Transcript Chapter 8

The History and Identification
of the Gifted
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
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 94-142), awareness of
differences
The History of Gifted and Talented
1980’s
• 1983- Howard Gardner, seven intelligences
– Linguistic, logical-mathematical, spatial, bodilykinesthetic, 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: 100-297)
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 107-110), reading at
grade level may be a limiting factor
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?
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
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
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.
3
Source: Unknown
1
2
Representational Characteristics
Creative
Thinker
Learns
Rapidly
Abstract
Thinker
Exceptional
Talent
Intrinsically Intellectual
Motivated Curiosity
Thinks Out Early
of the Box Reader
Excellent
Memory
Synthesis
& Analysis
Highly
Verbal
Dislikes
Mature &
Routines & Relates to
Adults
Rules
Easily
Bored
Leadership Exhibits
Sustained
Qualities
Attention
Bright Child/Gifted Child
Knows the answers Asks the questions
Is interested
Is highly curious
Is attentive
Is mentally and physically
involved
Has wild, silly ideas
Has good ideas
Plays around, yet tests well
Works hard
Discusses in detail,
Answers the
elaborates
questions
Beyond the group
Top group
Listens with interest Shows strong feeling and
opinions
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
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
Emotional Dimensions of
Giftedness
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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.
Emotional Dimensions of
Giftedness (continued)
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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.
Social Dimensions of
Giftedness
“Eight Great Gripes.”
1. No one explains what being gifted is all
about.
2. Parents, teachers and friends
expect perfection all the time.
3. School is not challenging.
4. Friends who understand us are
hard to find.
“Eight Great Gripes.”
(continued)
5. Kids tease us for being who we are.
6. We feel overwhelmed.
7. We feel different and alienated.
8. We worry and feel helpless about world
problems.
*Adapted from When Gifted Kids Don’t Have All
the Answers; Jim Delisle & Judy Galbraith.
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.
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.
The Good News and The Not So Good
News of Being Gifted
POSSIBLE PROBLEMS
ADMIRED TRAITS
vs.
Good verbal skills
Long attention span
Retains information easily
Creative
Independent
Critical thinker
Sensitive
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
Assessing Giftedness and Talent
In NM
• Traditional
• F-TAP
• Discover
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
Traditional Assessment
How To Measure
Intelligence?
Figure 9.4 A Theoretical Distribution of Intelligence
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.
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.
WISC-IV Full Scale IQ
Verbal Comprehension
Index
SI
VC
CO
Perceptual Reasoning
Index
BD
PCn
MR
Working Memory
Index
DS
LN
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www.jweducation.com
Processing Speed
Index
CD
SS
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 2004 ©
www.jweducation.com
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.
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www.jweducation.com
Working Memory Subtests
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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.
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www.jweducation.com
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 2004 ©
www.jweducation.com
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)
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.
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
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 pairedassociative learning
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
Stanford-Binet Intelligence
Scale, 5th Edition
(SB5)
Author: Gale H. Roid
Publisher: Riverside Publishing
Description of SB5:
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•
•
•
•
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
1.
2.
3.
4.
5.
Fluid Reasoning
Knowledge
Quantitative Reasoning
Visual-Spatial Pro
Working Memory
http://assess.nelson.com/test-ind/stan-b5.html & http://www.cps.nova.edu/~cpphelp/SB5.html
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)
http://assess.nelson.com/test-ind/stan-b5.html
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).
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 figuralgeometric/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).
Achievement
• “Subject matter aptitude/achievement”
means superior academic performance on
a total subject area score on a
standardized measure.
The Woodcock-Johnson PsychoEducational Battery - (WJ-III®)
• Tests of Achievement
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.").
13. Word Attack - reading nonsense words (e.g., plurp, fronkett) aloud
to test phonetic word attack skills.
•
17. 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
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.
11. Writing Samples - writing sentences according to
directions; many items include pictures; spelling
does not count on most items.
16. Editing - orally correcting deliberate errors in
typed sentences.
18. Spelling of Sounds - written spelling of dictated
nonsense words.
22. Punctuation and Capitalization - formal writing
test of these skills.
Math
• 5. Calculation - involves arithmetic computation with
paper and pencil.
6. Math Fluency - speed of performing simple
calculations for 3 minutes.
10. Applied Problems - are oral, math "word
problems," solved with paper and pencil.
18. Quantitative Concepts - oral questions about
mathematical factual information, operations signs,
etc.
WIAT-II
•
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•
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•
Oral Language
Listening Comprehension
Written Expression
Spelling
Pseudoword Decoding
Word Reading
Reading Comprehension
Numerical Operations
Mathematical Reasoning
Creativity
• “Creativity/divergent thinking” means
outstanding performance on a test of
creativity/ divergent thinking, or in
creativity/divergent thinking .
Critical Thinking
• “Problem-solving/critical thinking” means
outstanding performance on a test of
problem-solving/critical thinking.
Frasier Talent Assessment Profile (F-TAP)
Under-representation of Culturally
Diverse Learner
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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)
Core Attributes of Children who are
Cultural Diverse and Gifted
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Communication skills
Imagination/creativity
Humor
Inquiry
Insight
Interest
Memory
Motivation
Problem solving
Reasoning
(Frazier, 1995)
IDENTIFICATION OF HISPANIC
STUDENTS
1. Classroom Behaviors
•
•
•
•
•
•
Achievement
Interests
Self-Confidence
Expression
Social Interaction
Attitude towards
school
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
5. Foci of Interest
• Attention span
• Area of interest
6. Creative Expression
• Artistic & musical skills
• Language skills
7. Demeanor
• Personality traits
• Social preference
Bernal cites the following
CHARACTERISTICS OF GIFTED
HISPANIC CHILDREN:
1. Rapidly acquires English language skills once
exposed to the language and given an
opportunity to use it expressively.
2. Exhibits leadership ability, be it open or
unobtrusive, with heavy emphasis on
interpersonal skills.
3. Has older playmates and easily engages adults
in lively conversation.
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.
E. Paul Torrance cites the following
CHARACTERISTICS OF GIFTED
MINORITY CHILDREN:
1. Ability to express feeling and emotions.
2. Ability to improvise with commonplace
materials and objects (e.g., makes toys from
household items; invents).
3. Articulate in role-playing, sociodrama, and
story telling.
4. Enjoyment of and ability in visual arts, such
as drawing, painting.
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.
F-TAP
•
•
•
•
Intellectual Ability
Academic Achievement
Creativity
Critical Thinking
Triarchic Intelligence
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
Traits, Aptitudes, and Behaviors
Frasier and Passow
Discover
Components
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•
•
•
Spatial Artistic
Spatial Analytical
Oral Linguistic
Mathematical Computation
Linguistic Intelligence
Spatial Artistic
• Designed to assess a student’s spatial
ability.
– Students are given colorful, heavy cardboard
Pablo pieces to make a variety of
constructions.
Spatial Analytical
• Designed to assess logical, mathematical,
and spatial abilities.
– Students are given 21 piece Tangram sets to
use in completing complex figures
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.
Mathematical Computation
• Designed to assess a student’s logicalmathematical abilities.
– Students are asked to calculate, quantify, and
carry out complex operations.
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.
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
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)
What do you think?
Famous IQs
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Leonardo da Vinci 220
William Shakespeare 190
Albert Einstein 190
Plato 180
Napoleon 180
Pablo Picasso 175
Bill Gates 173
Famous IQs
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Confucius 170
Norman Schwarzkopf 170
Marilyn Monroe 163
Mahatma Gandhi 160
Richard Nixon 143
Charlie Chaplin 140
Bill Clinton 140
Famous IQs
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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