Best practice in gifted and talented identification procedures involves making decisions on the basis of multiple measures. However, very little research has investigated the impact of different methods of combining multiple measures. This article examines the consequences of the conjunctive ("and"), disjunctive/complementary…

The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to…

This commentary addresses Subotnik et al.'s target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftedness research within the scientific community. Second, the authors' critique of gifted education is sharpened in three respects: (a) gifted identification,…

This study surveyed 1,234 empirical studies on giftedness, gifted education, and creativity during 1998-2010 (April), using PsycINFO database and targeted journals as main sources, with respect to main topics these studies focused on, methods they used for investigation, and the conceptual spaces they traversed. Four main research topics emerged…

Despite their importance, there has been surprisingly little scholarly examination of the "NAGC Pre-K-Grade 12 Gifted Program Standards" (NAGC, 2008/2000; Landrum, Callahan, & Shaklee, 2001) since their publication a decade ago. As part of a larger study investigating the effectiveness of local policies developed within the framework of state law,…

The myth that gifted children constitute 3% to 5% of the school population was addressed in the 1982 issue of the "Gifted Child Quarterly" by Joe Renzulli, a fact that is more than a little intimidating to one charged with addressing the same myth 27 years later. In his 1982 article, Renzulli interpreted the 3% to 5% myth as an implicit…

The evolution of several interrelated myths reflects a combination of misinterpretation of statistics, the commendable intention of ensuring that bias and prejudice do not play roles in the provision of services to underrepresented populations of gifted students, and misapplication of programming options for gifted students. Separately, these…

There is a fallacy about identifying gifted and talented children and youth that refuses to go away: It is the notion that a single score is "sufficient" for determining giftedness. In this article, the author addresses several reasons for the longevity and ubiquity of this myth, as well as the data that call the myth into question. These include…

The purpose of this study is to examine the underlying construct of overexcitabilities (OEs) and to identify individual- and family-level factors that may explain gifted students' patterns of OEs. Data are collected from a convenience sample of identified gifted students (N = 143) and their parents (N = 161) using a Likert-type questionnaire, the…

Typical standardized achievement tests cannot provide accurate information about gifted students' abilities because they are not challenging enough for such students. Talent searches solve this problem through above-level testing--using tests designed for older students to raise the ceiling for younger, gifted students. Currently, talent search…

Talent searches for seventh and eighth graders have extensive empirical support, and the model has been successfully extended to elementary students. Research has focused on participants earning high scores on above-level tests, however, not typical participants. Here, 597 families and 93 schools that participated in the Carnegie Mellon Institute…

This case study details the history and K-5 school experience of a boy with dyslexia and spatial-temporal gifts. It describes assessment, evaluation, and identification procedures; the learning specialist's interventions and program; the critical role of the parent; and the services provided by the gifted program. Specific interventions are…

This study examined the effectiveness of the Naglieri Nonverbal Ability Test (NNAT) in identifying gifted black and Hispanic students in a total population of 20,270 students (K-12). Analysis indicated that similar percentages of white (5.6%), black (5.1%), and Hispanic (4.4%) children earned an NNAT score in the 95th percentile rank. (Contains…

Sixty-four authorities on gifted education responded to five questions about issues in the field of gifted education. Common responses were: a need for consensus on how to define, conceptualize, and identify giftedness; new procedures to increase the representation of gifted minority students; and the importance of translating research on…

Results are presented of an advocacy event in Pulaski County, Arkansas, where one school district's efforts to desegregate their gifted program resulted in more black students enrolled. Different phases of a Gifted Program Advocacy Model are used to explain important components of the Pulaski County Special School District's advocacy efforts.…