1. The History and Identification of the Gifted

2. The History of Gifted and Talented Early 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 Talented 1950 -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 ), awareness of differences

4. The History of Gifted and Talented 1980’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: )

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 ), 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
Creative
Thinker
Learns
Rapidly
Abstract
Exceptional
Talent
Intrinsically
Motivated
Intellectual
Curiosity
Thinks Out of the Box
Early Reader
Excellent
Memory
Highly
Verbal
Synthesis & Analysis
Easily Bored
Dislikes Routines &
Rules
Mature & Relates to Adults
Leadership
Qualities
Exhibits Sustained
Attention

12. Bright Child/Gifted Child
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feeling and opinions

13. Bright Child/Gifted Child
Learns with ease
6-8 repetitions for masters
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning

14. Bright Child/Gifted Child
Absorbs information
Technician
Good memorizer
Enjoys straight forward sequential presentation
Is alert
Is pleased with own learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical

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. Dabrowski’s Overexcitablities
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.

20. Dabrowski’s Overexcitablities (continued)
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.

21. The Good News and The Not So Good News of Being Gifted
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
ADMIRED TRAITS vs.
Good verbal skills
Long attention span
Retains information easily
Creative
Independent
Critical thinker
Sensitive

22. Assessing Giftedness and Talent In NM
Traditional
F-TAP
Discover

23. 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

24. Traditional Assessment

25. How To Measure Intelligence?
IQ - the traditional method of selection
Note Binet did not think Intelligence could be measured.
Intelligence is not captured by IQ - they are not the same thing.
Traditional IQ identification of intelligence is like measuring leg length to predict running ability.
Ask crowd to identify other factors in running ability.
Paradigm shift 2 - identification of giftedness must respect multiple abilities

26. Figure 9.4 A Theoretical Distribution of Intelligence

27. 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.

28. The structure of the WISC-IV Each 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 ©

29. 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 ©

30. 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 ©

31. 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 ©

32. 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 ©

33. 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)

34. 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.

35. 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

36. 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

37. 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

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

39. 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
&

40. Subtest Information and Description:
FACTORS
NONVERBAL (NV)
VERBAL (V)
Fluid Reasoning (FR)
Nonverbal Fluid Reasoning Activities: Object Series/Matrices (Routing)
Verbal Fluid Reasoning Activities: Early Reasoning (2-3), Verbal Absurdities (4), Verbal Analogies (5-6)
Knowledge (KN)
Nonverbal Knowledge Activities: Procedural Knowledge (2-3), Picture Absurdities (4-6)
Verbal Knowledge Activities: Vocabulary (Routing)
Quantitative Reasoning (QR)
Nonverbal Quantitative Reasoning Activities: Quantitative Reasoning (2-6)
Verbal Quantitative Reasoning Activities: Quantitative Reasoning (2-6)
Visual-Spatial Processing (VS)
Nonverbal Visual-Spatial Processing Activities: Form Board (1-2), Form Patterns (3-6)
Verbal Visual-Spatial Processing Activities: Position and Direction (2-6)
Working Memory (WM)
Nonverbal Working Memory Activities: Delayed Response (1), Block Span (2-6)
Verbal Working Memory Activities: Memory for Sentences (2-3), Last Word (4-6)

41. 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).

42. 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).

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

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

45. 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. 9. 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.") Word Attack - reading nonsense words (e.g., plurp, fronkett) aloud to test phonetic word attack skills 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: 21. Sound Awareness - rhyming, deletion, substitution, and reversing of spoken sounds

46. 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 Writing Samples - writing sentences according to directions; many items include pictures; spelling does not count on most items Editing - orally correcting deliberate errors in typed sentences Spelling of Sounds - written spelling of dictated nonsense words Punctuation and Capitalization - formal writing test of these skills.

47. Math
5. Calculation - involves arithmetic computation with paper and pencil. 6. Math Fluency - speed of performing simple calculations for 3 minutes Applied Problems - are oral, math "word problems," solved with paper and pencil Quantitative Concepts - oral questions about mathematical factual information, operations signs, etc.

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

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

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

51. Frasier Talent Assessment Profile (F-TAP)

52. Under-representation of Culturally Diverse Learner
Test bias
Faulty referral policies
Deleterious effects of poverty
Conflicting social values
Teacher attitudes and expectations
Rigid definition of giftedness
(Davis& Rim, 1998, Ford, 1998, Plummer, 1995)

53. Core Attributes of Children who are Cultural Diverse and Gifted
Communication skills
Imagination/creativity
Humor
Inquiry
Insight
Interest
Memory
Motivation
Problem solving
Reasoning (Frazier, 1995)

54. IDENTIFICATION OF HISPANIC STUDENTS
1. Classroom Behaviors
Achievement
Interests
Self-Confidence
Expression
Social Interaction
Attitude towards school

55. 3. Non-academic Characteristics
2. Inquisitiveness
Curiosity
Motivation to Learn
3. Non-academic Characteristics
Achievement in sports, art, & music
Leadership qualities
4. Originality
Humor
Independence
Problem-solving skills
Risk-taking

56. 5. Foci of Interest 6. Creative Expression 7. Demeanor Attention span
Area of interest
6. Creative Expression
Artistic & musical skills
Language skills
7. Demeanor
Personality traits
Social preference

57. Bernal cites the following CHARACTERISTICS OF GIFTED HISPANIC CHILDREN:
Rapidly acquires English language skills once exposed to the language and given an opportunity to use it expressively.
Exhibits leadership ability, be it open or unobtrusive, with heavy emphasis on interpersonal skills.
Has older playmates and easily engages adults in lively conversation.

58. 4. Enjoys intelligent (or effective) risk taking behavior, often accompanied by a sense of drama.
5. Is able to keep busy and entertained, especially by imaginative games and ingenious applications, such as getting the most out of a few simple toys and objects. 
6. Accepts responsibilities at home normally reserved for older children, such as the supervision of younger siblings or helping others do their homework.
7. Is “street wise” and is recognized by others as a youngster who has the ability to “make it” in the Anglo dominated society.

59. E. Paul Torrance cites the following CHARACTERISTICS OF GIFTED MINORITY CHILDREN:
Ability to express feeling and emotions. 
Ability to improvise with commonplace materials and objects (e.g., makes toys from household items; invents).
Articulate in role-playing, sociodrama, and story telling.
Enjoyment of and ability in visual arts, such as drawing, painting.

60. 5. Enjoyment of and ability in creative movement, dance, dramatics. 
6. Enjoyment of and ability in music and rhythm. 
7. Use of expressive speech: colorful, powerful analogies, vivid descriptions combined with movement and sound.
8. Fluency and flexibility in figural media.
9. Enjoyment of and skill in group activities.

61. F-TAP Intellectual Ability Academic Achievement Creativity
Critical Thinking

62. Triarchic Intelligence
So if MI and IQ don’t effectively identify the factors other than “leg length”, what does?
Triarchic/successful intelligence is the model-FTAP is the implementation of that model.
Best definition of intelligence - the ability to be successful in a context that one values
EX: Brazilian street vendors - good at practical applications of math, dizzied by pencil and paper tasks
EX: Kenyan children - knowledge of natural medicines (practical intelligence) negatively correlated with vocabulary in their native language (analytical intelligence)
Measurement must be implemented with attention to what success is in the culture - this measurement takes a lot of time
Paradigm shift 4 - identification of giftedness must respect context

63. F-TAP Protocol
Use at least three measures in each category and no more than 16 total.
At least one subjective and one objective measure must be used in each category.
Teacher Rating Scales include The Frasier Traits, Aptitudes and Behaviors or the NM Gifted Rating Scale

65. Traits, Aptitudes, and Behaviors
Frasier and Passow
Who do we assess?
How do we indicate what advanced ability to succeed in one’s context looks like in diverse contexts?
These 10 observable traits, aptitudes, and behaviors were found in a review of literature across cultures and continents to be indicative of success. More qualities may be pertinent in some cultures, but these are relevant regardless of the culture.

66. Discover

67. Components Spatial Artistic Spatial Analytical Oral Linguistic
Mathematical Computation
Linguistic Intelligence

68. Spatial Artistic Designed to assess a student’s spatial ability.
Students are given colorful, heavy cardboard Pablo pieces to make a variety of constructions.

69. Spatial Analytical
Designed to assess logical, mathematical, and spatial abilities.
Students are given 21 piece Tangram sets to use in completing complex figures

70. Oral Linguistic
Designed to assess a student’s oral linguistic ability in his/her language of choice.
Students are asked to group and orally describe a set of toys and then to tell a story using some or all of the pieces.

71. Mathematical Computation
Designed to assess a student’s logical-mathematical abilities.
Students are asked to calculate, quantify, and carry out complex operations.

72. Linguistic Intelligence
Designed to assess a student’s written linguistic ability in his/her language of choice.
Students are asked to write a story in response to an open-ended prompt.

73. Unique Talents, Unique Needs
One student may have an intelligence level of 13O and be amazingly talented in music; another student may have an intelligence level of 165 and be 5 grade levels ahead of peers in mathematics
Modification and programming needs to address both the degree and area of giftedness

74. Point to Ponder
Research suggests that most classroom teachers make no or only minor modifications to meet the unique needs of learners who are gifted.
(Archambault, Westberg, Brown, Hallmark, Zhang,& Emmons1993)

75. What do you think? Activate prior knowledge:
-what do you know and think about finding gifted students?
-what do you know and think about serving gifted students?

76. Famous IQs Leonardo da Vinci 220 William Shakespeare 190
Albert Einstein 190  
Plato 180
Napoleon 180
Pablo Picasso 175 
Bill Gates 173

77. Famous IQs Confucius 170 Norman Schwarzkopf 170 Marilyn Monroe 163
Mahatma Gandhi 160 
Richard Nixon 143 
Charlie Chaplin 140 
Bill Clinton 140 

78. Famous IQs Paul Hogan 140 Madonna 140 Shakira 140
Arnold Schwarzenegger 135 
Nicole Kidman  132+ 
Walt Disney 123 
Average person 90 to 110
Koko the trained gorilla 90 
George Bush 91