Definition, Classification, Prevalence Identification Outline – Lecture 7 [Oct. 28, 2003] [Ch. 8] Children Who Are Gifted, Creative, &Talented Definition, Classification, Prevalence Identification Theories of Giftedness Renzulli’s Model Gagné’s Model Cognitive development Education Social development Family and underachievers

Identification of the Gifted Which of these children is gifted? Leslie scored 145 on a standardized test of intelligence but has an academic average of 80. Anne creates beautiful sculptures in art, but is barely passing her academic subjects. Peter shows great musical talent on the oboe and other wind instruments and is doing B+ work in school. Mary is a whiz at math but does not do well in English and social studies. Robert has always been a leader. In fact, everyone seems to look to him for guidance and advice.

Identification of the Gifted Are the terms intellectual ability, talent, creativity interchangeable when identifying giftedness? Intellectual ability: refers to students who score better than 95% of the other students on IQ and achievement tests. Talent: refers to above average performance on some specific skill. Creativity: refers to the ability to bring unusual or unexpected answers to situations.

What traits are important in defining giftedness? Often seen as falling into one of 4 groups: 1. Intellectual skills [verbal, quantitative, spatial, memory skills] 2. Artistic skills [painting, music, dance] 3. Physical skills [sports, or ability to survive in challenging terrains e.g. Edmund Hillary] 4. Niche-fitting skills [ability to find or create an environment that is well suited to personal talents allowing an individual great success e.g. Bill Gates]

The Terman Studies Terman’s longitudinal study of 1,528 California high school children had profound implications for the field of gifted education and remains the paramount work in the area. The study: dispelled some traditional myths about gifted individuals established the IQ test as the sole criterion in the identification of giftedness, and lent credibility to the notion of special education for gifted youngsters

Defining Giftedness high performance capability in areas such as intellectual, creative, artistic or leadership ability, or in specific academic fields superior in some way to the average

Levels of Giftedness: Does it make sense???? Moderately Gifted (IQ 130 - 145) Highly Gifted = (IQ 145 - 160) Extremely Gifted = (IQ 160 – 180) Profoundly Gifted = (IQ 180+)

Renzulli’s Model

Gagné’s Model a clear distinction between giftedness & talent five aptitude domains [genetic]: intellectual, creative, socioaffective, sensorimotor and "others" (eg. extrasensory perception) one cannot be talented without first being gifted the reverse is not true

Assessing Giftedness Complete history of child and family. Appropriate assessment of Intelligence Use of an Adequate Measure Problem: Ceiling Effects Qualified Professional Multi-source Evaluation Teacher nominations Parent nominations Peer nominations and self-nomination

Use of IQ tests to identify the intellectually gifted IQ tests [individual or group] - measure convergent thinking [ability to take in lots of information and zero in on the right answer] -do not measure divergent thinking [novel ways of thinking and using information] -usually have an arbitrary cutoff score [can be stringent or liberal]

Criticisms for using IQ cutoff scores: Not sensitive to other influences on success & achievement Based on notion of “g” [general intellectual functioning] Tend to emphasize heredity over environment Culture fairness questionable

Problems in identification: Difficult to measure creativity accurately Gifted underachievers Females who are gifted Gifted students who are disabled Gifted students who have learning disabilities Gifted students from minority groups

Cognitive Development Piaget’s Stages Sensorimotor < 2 yrs. move from reflexive behaviour to representational thought Preoperational 2 – 7 yrs. use representational thought but are egocentric Concrete operations 7 – 11 yrs. can solve concrete problems Formal operations > 11 yrs. can use abstract thinking

Generalizations about the gifted Have high general intelligence and some exceptional specific ability Tend to capitalize on strengths and compensate for weaknesses Tend to shape their environment Have exceptional problem solving ability Can conceive higher order relations

Educational Issues Within the Regular School/Class: Ability grouping Out of Class Support Other Educational Options: Private school Home schooling Programs outside of school Enrichment Acceleration Independent study

Criticisms of acceleration Children may be socially disadvantaged Children may have gaps in knowledge Children may “burn out”

Delivery systems Special schools Segregated with like students e.g. School for the Arts Special classes Segregated with like students but class is located within regular school Resource programs Child is removed from regular class for enrichment Enrichment in the classroom Teacher provides enrichment within regular class Mentor programs Gifted children have mentors in the community who share a special interest

Which is best? Special classes are superior to regular classes but is subject dependent. Large effects for science and social studies Smaller effects for math, reading, and writing No difference in self-concept or creativity Disadvantages to special classes Average children lack role models Special classes are more expensive Exclusivity and elitism

Social Development Self-concept gifted: higher academic self-concept Global – gender differences Elementary school: girls: gifted > non-gifted boys: gifted < non-gifted High School: girls: no difference boys: gifted > non-gifted Domains [Harter Scales] gifted: higher academic self-concept slightly lower in physical and social domains

Social development [cont’d] Personality variables -higher self-sufficiency -non-conformists -more introverted Peer Relationships -tend to choose friends more in line with mental age -moderately gifted children more popular -highly gifted children [>160] have few or no friends, often have behavioural adjustment problems, family problems

What predicts adult adjustment? good family relationships in family of origin parental education appreciation and valuing of intellect by family & gifted child

Underachievers and families Parents are highly educated High SES Pressure to achieve potential Emphasis on academic performance Little support for emotional issues Inconsistent discipline At school, too rigid structure is associated with underachievement

Conclusions re: giftedness Underserved population Misperception that “cream rises to the top” Needs only addressed when crisis is perceived