Gifted and Talented
Identifying gifted children is a complex task. There are many different definitions, yet what is commonly agreed upon is the idea that being gifted is not just about IQ any more. Many different models in gifted education identify motivation, creativity and chance alongside high ability. At ChiLD we follow the US and Hong Kong definition which encompasses:
A level of measured intelligence;
Specific academic aptitude in a subject area;
Creative thinking - high ability to invent and elaborate novel ideas precisely;
Remarkable talent in visual and performing arts such as painting, drama, dance, music, etc;
Leadership among peers - high ability to motivate others to achieve common goals;
Psychomotor ability - outstanding performance or ingenuity in athletics, mechanical skills or sensorimotor coordination.
NB: Some gifted children may have one or multiple gifts.
Once you have contacted us and completed the initial forms and consent, we will contact you and your child’s teacher for them to complete the Scales for Rating the Behavioural Characteristics of Students. We will then meet with you and your child to assess their IQ using the The Wechsler Intelligence Test for Children — Fifth Edition (WISC-V).
At ChiLD we will use several assessments dependent upon your particular circumstances; we will also assess a child’s affective skills. Affective skills relate to a child’s social and emotional development which can be very important when identifying and supporting gifted children.
We can then meet with you and your child’s teacher to build a team around your child.
Scales for rating the behavioural characteristics of students (SRBCS). Research shows that gifted children tend to exhibit certain observable behaviours, such as using advanced vocabulary, grasping underlying principles, and making generalizations from complex information. These scales are designed to obtain teacher estimates of a student’s characteristics in the areas of learning, motivation, creativity, leadership, art, music, drama, communication, planning, mathematics, reading, technology, and science.
The Overexcitability Questionnaire -Two (OEQII). Gifted children tend to experience the world with more intensity and this can lead to great successes, innovations, and wonderful creativity but it can also be very frustrating for a child and a parent. Split into 5 areas: psychomotor, sensual, imaginational, intellectual and emotional. The OEQII can help identify these areas of intensity.
The Screen for Child Anxiety Related Disorders (SCARED). Parents of gifted children are often concerned about their children's anxiety and with good reason. Research indicates that 12% to 20% of these children experience anxiety severe enough to refer them for treatment and approximately 3% to 5% of all children are diagnosed with a variety of anxiety disorders. The purpose of the instrument is to screen for signs of anxiety disorders in children. This instrument measures anxiety using four domains: panic/somatic, separation anxiety, generalized anxiety, and school phobia.
Rosenberg Self-Esteem Scale. Low self-esteem is common in gifted children as children can often feel as if there are extreme expectations placed on them that they must meet. The Rosenberg Self-Esteem Scale measures global self-worth by measuring both positive and negative feelings about the self.
The Wechsler Intelligence Test for Children — Fifth Edition (WISC-V) is a cognitive ability measure known across the world. The WISC-V was developed for use with children between the ages of 6 and 16 and is used to obtain a comprehensive assessment of general intellectual functioning in the context of various types of evaluations. In this case we are looking at intellectual giftedness.