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Asperger's Syndrome is a pervasive developmental disorder characterized by deficits in social comnmniunication and by repetitive patterns of behaviors or interests. It is observed in some ifted children. The author proposes that gifted children with Asperger's Syndromie mnay not be identified because their unusual behaviors may be wrongly attributed to either their giftedness or to a learning disability. The article discusses ways in which Asperger's Syndrome might be missed in gifted children and proposes guidelines for differentiating characteristics of giftedness fromn characteristics of Asperger's Syndrone.

Although the academic gains associated with acceleration and peer ability grouping are well documented, resistance to their use for gifted students continues because of concerns that such practices will cause social or emotional harm to students. Results from the broad research indicate that grade skipping, early school entrance, and early admission to college have socioaffective benefits for gifted students who are selected on the basis of demonstrated academic, social, and emotional maturity, but may be harmful to unselected students who are arbitrarily accelerated on the basis of IQ, achievement, or social maturity. There is little research on the socioaffective effects of peer ability grouping. The limited evidence indicates strong benefits for highly gifted students and possibly for some minority or disadvantaged gifted students. Robust evidence does not exist to support the idea that heterogeneous classroom grouping per se significantly increases the risk for adjustment problems among moderately gifted students. Recommendations for best practice based on the available evidence are presented.

After several years of observations, interviews, and reviews of literature, the authors have developed six profiles of gifted and talented children and youth. These profiles help educators and parents to look closely at the feelings, behaviors, and needs of the gifted and talented. Also, tips on identification of each profile are included as well as information on facilitating the gifted and talented in the school and home.

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