Profiles of the Gifted and Talented

Betts, George T.; Neihart, Maureen

doi:10.1177/001698628803200202

Cited by 137 publications

(97 citation statements)

References 4 publications

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“…Students who experience 2E particularly need the protective factor of a growth mindset. Betts and Niehart (2010) developed a theoretical model to profile gifted students differentiated by their behaviour, feelings and needs. One of the six profiles is 2E, and in terms of school support, Clark (2002) pointed out that to serve gifted students with disabilities a collaborative effort and a case manager are required.…”

Section: Social Emotional Needs In Transitionmentioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition. Transition as a Multilayered and Discontinuous ProcessThere has been a shift in research over the last 20 years towards understanding transitions as multi-layered processes that involve multiple discontinuities (Petriwskyj, Thorpe & Tayler, 2005). Wider and more inclusive perspectives on transition allow us to be better informed on the variety of experiences over time for individual learners.Transitions can be understood as specific processes occurring during particular life course turning points. These processes are linked to changes in physical development, roles and relationships and require certain adjustments depending on the environment and the individual nature, culture and resilience of the person. This is the context for the following discussion on transition, students experiencing 2E and the expanding conceptualisations of giftedness and disability. Transition and Students WithTwice Exceptionality 2

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Section: Social Emotional Needs In Transitionmentioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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“…Nevertheless, behaviors of the academically talented students need to be studied, in an effort to understand them. Bets and Neihart (1988) grouped the profiles of gifted and talented students into six categories. Teachers could easily identify gifted students who belong to the first group.…”

Section: Understanding the Behavioral Characteristics Of Gifted Studentsmentioning

confidence: 99%

“…The third type of gifted students specified by Bets and Neihart (1988) is the underground. These students try to conceal their abilities because they do not feel confident about acting spontaneously.…”

Section: Profiles Of Gifted Studentsmentioning

confidence: 99%

Behavioral Characteristics Prototypes of Academically Talented Students: Implications for Educational Interventions

Majid¹,

Jelas²,

Ishak³

2012

ASS

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Gifted and talented students must be identified for teachers to be able to help students realize their potential. The Malay version of Renzulli's Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) has been used by teachers to rate behavioral characteristics of 33 academically talented students. The data obtained were analyzed by multi-dimensional scaling analysis to yield two prototypes of behavioral characteristics of those students. The first prototype demonstrated high ratings in Dramatic, Artistic, and Musical characteristics. The second prototype showed high ratings in Expressive Communication, Precision Communication, Leadership, Motivation, Learning, Creativity, and Planning characteristics. Academically talented students need appropriate teaching and learning strategies to improve the behavioral characteristics for which they received low ratings.

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“…Gifted children are not homogeneous: According to observations, interviews and reviews of literature undertaken by Betts and Neihart (1988), there are six profiles of gifted and talented children: the successful, the challenging, the underground, the dropouts, the double-labelled and, the autonomous learner, similar differences in personality were noted by Shaughnessy et al (2004). This is acknowledged by the Australian Curriculum, Assessment and Reporting Authority (2017), which states gifted children vary in aptitude and ability, their level of giftedness, achievement, backgrounds, and have an unlimited range of personal characteristics.…”

Section: Research Questionmentioning

confidence: 73%

“…However, despite the diversity of each gifted child as an individual, there are common characteristics which emerge as a result of their view of the world, their view of themselves and other special needs associated with being gifted (Schmitz & Galbraith, 1985). As such, Neihart and Betts (1988) (Cattell, Cattell, & Cattell, 1995) that are more likely to characterise gifted children.…”

Section: The Sewb Of Gifted Childrenmentioning

confidence: 99%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Profiles of the Gifted and Talented

Cited by 137 publications

References 4 publications

Transition and Students With Twice Exceptionality

Transition and Students With Twice Exceptionality

Behavioral Characteristics Prototypes of Academically Talented Students: Implications for Educational Interventions

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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