Low Incidence of Behavior Problems among Elementary School Students in Gifted Programs

Cornell, Dewey G.; Delcourt, Marcy A. B.; Bland, Lori C.; Goldberg, Marc D.; Oram, Guy

doi:10.1177/016235329401800102

Cited by 23 publications

(22 citation statements)

References 12 publications

(19 reference statements)

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“…The findings of the present study are consistent with previous empirical research indicating fewer gifted children demonstrate emotional and behavioral risk than their nongifted counterparts (Cornell et al, 1994;Gallucci et al, 1999;Garland & Zigler, 1999). Using a multi-informant, multigate approach highlighted important differences between par ent and teacher ratings.…”

Section: Discussionsupporting

confidence: 90%

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Eklund¹,

Tanner²,

Stoll³

et al. 2015

School Psychology Quarterly

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The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and the Behavioral and Emotional Screening System were used to assess behavioral functioning as rated by teachers and parents. There were significant differences between the number of gifted and nongifted children demonstrating emotional and behavioral risk, with parents and teachers identifying a higher number of boys and nongifted children as at risk. Among children demonstrating EBR, gifted children demonstrated elevated internalizing behaviors as rated by parents. Gifted students demonstrated higher academic performance regardless of risk level, suggesting higher cognitive abilities may be one of several protective factors that serve to attenuate the development of other social, emotional, or behavioral concerns. Implications for practice and future research needs are discussed.

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Section: Discussionsupporting

confidence: 90%

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Eklund¹,

Tanner²,

Stoll³

et al. 2015

School Psychology Quarterly

View full text Add to dashboard Cite

show abstract

“…Similarly, Garland and Zigler (1999) found that adolescents participating in a summer camp for gifted students scored within typical ranges in the Child Behavior Checklist (a standardized measure of social and emotional problems; Achenbach, 1991) according to the national norms. Cornell, Delcourt, Bland, Goldberg, and Oram (1994) reported similar results using the same instrument with elementary-school gifted children and a comparison group of average-ability children. After controlling for the effects of educational level and minority status, they found no significant differences between both groups concerning the incidence of any type of behavioral problems as reported by their parents and teachers.…”

Section: Giftedness As a Protective Factor: The Resilience Approachmentioning

confidence: 59%

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

López

Sotillo

2009

High Ability Studies

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Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish-speaking gifted children and adolescents using a comparison group of 50 average-ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position.

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“…Moreover, a common frame of reference was established and this facilitated communication about the child (cf. Cornell, Delcourt, Bland, Goldberg, & Oram, 1994). The outcomes per domain were also used to plan further educational support for each child in the form of specific play or diagnostic and learning activities and corresponding instructional lines.…”

Section: Implementation and Further Development In Practicementioning

confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that 2 the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.

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Low Incidence of Behavior Problems among Elementary School Students in Gifted Programs

Cited by 23 publications

References 12 publications

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

Education and self‐regulation of learning for gifted pupils: systemic design and development

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