The History and Identification of the Gifted

1. The History and Identification of the Gifted

2. The History of Gifted and TalentedEarly 1900’s • 1925- Lewis Terman founded gifted education • The emergence of cognitive science • Alfred Binet: IQ Test • William Stern: IQ Formula • 1926- Leta Hollingworth wrote Gifted Children: Their Nature and Nurture, the first textbook on gifted education

3. The History of Gifted and Talented1950 -1970’s • 1954-National Association for Gifted Children • 1961-Virgil Ward, differential education • 1967-Guilford wrote The Nature of Human Intelligence, multiple intelligences • 1972-Marland Report, assessment • 1975-Education for All Handicapped Children Act (PL 94-142), awareness of differences

4. The History of Gifted and Talented1980’s • 1983- Howard Gardner, seven intelligences • Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal • 1983- A Nation at Risk, report • 50% of school-aged gifted not performing to potential in mathematics and science • 1985- Robert Sternberg, triarchic view • Practical, creative, and executive • 1988- Jacob K. Javits Gifted and Talented Students Education Act (P: 100-297)

5. The History of Gifted and Talented 1990’s- 2000 • Office of Gifted and Talented Education, national research center • 1993- National Excellence: A Case for Developing America’s Talent , second national report • National Association for Gifted Children, standards • National Council for Teachers of Mathematics, standards • No Child Left Behind (PL 107-110), reading at grade level may be a limiting factor

6. What Teachers Want to Know • Can all children become gifted? • What social/behavioral problems might arise for the child who is gifted? • Should I recommend an acceleration or an enrichment program? • What is the difference between differentiation and individualization? • How will I fit them into my regular education classroom and still maximize their potential?

7. Issues Surrounding Definition • IDEA does not included a category for talented and gifted • Each state establishes its own definition • In states where gifted children constitute a a category of exceptionality, laws governing exceptional children also apply to children and young people who are gifted and talented

8. Prevalence • Identification depends upon state criteria • U.S. Department of Education (2000) • 2.96 million, close to 6% of school-aged population • Possibly one of the largest groups of students with exceptionalities

9. NM State Definition • “Gifted child” means a school aged person whose intellectual ability paired with • Subject matter aptitude / Achievement • Creativity / Divergent thinking • Problem solving / Critical thinking • is so outstanding that a properly constituted IEP team decides special education services are required to meet the child’s educational needs.

10. 2 3 1 Source: Unknown

11. Representational Characteristics

12. Bright Child/Gifted Child

13. Bright Child/Gifted Child

14. Bright Child/Gifted Child

15. Emotional Dimensions of Giftedness • Extra Perception- being highly perceptive to stimuli (sounds,sights,touches,tastes). • High Involvement- unusual preoccupation with interests, tasks, materials, and questions. • Super Sensitivity- super sensitive to ethical issues and concerns. Highly moralistic and quick to judge others.

16. Emotional Dimensions of Giftedness (continued) • Perfectionism- feeling that nothing is ever “good enough” (so they may not hand it in). • Asynchronous Development –when intellectual and verbal development are ahead of physical and emotional development. • Multipotentiality – having many abilities makes choosing a major or career path difficult. • Low self-esteem or depression – susceptibility to depression, anxiety, and loneliness.

17. Social Dimensions of Giftedness “Eight Great Gripes.” • No one explains what being gifted is all about. • Parents, teachers and friends expect perfection all the time. 3. School is not challenging. 4. Friends who understand us are hard to find.

18. “Eight Great Gripes.”(continued) 5. Kids tease us for being who we are. 6. We feel overwhelmed. 7. We feel different and alienated. • We worry and feel helpless about world problems. *Adapted from When Gifted Kids Don’t Have All the Answers; Jim Delisle & Judy Galbraith.

19. Psychomotor – An unusual need for physical activity and movement. (ex. Rapid talk, pacing, hand gestures). Sensual – Greater than normal perceptiveness of sensory experiences; unusual awareness and enjoyment of sensation. Imagination- Inventiveness, the ability to visualize clearly, metaphorical speech, dreaming, fantasy and magical thinking. Dabrowski’s Overexcitablities

20. Intellectual- The desire to question, to analyze; the ability to delight in the abstract and theoretical, in logical thinking, puzzles and problem solving. Emotional- An intensity of feeling and of relationships; preference for few close friends rather than many acquaintances; natural empathy and compassion. Dabrowski’s Overexcitablities(continued)

21. ADMIRED TRAITSvs. Good verbal skills Long attention span Retains information easily Creative Independent Critical thinker Sensitive POSSIBLE PROBLEMS Talks too much Tunnel vision Impatient with others Rejects norms or is disruptive Inability to accept help from others Perfectionism or critical of others Extremely hurt by comments or criticism The Good News and The Not So Good News of Being Gifted

22. Best Practices in Assessment(Landrum, Callahan, & Shaklee, 2001) • Adheres to consistent procedures for nomination and identification • Involves an ongoing nomination process that can occur at any time of the school year • Uses instruments free from cultural bias • Incorporates multiple methods of assessment

23. Traditional Assessment

24. How To Measure Intelligence?

25. Figure 9.4 A Theoretical Distribution of Intelligence

26. Intelligence • “Intellectual ability” means a score two standard deviations above the mean as defined by the test author on a properly administered intelligence measure. The test administrator must also consider the standard error of measure (SEM) in the determination of whether or not criteria have been met in this area.

27. The structure of the WISC-IVEach of the four Index scores is derived from a number of subtest scores. There are five supplemental subtests which can be substituted for a specified number of core subtests if needed. © Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 © www.jweducation.com

28. Verbal Comprehension Subtests • SIMILARITIES (SI) Individuals are presented with two words that represent common objects or concepts and asked to say how they are similar. • VOCABULARY (VC) Younger individuals are shown pictures and asked to name them. Then individuals are asked to give definitions for words presented orally and visually. • COMPREHENSION (CO) Individuals are asked to respond to questions requiring an understanding of social situations, reflecting common sense, social judgment, behaviour and conventional standards. • INFORMATION (IN)(Supplemental subtest) Individuals answer questions that address a broad range of general knowledge topics. • WORD REASONING (WR)(Supplemental subtest) Individuals are asked to identify the common concept described in a series of clues. © Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 © www.jweducation.com

29. Perceptual Reasoning Subtests • BLOCK DESIGN (BD) Individuals use up to nine red and white blocks to re-create a model or a picture of a design within a specific time limit. • PICTURE CONCEPTS (PCn) The individual is presented with two or three rows of pictures and choose one picture from each row with common characteristics. • MATRIX REASONING (MR) Individuals look at an incomplete matrix (made up of pictures or designs) and selects the missing item from five options. • PICTURE COMPLETION (PCm) (Supplemental subtest) Individuals have to point to or name an important part missing from a picture within a specific time. © Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 © www.jweducation.com

30. Working Memory Subtests • DIGIT SPAN (DS) Digit Span requires the individual to do two distinct tasks, the first repeat orally numbers presented in the same order. Then the individual is asked to repeat orally presented numbers in reverse order. • LETTER-NUMBERING SEQUENCING (LN) Individuals are read a sequence of numbers and letters and are asked to recall the numbers in ascending order and the letters in alphabetical order. • ARITHMETIC (AR) (Supplemental subtest) Individuals solve a series of orally presented arithmetic problems within a specific time limit. © Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 © www.jweducation.com

31. Processing Speed Subtests • CODING (CD) Individuals copy symbols that are paired with simple geometric shapes or numbers within a specific time limit. • SYMBOL SEARCH (SS) Individuals scan a search group (of abstract symbols) and indicate if a target symbol/s matches any of the symbols in the search group within a specific time limit. • CANCELLATION (CA) (Supplemental subtest) Individuals scan both a random and structured arrangement of pictures and marks target pictures within a specific time limit. © Text, format, graphics and data Copyright Dr John Worthington all rights reserved 2004 © www.jweducation.com

32. VCI Index Description • Verbal Comprehension Index (VCI) • Similarities, Comprehension, and Vocabulary subtests • Requires verbal conceptualization, stored knowledge access and oral expression • Child must answer orally presented questions that assess common-sense reasoning, reasoning out or retrieving word associations, and the ability to describe the nature or meaning of words. • Verbal expression required (length of response varies)

33. PRI Index Description • Perceptual Reasoning Index • Matrix Reasoning, Picture Concepts, and Block Design subtests • Requires visual perception and organization and reasoning with visually presented, nonverbal material to solve the kinds of problems that are NOT school taught • BD also requires visual-motor coordination and the ability to apply all skills in a quick, efficient manner. The highest scores reflect both accurate and very quick responses.

34. WMI Index Description • Working Memory Index • Composed of Letter-Number Sequencing and Digit Span • Requires working memory processes applied to the manipulation of orally presented verbal sequences • Note that Digits Forward only requires initial encoding and a verbal response as do the initial items on LNS

35. PSI Index Description • Processing Speed Index • Coding and Symbol Search • Requires visual perception and organization, visual scanning, and the efficient production of multiple motor responses • These tasks require executive control of attention and sustained effort for a 2-minute period of time while working with visual material as quickly as possible • Performance on Coding is also dependent on paired-associative learning

36. Stanford Binet 5 • The SB5 is appropriate for a broad range of 2 to 85+ years, providing one assessment for all ages. It provides comprehensive coverage of five factors of cognitive ability: • Fluid Reasoning • Knowledge • Quantitative Processing • Visual-Spatial Processing • Working Memory

37. Stanford-Binet Intelligence Scale, 5th Edition (SB5) Author: Gale H. Roid Publisher: Riverside Publishing

38. Description of SB5: • Appropriate for ages 2-85+ years of age • The 5th edition incorporates features of earlier editions of Stanford-Binet • Specific improvements in psychometric design • Contains many of the same subtests and items from previous editions • 5th edition has 5 factors • Fluid Reasoning • Knowledge • Quantitative Reasoning • Visual-Spatial Pro • Working Memory http://assess.nelson.com/test-ind/stan-b5.html & http://www.cps.nova.edu/~cpphelp/SB5.html

39. Subtest Information and Description: http://assess.nelson.com/test-ind/stan-b5.html

40. Nonverbal Subtests • Fluid Reasoning - Object Series/Matrices (a point scale used for routing). Includes new sequential reasoning items and classic matrices. • Knowledge - Procedural Knowledge (a new type of item involving gestures), followed by Picture Absurdities (a classic subtest in the Stanford-Binet tradition). • Quantitative Reasoning - Nonverbal Quantitative Reasoning items, tapping number concepts, problem solving, and figural-geometric /measurement-estimation problems. • Visual Spatial Reasoning - Form Board (classic items for the lower levels), followed by the new Form Patterns (making designs from an expanded set of form-board pieces). • Working Memory - Delayed Response (e.g., hiding an object under a cup) at the low levels followed by Block Span (the new blocktapping procedure).

41. Verbal Subtests • Fluid Reasoning – Early Reasoning items (e.g., picture reasoning) followed by classic Verbal Absurdities and Verbal Analogies. • Knowledge – Vocabulary (a point scale used for routing). Includes toys, identification of body parts, Child Card, and classic word definitions. • Quantitative Reasoning – Verbal Quantitative Reasoning items, tapping number concepts, problem solving, and figural-geometric/measurement estimation problems. • Visual Spatial Reasoning – Innovative new Position and Direction (verbal-spatial problems requiring explanation of directions, identifying spatial relations in pictures, understanding complex statements of spatial orientation). • Working Memory -Classic Memory for Sentences followed by an innovative Last Word procedure (requiring memory of the last word of series of questions).

42. Achievement • “Subject matter aptitude/achievement” means superior academic performance on a total subject area score on a standardized measure.

43. The Woodcock-Johnson Psycho-Educational Battery - (WJ-III®) • Tests of Achievement

44. Reading • 1. Letter-Word Identification - naming letters and reading words aloud from a list.2. Reading Fluency - speed of reading sentences and answering "yes" or "no" to each.3. Passage Comprehension - orally supplying the missing word removed from each sentence or very brief paragraph.  (e.g., "Woof," said the _____, biting the hand that fed it.").4. Word Attack - reading nonsense words (e.g., plurp, fronkett) aloud to test phonetic word attack skills.5. Reading Vocabulary - orally stating synonyms and antonyms for printed words and orally completing written analogies (e.g., elephant : big :: mouse : ____ ). • ( To cover all areas of reading, as outline by NCLB, Reading First, suggests that Phonemic Awareness is also included:6. Sound Awareness - rhyming, deletion, substitution, and reversing of spoken sounds

45. Written Language • 7. Spelling - writing letters and words from dictation.8. Writing Fluency - writing simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutes.9. Writing Samples - writing sentences according to directions; many items include pictures; spelling does not count on most items.10. Editing - orally correcting deliberate errors in typed sentences.11. Spelling of Sounds - written spelling of dictated nonsense words.12. Punctuation and Capitalization - formal writing test of these skills.

46. Math • 1. Calculation - involves arithmetic computation with paper and pencil.2. Math Fluency - speed of performing simple calculations for 3 minutes.3. Applied Problems - are oral, math "word problems," solved with paper and pencil.4. Quantitative Concepts - oral questions about mathematical factual information, operations signs, etc.

47. WIAT-II • Oral Language • Listening Comprehension • Written Expression • Spelling • Pseudoword Decoding • Word Reading • Reading Comprehension • Numerical Operations • Mathematical Reasoning

48. Creativity • “Creativity/divergent thinking” means outstanding performance on a test of creativity/ divergent thinking, or in creativity/divergent thinking .

49. Critical Thinking • “Problem-solving/critical thinking” means outstanding performance on a test of problem-solving/critical thinking.

50. Frasier Talent Assessment Profile (F-TAP)