Gifted and highly gifted students:How do they score on the SB5?

Evaluating Gifted Identification Practice: Aptitude Testing and Linguistically Diverse Learners

“…The difference we observed in mean performance in the present study suggests that it may be prudent for psychologists who test students identified as ELLs for gifted program eligibility purposes to use any of the other seven measures whose scores we examined statistically, rather than the Stanford-Binet V, at least until more data become available. This finding is consistent with results reported for Stanford-Binet V testing for gifted program eligibility determination among mainstream gifted learners (Minton & Pratt, 2006;Newton et al, 2008).…”

“…Much research on identification practice in gifted education settings has been based in a correlational perspective that examines the relationships among and between aptitude tests and other measures used in the identification process (Ashman & Vukelich, 1983;Borland, 1978;Minton & Pratt, 2006;Nevo & Sela, 2003;Newton, McIntosh, Dixon, Williams, & Youman, 2008;Rizza, McIntosh, & McCunn, 2001;Simpson, Burns, Seidman, Montgomery, & Sellers, 2002;Sweetland, Reina, & Tatti, 2006;Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005). Although helpful in discerning patterns and potential relationships among measures, it is all too often the case in practice that correlations drawn from narrowly defined settings are mistaken for causal relationships.…”

The Identification and Performance of Gifted Students With Learning Disability Diagnoses

“…Even when IQ tests are agreed on as a core component of the definition, there is debate over whether the cutoff score for giftedness should be 120, 130, or some other number (L. J. Coleman & Cross, 2005; Minton & Pratt, 2006; Ruf, 2003) or whether the use of any cutoff score should be abandoned (e.g., Richert, 2003). The issue is further complicated by G/LD scholars’ frequent contention that the standards for giftedness should be relaxed when assessing G/LD students since the learning disability is thought to artificially suppress the students’ IQ scores (Krochak & Ryan, 2007; Nielsen, 2002).…”

Exploring the Diagnosis of “Gifted/LD”: Characterizing Postsecondary Students With Learning Disability Diagnoses at Different IQ Levels

“…Most classification recommendations for giftedness include a requirement of high scores on standardized ability tests (McIntosh & Dixon, 2005), although the cutoff scores required vary across sets of guidelines. Commonly used cutoff scores are full-scale IQs of 120 (e.g., Preckel, Holling, & Wiese, 2006;Rimm, Gilman, & Silverman, 2007) and 130 (e.g., Minton & Pratt, 2006;Ruf, 2003). Other recommendations suggest using nominations by teachers, parents, peers, and the target students themselves, even to the point of ignoring standardized test scores when they contradict the nominations (e.g., Richert, 2003).…”