Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices

McClain, Mary-Catherine; Pfeiffer, Steven I.

doi:10.1080/15377903.2012.643757

Cited by 200 publications

(196 citation statements)

References 41 publications

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“…This is contrast to previous findings by McClain and Pfeiffer (2012) who concluded that no identification policies and procedures across their national survey of state policies were in alignment with current gifted education practice recommendations.…”

Section: Comparison To Previous Gifted Education Policy Studiescontrasting

confidence: 55%

Exploring Alignment in Gifted Education Program Policies and Practices

Brodersen

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Section: Comparison To Previous Gifted Education Policy Studiescontrasting

confidence: 55%

Exploring Alignment in Gifted Education Program Policies and Practices

Brodersen

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“…Some refer to this population as gifted, others use gifted and talented, and still others may identify those with high ability (i.e., high IQ), high academic achievement, or who stand out for remarkable skills or accomplishments across other fields such as art or music. McClain and Pfeiffer (2012) provide a broad definition that covers these various aspects and attributes, describing this population as those who "exhibit outstanding intellectual ability, or promise, and are capable of extraordinary performance and accomplishment" (p. 59). Peterson (2015) describes gifted individuals as those with exceptionally high ability, "regardless of academic performance" (p. 153).…”

Section: What Is Giftedness?mentioning

confidence: 99%

“…Historic and traditional methods of identification often rely on one method of measurement, often a cognitive assessment (i.e., IQ) and a cutoff score (e.g., upper 5th percentile, standard score of 120 or above) (McClain & Pfeiffer, 2012). This method can be problematic for a number of reasons.…”

Section: What Is Giftedness?mentioning

confidence: 99%

Counseling Gifted Students: School-Based Considerations and Strategies

Kennedy¹

2018

iejee

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Gifted students are a heterogeneous group, inclusive of those of all cultures, backgrounds, interests, and achievements. Gifted students may not display any more or worse psychological, social, or developmental challenges than their peers, but they also are not immune from these challenges. Moreover, the nature of their giftedness may impact both how they experience a challenge and how a counselor might best support them. This article provides information regarding some developmental, emotional, and social challenges faced by gifted youth, as well as some suggestions for appropriate school-based counseling strategies.

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“…In these cases, tests do not provide adequate measures of children's ability (Garcia-Santos et al, 2012). On the other hand, some authors have found that the widely known Wechsler Intelligence Scale for Children (WISC-IV), which is used for the identification of gifted children (McLain & Pfeiffer, 2012), presents some specificities in the factor structure when used in samples of gifted students (Rimm, 2010;Volker & Smerbeck, 2009). Therefore, along with the measurement of "how much intelligence a child has", it is also important to obtain a qualitative assessment of gifted children's abilities and cognitive functioning (Arx, Meyer, & Grob, 2008;Garcia-Santos, Almeida, & Cruz, 2012;Sternberg, 1998Sternberg, , 2001.…”

Section: Difficulties In the Psychological Assessment For The Identifmentioning

confidence: 99%

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

et al. 2016

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Título: Retos en la Identificación de los Alumnos Superdotados: Cuestiones relacionadas con la Evaluación Psicológica. Resumen: Este artículo analiza los temas relacionados con la identificación de los estudiantes superdotados y recoge algunas recomendaciones especí-ficas sobre medidas educativas, con el fin de responder a la diversidad de estos estudiantes. Se plantean las dificultades más comunes relacionadas con la evaluación psicológica de estos estudiantes, entre ellas la falta de instrumentos adecuados para la evaluación de las múltiples dimensiones de la superdotación y el talento, así como, la falta de formación que tienen los profesionales para esta identificación. Con respecto a estas dificultades, se describen algunos procedimientos de evaluación con el fin de asegurar mayores niveles de objetividad y validez de los datos, lo que reduce la posibilidad de falsos positivos y falsos negativos en la identificación de estos estudiantes. Además de las pruebas psicológicas, se presentan las ventajas del uso de diferentes fuentes de información y la contribución de los distintos profesionales y padres para esta evaluación. Por otro lado, es importante llevar a cabo la evaluación de los estudiantes superdotados por fases, incluyendo una fase de evaluación inicial (screening), seguida de la fase de diagnóstico o identificación; y la fase final, orientada a atender a la diversidad de estos estudiantes. Por último, se presentan algunas sugerencias para el avance en la identificación y evaluación de la superdotación, como un medio para apoyar el desarrollo de la investigación en este área. Palabras clave: superdotación, altas habilidades, talentos, evaluación, identificación.Abstract: This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing. Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area.

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Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices

Cited by 200 publications

References 41 publications

Exploring Alignment in Gifted Education Program Policies and Practices

Exploring Alignment in Gifted Education Program Policies and Practices

Counseling Gifted Students: School-Based Considerations and Strategies

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

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