to other disciplines and content areas, and allows for choice. While a differentiated curriculum is necessary for gifted learners, students' attitudes, opinions, and perceptions of the differentiated curriculum are seldom sought. This study examined highly gifted, gifted, and perceived gifted students' perceptions of the elements of a differentiated curriculum defined by the California GATE Standards (2005). The population included gifted students in grades 3–5 from three suburban private schools in Southern California. Quantitative methods and descriptive statistics were used to analyze how gifted students perceived the vignettes on a survey questionnaire depicting examples of a differentiated curriculum. Students' responses also indicated how different formal and informal methods of identification of giftedness affected students' perceptions of challenge, choice, interest, satisfaction, usefulness, and transfer in relationship to their curricular experiences. The findings revealed that highly gifted, gifted, and perceived gifted students identified curricular elements representing the differentiated curriculum positively, and that formally identified gifted students' perceptions of challenge of the differentiated curriculum (51%) were significantly different and lower than formally identified highly gifted (87%) and informally perceived gifted (95%) students' perceptions. Gifted students' perceptions of interdisciplinary connections were significantly different and lower than perceived gifted students. The results indicated that for a better match between the concepts of a differentiated curriculum and the learner, teachers and students need to be collaborators in the teaching and learning processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)