1
|
Abstract
This paper, written in honor of Professor Ed Zigler, focuses on some of the themes in developmental disabilities research that were so central to his work. It has now been nearly 80 years since Leo Kanner first identified the prototypic form - early infantile autism - of what is now autism spectrum disorder. In this article we summarize the development of the concept and the important accumulation of knowledge over time that has now led us to the recognition of a broader autism phenotype just as, at the same time, the current official diagnostic system in the USA has narrowed the concept. We also address current controversies regarding autism as the diagnosis is impacted by age and developmental factors, gender, and cultural issues. In parallel to the work on intellectual deficiency and development pioneered by Zigler and his colleagues, we summarize some of the challenges for the years ahead.
Collapse
|
2
|
Foley‐Nicpon M, Assouline SG. High ability students with coexisting disabilities: Implications for school psychological practice. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22342] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Megan Foley‐Nicpon
- Psychological and Quantitative FoundationsThe University of Iowa 361 Lindquist Center Iowa City Iowa
| | - Susan G. Assouline
- Belin‐Blank CenterUniversity of Iowa 600 Blank Honors Center Iowa City IA
| |
Collapse
|
3
|
Jarosewich T, Pfeiffer SI, Morris J. Identifying Gifted Students Using Teacher Rating Scales: A Review of Existing Instruments. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/073428290202000401] [Citation(s) in RCA: 62] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The federal definition of giftedness conceptualizes giftedness as extraordinary intellectual and academic ability and high performance capability in creativity, the arts, and leadership. The practice of identifying gifted students in the schools typically centers on assessing intellectual and academic abilities. Rarely do schools identify the other areas of giftedness. This article reviews the technical adequacy and usefulness of three popular teacher rating scales designed to identify gifted students: the Gifted and Talented Evaluation Scales (GATES; Gilliam, Carpenter, & Christensen, 1996); Gifted Evaluation Scale, Second Edition (GES-2; McCarney & Anderson, 1989); and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli, Smith, White, Callahan, & Hartman, 1976; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 1997).
Collapse
|
4
|
Strauser DR, Lustig DC, Donnell C. The Relationship Between Working Alliance and Therapeutic Outcomes for Individuals with Mild Mental Retardation. REHABILITATION COUNSELING BULLETIN 2016. [DOI: 10.1177/00343552040470040301] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Few studies have addressed the efficacy of counseling and psychotherapy for individuals with mild mental retardation, and no research has investigated the working alliance and psychotherapy outcomes for individuals with mental retardation. This study used existing survey data to examine the relationship between the level of working alliance and rehabilitation counseling outcomes for individuals with mild mental retardation. Results indicated a positive relationship between levels of working alliance and positive rehabilitation outcomes for people with mild mental retardation. This article examines effect sizes and discusses implications for rehabilitation counselors working with individuals with mild mental retardation.
Collapse
|
5
|
Johnson W, Carothers A, Deary IJ. A Role for the X Chromosome in Sex Differences in Variability in General Intelligence? PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2015; 4:598-611. [PMID: 26161735 DOI: 10.1111/j.1745-6924.2009.01168.x] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
There is substantial evidence that males are more variable than females in general intelligence. In recent years, researchers have presented this as a reason that, although there is little, if any, mean sex difference in general intelligence, males tend to be overrepresented at both ends of its overall distribution. Part of the explanation could be the presence of genes on the X chromosome related both to syndromal disorders involving mental retardation and to population variation in general intelligence occurring normally. Genes on the X chromosome appear overrepresented among genes with known involvement in mental retardation, which is consistent with a model we developed of the population distribution of general intelligence as a mixture of two normal distributions. Using this model, we explored the expected ratios of males to females at various points in the distribution and estimated the proportion of variance in general intelligence potentially due to genes on the X chromosome. These estimates provide clues to the extent to which biologically based sex differences could be manifested in the environment as sex differences in displayed intellectual abilities. We discuss these observations in the context of sex differences in specific cognitive abilities and evolutionary theories of sexual selection.
Collapse
Affiliation(s)
- Wendy Johnson
- University of Edinburgh, United Kingdom University of Minnesota-Twin Cities, and
| | - Andrew Carothers
- Public Health Sciences, University of Edinburgh Medical School, United Kingdom
| | | |
Collapse
|
6
|
Johnson W, Carothers A, Deary IJ. Sex Differences in Variability in General Intelligence: A New Look at the Old Question. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2015; 3:518-31. [PMID: 26158978 DOI: 10.1111/j.1745-6924.2008.00096.x] [Citation(s) in RCA: 139] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The idea that general intelligence may be more variable in males than in females has a long history. In recent years it has been presented as a reason that there is little, if any, mean sex difference in general intelligence, yet males tend to be overrepresented at both the top and bottom ends of its overall, presumably normal, distribution. Clear analysis of the actual distribution of general intelligence based on large and appropriately population-representative samples is rare, however. Using two population-wide surveys of general intelligence in 11-year-olds in Scotland, we showed that there were substantial departures from normality in the distribution, with less variability in the higher range than in the lower. Despite mean IQ-scale scores of 100, modal scores were about 105. Even above modal level, males showed more variability than females. This is consistent with a model of the population distribution of general intelligence as a mixture of two essentially normal distributions, one reflecting normal variation in general intelligence and one refecting normal variation in effects of genetic and environmental conditions involving mental retardation. Though present at the high end of the distribution, sex differences in variability did not appear to account for sex differences in high-level achievement.
Collapse
Affiliation(s)
- Wendy Johnson
- MRC Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, United Kingdom Department of Psychology, University of Minnesota-Twin Cities
| | - Andrew Carothers
- Public Health Sciences, University of Edinburgh Medical School, United Kingdom
| | - Ian J Deary
- MRC Centre for Cognitive Ageing and Cognitive Epidemiology, University of Edinburgh, United Kingdom
| |
Collapse
|
7
|
Colangelo N, Wood SM. Counseling the Gifted: Past, Present, and Future Directions. JOURNAL OF COUNSELING AND DEVELOPMENT 2015. [DOI: 10.1002/j.1556-6676.2015.00189.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Susannah M. Wood
- Department of Rehabilitation and Counselor Education; University of Iowa
| |
Collapse
|
8
|
Stambaugh T, Ford DY. Microaggressions, Multiculturalism, and Gifted Individuals Who Are Black, Hispanic, or Low Income. JOURNAL OF COUNSELING AND DEVELOPMENT 2015. [DOI: 10.1002/j.1556-6676.2015.00195.x] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Tamra Stambaugh
- Department of Special Education and Programs for Talented Youth; Vanderbilt University
| | - Donna Y. Ford
- Department of Special Education and Department of Teaching and Learning; Vanderbilt University
| |
Collapse
|
9
|
Duan X, Dan Z, Shi J. The speed of information processing of 9- to 13-year-old intellectually gifted children. Psychol Rep 2013; 112:20-32. [PMID: 23654024 DOI: 10.2466/04.10.49.pr0.112.1.20-32] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In general, intellectually gifted children perform better than non-gifted children across many domains. The present validation study investigated the speed with which intellectually gifted children process information. 184 children, ages 9 to 13 years old (91 gifted, M age = 10.9 yr., SD = 1.8; 93 non-gifted children, M age = 11.0 yr., SD = 1.7) were tested individually on three information processing tasks: an inspection time task, a choice reaction time task, an abstract matching task. Intellectually gifted children outperformed their non-gifted peers on all three tasks obtaining shorter reaction time and doing so with greater accuracy. The findings supported the validity of the information processing speed in identifying intellectually gifted children.
Collapse
Affiliation(s)
- Xiaoju Duan
- Key Laboratory of Behavioral Science Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
| | | | | |
Collapse
|
10
|
Denaes C. Analogical Matrices in Young Children and Students with Intellectual Disability: Reasoning by Analogy or Reasoning by Association? JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2012; 25:271-81. [DOI: 10.1111/j.1468-3148.2011.00665.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
11
|
Assouline SG, Whiteman CS. Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2011. [DOI: 10.1080/15377903.2011.616576] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
|
12
|
Subotnik RF, Olszewski-Kubilius P, Worrell FC. Rethinking Giftedness and Gifted Education. Psychol Sci Public Interest 2011; 12:3-54. [DOI: 10.1177/1529100611418056] [Citation(s) in RCA: 523] [Impact Index Per Article: 40.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of current knowledge about giftedness and gifted education, this monograph will advance a set of interrelated arguments: The abilities of individuals do matter, particularly their abilities in specific talent domains; different talent domains have different developmental trajectories that vary as to when they start, peak, and end; and opportunities provided by society are crucial at every point in the talent-development process. We argue that society must strive to promote these opportunities but that individuals with talent also have some responsibility for their own growth and development. Furthermore, the research knowledge base indicates that psychosocial variables are determining influences in the successful development of talent. Finally, outstanding achievement or eminence ought to be the chief goal of gifted education. We assert that aspiring to fulfill one’s talents and abilities in the form of transcendent creative contributions will lead to high levels of personal satisfaction and self-actualization as well as produce yet unimaginable scientific, aesthetic, and practical benefits to society. To frame our discussion, we propose a definition of giftedness that we intend to be comprehensive. Giftedness is the manifestation of performance that is clearly at the upper end of the distribution in a talent domain even relative to other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. Our goal here is to provide a definition that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. Giftedness (a) reflects the values of society; (b) is typically manifested in actual outcomes, especially in adulthood; (c) is specific to domains of endeavor; (d) is the result of the coalescing of biological, pedagogical, psychological, and psychosocial factors; and (e) is relative not just to the ordinary (e.g., a child with exceptional art ability compared to peers) but to the extraordinary (e.g., an artist who revolutionizes a field of art). In this monograph, our goal is to review and summarize what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. We begin with a discussion of how giftedness is defined (see above). In the second section, we review the reasons why giftedness is often excluded from major conversations on educational policy, and then offer rebuttals to these arguments. In spite of concerns for the future of innovation in the United States, the education research and policy communities have been generally resistant to addressing academic giftedness in research, policy, and practice. The resistance is derived from the assumption that academically gifted children will be successful no matter what educational environment they are placed in, and because their families are believed to be more highly educated and hold above-average access to human capital wealth. These arguments run counter to psychological science indicating the need for all students to be challenged in their schoolwork and that effort and appropriate educational programing, training and support are required to develop a student’s talents and abilities. In fact, high-ability students in the United States are not faring well on international comparisons. The scores of advanced students in the United States with at least one college-educated parent were lower than the scores of students in 16 other developed countries regardless of parental education level. In the third section, we summarize areas of consensus and controversy in gifted education, using the extant psychological literature to evaluate these positions. Psychological science points to several variables associated with outstanding achievement. The most important of these include general and domain-specific ability, creativity, motivation and mindset, task commitment, passion, interest, opportunity, and chance. Consensus has not been achieved in the field however in four main areas: What are the most important factors that contribute to the acuities or propensities that can serve as signs of potential talent? What are potential barriers to acquiring the “gifted” label? What are the expected outcomes of gifted education? And how should gifted students be educated? In the fourth section, we provide an overview of the major models of giftedness from the giftedness literature. Four models have served as the foundation for programs used in schools in the United States and in other countries. Most of the research associated with these models focuses on the precollegiate and early university years. Other talent-development models described are designed to explain the evolution of talent over time, going beyond the school years into adult eminence (but these have been applied only by out-of-school programs as the basis for educating gifted students). In the fifth section we present methodological challenges to conducting research on gifted populations, including definitions of giftedness and talent that are not standardized, test ceilings that are too low to measure progress or growth, comparison groups that are hard to find for extraordinary individuals, and insufficient training in the use of statistical methods that can address some of these challenges. In the sixth section, we propose a comprehensive model of trajectories of gifted performance from novice to eminence using examples from several domains. This model takes into account when a domain can first be expressed meaningfully—whether in childhood, adolescence, or adulthood. It also takes into account what we currently know about the acuities or propensities that can serve as signs of potential talent. Budding talents are usually recognized, developed, and supported by parents, teachers, and mentors. Those individuals may or may not offer guidance for the talented individual in the psychological strengths and social skills needed to move from one stage of development to the next. We developed the model with the following principles in mind: Abilities matter, domains of talent have varying developmental trajectories, opportunities need to be provided to young people and taken by them as well, psychosocial variables are determining factors in the successful development of talent, and eminence is the aspired outcome of gifted education. In the seventh section, we outline a research agenda for the field. This agenda, presented in the form of research questions, focuses on two central variables associated with the development of talent—opportunity and motivation—and is organized according to the degree to which access to talent development is high or low and whether an individual is highly motivated or not. Finally, in the eighth section, we summarize implications for the field in undertaking our proposed perspectives. These include a shift toward identification of talent within domains, the creation of identification processes based on the developmental trajectories of talent domains, the provision of opportunities along with monitoring for response and commitment on the part of participants, provision of coaching in psychosocial skills, and organization of programs around the tools needed to reach the highest possible levels of creative performance or productivity.
Collapse
|
13
|
Ronan-Bentle SE, Avegno J, Hegarty CB, Manthey DE. Dealing with the difficult student in emergency medicine. Int J Emerg Med 2011; 4:39. [PMID: 21714855 PMCID: PMC3141387 DOI: 10.1186/1865-1380-4-39] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2011] [Accepted: 06/29/2011] [Indexed: 11/10/2022] Open
Abstract
Dealing with a student who is perceived as difficult to work with or teach is inevitable in any academic physician's career. This paper will outline the basic categories of these difficulties pertinent to Emergency Medicine rotations in order to facilitate appropriate identification of problems. Strategies for evaluation and reporting of the difficult student are presented. Remediation, based on the type of difficulty, is addressed. Timeliness of reporting, evaluation, and feedback are invaluable to allow for appropriate assessment of the outcome of the remediation plan.
Collapse
Affiliation(s)
- Sarah E Ronan-Bentle
- Department of Emergency Medicine, Wake Forest University School of Medicine, 5th Floor Watlington Hall, Medical Center Boulevard, Winston-Salem, NC 27157, USA.
| | | | | | | |
Collapse
|
14
|
Levy JJ, Plucker JA. Theory and Practice: Assessing the psychological presentation of gifted and talented clients: a multicultural perspective. COUNSELLING PSYCHOLOGY QUARTERLY 2010. [DOI: 10.1080/09515070310001610100] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
15
|
How we judge ourselves from different perspectives: contextual influences on self-concept formation. ACTA ACUST UNITED AC 2008. [DOI: 10.1016/s0749-7423(08)15010-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
|
16
|
Abstract
Gifted children account for about 2% of the population but are not always identified. Nonsynchronous intellectual, biological and affective development may cause problems and disrupt relationships at home and in school. GP's are consulted for mood or behavior disorders or somatization. If maladjustment at school appears to be related to mood or behavior disorders, a complete psychological assessment is essential. It is especially important to rule out the differential diagnosis of ADHD because of the differences in treatment. A substantial portion of management depends on teachers and the overall school environment. GP's are involved in long-term support of children and families, and in treatment of related disorders: depression, anxiety, sleep disorders, and somatization. Drug therapy has a very limited role in treatment of related disorders.
Collapse
Affiliation(s)
- Marc Vanmeerbeek
- Département de médecine générale, Université de Liège, CHU de Liège, Belgique.
| | | | | | | |
Collapse
|
17
|
Marsh HW. Big-Fish-Little-Pond Effect on Academic Self-Concept 1Dieser Beitrag und die darauf bezogenen Stellungnahmen wurden von D.H. Rost akzeptiert. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2005. [DOI: 10.1024/1010-0652.19.3.119] [Citation(s) in RCA: 62] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Abstract: In its simplest form, the big-fish-little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts when attending schools where the average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. In this article, I summarize theoretical, empirical, and policy-related implications of the BFLPE.
Collapse
|
18
|
|
19
|
Learner-Centered Principles and Practices: Enhancing Motivation and Achievement for Children with Learning Challenges and Disabilities. ACTA ACUST UNITED AC 2004. [DOI: 10.1016/s0074-7750(04)28003-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
|
20
|
Marsh HW, Hau KT. Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools. AMERICAN PSYCHOLOGIST 2003; 58:364-76. [PMID: 12971085 DOI: 10.1037/0003-066x.58.5.364] [Citation(s) in RCA: 169] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.
Collapse
Affiliation(s)
- Herbert W Marsh
- SELF Research Centre, University of Western Sydney, Bankstown Campus, Penrith, New South Wales 1797, Australia.
| | | |
Collapse
|
21
|
|