This article summarizes findings from resilience literature relevant to the development of children and youth and derives specific strategies for enhancing outcomes for gifted children and youth most at risk for encountering adversity. Following a description of types of factors critical to understanding resilience literature, the authors focus on…

This article examines the phenomena of overrepresentation in light of the diversity of Asian subgroups using disaggregated data from one large urban school district with a high enrollment of Asian and Pacific American students. Data suggest differences in identification rates among subgroups. Literature-based explanations are offered for over and…

This study investigated factors affecting lifespan achievement as perceived by 16 gifted women from 15 countries outside the United States. Results indicated that the gifted women shared personal characteristics of determination, willingness to take risks, and a will to achieve their goals. Eight positive coping strategies are described.…

The impact of the Stanford Binet Fourth Edition was compared with the Stanford Binet L-M on the identification of gifted children for a university affiliated preschool. The fourth edition test composite identified fewer preschool age children as gifted when the criterion was set at 1.5 standard deviations above the mean. (Author/JDD)

Several issues merit consideration prior to widespread development of preschool gifted programs, including the absence of longitudinal data, effects on parent expectations, effects on children's self-concept, and issues related to program design. (Author/CL)

The article provides parents with specific strategies, based on an interactional model, for working effectively with schools to ensure the best possible services for the gifted child. Major steps include recognizing the need for intervention, developing parent-school partnerships for change, and monitoring progress. (Author/DB)

This study investigated relationships between parent-perceived psychological intensities of a heterogeneous sample of 67 preschool-age children and standardized measures of intelligence and creativity. Total intensity scores correlated negatively with children's chronological age and positively with intelligence scores, indicating that bright…