Asynchrony:Intuitively valid and theoretically reliable

Lessons From Our Kissing Cousins: Third Culture Kids and Gifted Children

“…To avoid negative reactions from others, many gifted children learn to downplay their abilities. Alsop (2003) explains that in order to avoid exclusion from socially relevant groups, gifted children hide their abilities. The social and emotional needs of gifted children, like the social and emotional needs of TCKs, require that they be able to talk about themselves in some forum.…”

Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes

“…Though little is known about the validity and diagnostic specificities of categorical mental disorders in this specific population, the common observation of behavioural problems in gifted children without an increased prevalence of categorical mental disorders in the whole gifted population suggests that it is heterogeneous, 10,16 and also inclines towards a dimensional psychopathological approach. 10,17 A notion usually considered when interpreting socioemotional and educational maladjustment of gifted children is developmental asynchrony, 18,19 which designates a problematic pattern of heterogeneities frequently seen in the development of gifted children, between cognitive, emotional, and psychomotor levels. Psychometrically, developmental asynchrony may be reflected on Wechsler's IQ tests in the verbal-performance discrepancy, 2 which quantifies the cognitive imbalance between abilities in verbal and nonverbal reasoning.…”

When the Intellectual Potential is Concealed from Symptoms: A Case Report

“…We can therefore define the development of these children as disharmonious, because there is a considerable heterogeneity between each area of development, as already defined by Silverman with the concept of asynchronous development which concerns the mismatch between cognitive, emotional, and physical development of gifted [6][7][8]. Actually, the scientific community agrees on the fact that intellectually gifted children present, in most cases, socio-emotional problems and\ or academic difficulties, despite the rich potential that characterizes them.…”

“…autism spectrum disorders) for which traditional intelligence tests may not be appropriate or valid. In fact, it is a completely non-verbal scale and consists of two batteries: the first is the Visualization and Reasoning Battery (VR) which includes ten subtests, measuring non-verbal cognitive visuospatial and reasoning skills then generating Brief IQ (ages 2-20), Full Scale IQ (ages [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20] and Fluid Reasoning Index (ages 2-20); the second, that is the attention and memory battery (AM), which also consists of ten subtests that enhance the interpretation of the global IQ score by providing valuable diagnostic indicators of speed and non-verbal memory. The two batteries can be administered together or separately.…”