The study tested the extent to which parental social support predicted college grade point average among undergraduate students. A sample of 418 undergraduates completed the Social Provisions Scale-Parent Form (C. E. Cutrona, 1989) and measures of family conflict and achievement orientation. American College Testing Assessment Program college entrance exam scores (ACT; American College Testing Program, 1986) and grade point average were obtained from the university registrar. Parental social support, especially reassurance of worth, predicted college grade point average when controlling for academic aptitude (ACT scores), family achievement orientation, and family conflict. Support from parents, but not from friends or romantic partners, significantly predicted grade point average. Results are interpreted in the context of adult attachment theory. Parents strive to cultivate personal characteristics in their offspring that will enable them to function successfully and independently once they leave the parental home. This cultivation must occur throughout the child's life if he or she is to develop the self-confidence and skills required to meet the challenges of adult life. Contrary to early theories of adolescent development (e.g., Erikson, 1956), a stormy rejection of parental ties is not required to attain competent adult status. Rather, research indicates that individuals who maintain a close relationship with parents throughout adolescence demonstrate more self-confidence and independence than those who report greater emotional distance from their parents (Maccoby & Martin, 1983). Theories of early childhood development also stress the importance of a high-quality relationship with parents for the acquisition of needed life skills. According to Ainsworth (1982), responsive and nurturant parents provide a secure base from which the child can explore the environment without anxiety about parental availability. A secure relationship with one or both parents facilitates exploration, discovery, skill acquisition, and the development of self-confidence (Ainsworth, 1982). It is hypothesized that a secure relationship with parents throughout childhood contributes to the development of positive schemata regarding oneself (i.e., high self-worth and self-efficacy) and what can be expected in relationships with others (i.e., a
Gifted and talented students who also have a specific learning disability (SLD) are typically referred to as twice-exceptional and are among the most underserved students in our schools. Previous special education laws promoted a wait-to-fail approach; therefore, gifted students with SLD often were overlooked because their average academic performance was not “failure” enough. The flip side to this was the fact that students’ giftedness, as measured by general ability tests, often was masked by average, yet relatively weak, academic achievement. They were not only waiting to fail, they were failing to flourish. The authors present the data gathered from 14 gifted students with SLD, specifically a disorder of written expression. Students were determined to be gifted if they earned a score of 120 (Superior) on the Verbal Scale of a cognitive ability test. They were considered to have a written language disability through an evaluation of their written language skills. The average Verbal IQ for the group was close to a standard score of 130, whereas the average Written Language Score was close to a standard score of 99. In addition to the cognitive profile for these students, the authors obtained measures of their psychosocial functioning. On average, parents, teachers, and students reported typical adaptive behavior, yet group elevations also were present on several clinical scales. The authors’ main conclusion is that a comprehensive assessment plays a critical role in (a) determining whether a student is twice-exceptional, (b) identifying the possibility of psychosocial concerns, and (c) developing educational recommendations. Putting the Research to Use The results from our empirical study suggest that only through a comprehensive evaluation, which includes both individualized achievement and ability tests and allows for an analysis of the performance discrepancy between the two, is it possible to discover cognitively gifted students with a disorder of written expression. Diagnostic/identification procedures that do not include a comprehensive evaluation place gifted students at serious risk for “missed” diagnosis and ultimately, missed opportunity for intervention. The missed diagnosis arises from the observation that their written work is average relative to that of their peers. Equally important is the concern that some very capable students may be over-looked for screening for gifted programming because their achievement is average. Educators of students who appear to have high verbal ability while simultaneously demonstrating difficulty completing written assignments—and may even appear to be lazy or unmotivated—have a responsibility to further investigate the students’ difficulties and strengths.
A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD. Putting the Research to Use: Previous literature reviews about profoundly gifted students with social impairments have cautioned against misdiagnosis (Webb et al., 2005) of psychological disorders. These psychologists posit that social impairments are primarily the result of social-emotional vulnerability associated with very high IQs. Further, they argue that concomitant social difficulties are characteristics of giftedness, not indicators of a disability. We compared two profoundly gifted girls, each with social difficulties, who are virtually identical in their cognitive and achievement profiles. Our comparison reveal the importance of basing conclusions about social impairments on comprehensive assessments that use measures uniquely designed to distinguish between “difficulty” and “disability.” We demonstrate that although “misdiagnosis” is a possibility with profoundly gifted children, the greater risk is “missed” diagnosis, which precludes the opportunity for appropriate intervention. In today's atmosphere of “anti-testing” it is important to advocate for a comprehensive assessment with the necessary measures to understand the degree of social impairment.
We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables.
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