The final report adresses the problems involved in identifying gifted minority children. Reviewed is the historical perspective of cross cultural assessment in behavioral research. Typical gross errors and misinterpretations of data in cross cultural assessment are pointed out. Among fundamental considerations listed include the use of items suited to the child's environment and the ability of the child to understand what is required. Various behavioral styles (such as the atomistic-objective, obsessive-compulsive, and hysterical styles) are reviewed, and their impact on assessment interactions is analyzed. Cited are examples of behavioral styles in religion, music, and language. Described is the revision of a prescreening instrument containing items on P. Torrance's checklist for creativity, and emphasized is the importance of viewing style as the vehicle through which intelligence is expressed. A final section considers the implications of behavioral style on education for the gifted. (CL)