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The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term "giftedness" are longstanding. Despite many years of efforts to assuage concerns of equity and need--many of which are legitimized by research evidence, the terminology continues to be obscured by its lack of precision. Relying on a continuing comparison with Shakespeare's "Romeo and Juliet," this treatise explores the terminological conundrum of "giftedness" and offers what is hoped is a creative avenue for contemplating the field of gifted education and psychology. Culminating with a modest proposal to begin systematically ameliorating the many problems with the term "giftedness," the essay is positioned as an action item rooted in evidence.

A case study analyzed how supervisors at one university selected competencies, or trait-based skills, for non-faculty employees. This case study provides a valuable contribution by focusing on employees at one institution type--a large, public research university. While it has been documented that non-faculty employees provide important contributions to higher education, there is more to be discovered about this population of university employee, noted as more than 2 million U.S. employees in 2011. The research question guiding this study was: Within a university setting, how are employee competencies valued by job title within colleges and divisions? Multiple correspondence analysis evaluated supervisor competency selection for 1,836 non-supervisory and 565 supervisory employees using data from this university's 2012 performance appraisal. For non-supervisory employees, the first dimension accounted for 65.11% of adjusted inertia, or explained variance. The second dimension accounted for 23.89% of adjusted inertia. For supervisory employees, the first dimension accounted for 86.57% of adjusted inertia. The second dimension accounted for 8.26% of adjusted inertia. The key study finding was that, despite the availability of other higher-education specific competency alternatives and best practices for competency use in the appraisal, this institution's implementation of competencies was found to be mechanical. This study proposed best practices for this and similarly situated institutions as to how competencies can be used to develop employees and improve their performance.

Developmental Coordination Disorder (DCD), also known as Dyspraxia, is an often overlooked or misdiagnosed disorder and little research exists on how it manifests among cognitively gifted children. The purpose of this study was to examine clinical profiles among 25 children diagnosed with DCD and identified as cognitively gifted to explore the twice exceptional profile of DCD among gifted children. We explore how DCD manifests among children with cognitive gifts, considerations for identification, and gifted education services. [ABSTRACT FROM AUTHOR]

This paper reviews the current literature on twice-exceptional students who are dual diagnosed as having giftedness and attention deficit/hyperactivity disorder (ADHD). This area of research is warranted because giftedness and ADHD present similarly but have different ramifications for performance and outcomes. In addition, research inquiry and intervention can ease the frustration of those individuals who have both of these strengths and weaknesses. Giftedness and ADHD are examined in terms of identification of individual and dual diagnoses; performance of gifted students with ADHD, including underachievement and creativity; psychosocial outcomes; and interventions for students with giftedness/ADHD. Gaps in the literature and future directions are discussed.

Two case studies of men from diverse cultures, African American and Vietnamese American, illustrate the potential for underachievement among first-generation gifted students at comprehensive universities. Amplifying previous studies, this research provides an examination of attrition and highlights influences on underachievement. Conclusions suggest methods for universities to curb the problem as it relates to diverse, high-ability students. (Author)

Followed four gifted and talented students over several years to examine the nature of their educations and the differentiation offered to them. Based on problems in their programs unearthed through the case studies, systematic interventions were implemented to improve differentiation for each student personally. Results support personalized differentiation as the optimal means of accommodating gifted and talented students' diverse needs. (SM)

A study examined the mentorship experiences of three gifted underachieving male adolescents. Findings indicate that open-minded and nonjudgmental characteristics of the mentors were required to sustain an on-going relationship. A plan of strength- and interest-based strategies for intervention to reverse patterns of underachievement was implemented successfully in each case. (Contains extensive references.) (CR)

Discusses the social and emotional problems of unrecognized gifted children whose talents exist in domains distinct from the intellectual, academic, and athletic realms. Two case studies are presented of two gifted elementary students, along with interventions for enhancing effective growth among such students. (CR)

This study examined the effects of a highly structured, personally tailored enrichment program for 108 students in grades 4 through 6 who were gifted and learning disabled. Results indicate that year-long participation in the program had significant positive impact on attitudes toward school, self-concept, and creative production. (Author/SW)

This discussion uses student cases and a review of the literature to advocate for the development of individual student talent as a philosophical basis for accommodating the social and emotional needs of gifted secondary students with learning disabilities. Descriptions of several educational innovations and reform efforts likely to enhance talent development are included. (Author/DB)

Specific needs-based inservice training areas were examined for 72 teachers in 3 schools implementing the Schoolwide Enrichment Model for gifted students, using the "Schoolwide Enrichment Teachers' Ratings of Appraised Inservice Needs" measure. The assessment covers preparing for school change, focusing Type III enrichment, implementing enrichment for all students, and stimulating student interest. (JDD)

The TRIFOCAL Model for curing underachievement syndrome is presented and is related to the Future Problem Solving (FPS) program, specifically the steps that involve changing expectations, role model identification, and changing reinforcements at school. A case study is presented of an underachieving sixth grade student who became actively engaged in FPS. (JDD)

This study evaluated the effectiveness of the Schoolwide Enrichment Model (SEM), a system intended to nurture behavioral giftedness without reliance on gifted identification procedures. The study found SEM positively influenced the attitudes of elementary school students (n=1,935) in six middle class schools. SEM may provide schoolwide benefits while programing appropriately for gifted students. (Author/DB)

Presents brief descriptions of 24 books that are likely to interest gifted readers in the middle grades. Notes that such literature can serve to bolster their overall development and also enhance appropriate self-advocacy for their talents. (SR)

Discussion of the "gifted" label notes continuing social prejudice against academic talent and the concept of "demonstrability" applied to special talents. It concludes that the problem occurs when the label is not applied as an adjective to describe demonstrated productivity, past or present, but as a noun, as if it is a global static feature of an individual. (Contains references.) (DB)

The literature focusing on mentorships and underachieving gifted young men is almost nonexistent. To address this need, the researchers examined the mentorship experiences of three students who characterized various aspects of giftedness and underachievement in males. The findings of the study revealed a single core category with three attendant subcategories. The influence of a significant adult on a young person was the dominant category. Several related subcategories reinforced the importance of the mentor: mentors' open-minded and nonjudgmental characteristics; consistent and personalized social/emotional support and advocacy; and strength and interest-based strategies for intervention to reverse underachievement. These results underscore the critical effectiveness of mentorships on underachievement, regardless of age, environment, and socioeconomic background. Implications of the findings are presented that highlight the successful features of the mentor-protege relationship.

According to Gordon (1990), far too many high ability students are referred for problems with impulsivity, hyperactivity, and sustaining attention. Several important issues, rarely discussed in the literature on attention deficits, offer alternative hypotheses for the increasing incidence of hyperactivity and attention problems of gifted youngsters. These include theories on emotional development and excitability of gifted students (Dabrowski, 1938; Piechowski & Colangelo, 1984), evidence of unchallenging curricula for high ability students (Reif, 1993), implications of the multiple intelligences paradigm (Gardner, 1983), and adult reaction to students extreme precocity (Rimm, 1994). These issues are examined in light of Barkley's theory of inhibition as it relates to the manifestation of ADHD. The issues represents environmental conditions that may cause or influence ADHD-like behaviors in high ability students. Diagnostic and intervention strategies are suggested to counteract environmental contributors to the problem.

Introduction: Behavioral engagement in schools is an important contributor to academic outcomes for adolescents, but may also protect them from substance abuse. Positive and negative attitudes to the past, present, and future have been linked to adaptive and maladaptive behaviors in adolescence, respectively, but there is a need for research that examines whether time attitudes promote behavioral engagement and lower risk for substance use. Methods: Structural equation models involving 1961 diverse high school students were utilized, which controlled for sex, GPA, and alcohol use. Results: Positive time attitudes were positively associated with behavioral engagement and students' GPA. Girls had stronger levels of behavioral engagement. Positive time attitudes were indirectly associated with less marijuana use via intrinsic motivation, engagement, and less alcohol use. The indirect effect of positive time attitudes on engagement via intrinsic motivation was significant and substantial. In a second structural model, we examined the effects of negative time attitudes, intrinsic motivation, and behavioral engagement on marijuana use. Negative time attitudes and intrinsic motivation were indirectly associated with less marijuana use via behavioral engagement. Both models explained 41% of the variance in engagement and 36% of the variance in marijuana use, suggesting that positive and negative time attitudes are equally valuable in understanding academic engagement and marijuana use among adolescents. A third model indicated that behavioral engagement was negatively related to a latent variable composed of binge drinking and alcohol use. Conclusions: Implications for practice and future research are discussed, as the current findings suggest the importance of positive time attitudes as promotive of behavioral engagement and protective against substance use. [ABSTRACT FROM AUTHOR]

The effectiveness of a year-long application of the Schoolwide Enrichment Model was studied in 11 schools, involving 1,698 elementary-grade students, 236 teachers, 120 parents, and 10 principals. Data analysis revealed positive changes in student and teacher attitudes. (Author/JDD)

Children, whose talents and gifts exist in those domains distinct from the intellectual, academic, and athletic realms should still be considered gifted. They are especially talented in one or more [...]

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This paper reviews the current literature on twice-exceptional students who are dual diagnosed as having giftedness and attention deficit/hyperactivity disorder (ADHD). This area of research is warranted because giftedness and ADHD present similarly but have different ramifications for performance and outcomes. In addition, research inquiry and intervention can ease the frustration of those individuals who have both of these strengths and weaknesses. Giftedness and ADHD are examined in terms of identification of individual and dual diagnoses; performance of gifted students with ADHD, including underachievement and creativity; psychosocial outcomes; and interventions for students with giftedness/ADHD. Gaps in the literature and future directions are discussed. [ABSTRACT FROM AUTHOR]