This study examined three federally supported programs that utilize Howard Gardner's theory of multiple intelligences in the identification of giftedness in economically disadvantaged and minority group youth. Following an extensive review of the literature, three chapters examine each program in detail. Each chapter first sets the identification effort in its theoretical, historical, and community contexts, then describes and analyzes the assessment in light of eight conditions. The first program is the DISCOVER Project, a collaboration of the University of Arizona with nine local schools and districts that utilizes a continuum of problem types. The second program is the Problem Solving Assessment used in the Charlotte-Mecklenburg (North Carolina) schools for identifying children for gifted services. The third program is the Early Childhood Gifted Model Program in Montgomery County, Maryland, which emphasizes teaches' observations and efforts to elicit and develop students' intelligence. Evaluation of all three programs concluded that although all of the programs were identifying more underserved students as gifted, it was difficult to associate the improved rates of identification with the assessment procedures since none are actually drawing heavily from the theory of multiple intelligences. Eleven appendices provide supporting forms and other information for each of the three programs. (Contains approximately 200 references.) (DB)