The author examines problems and strengths in current research on labeling of gifted children and offers suggestions designed to broaden the scope of such research to include aspects of self-concept, teacher expectancy and effects of labeling on children, families, peers, and school personnel. (CL)

Two papers examine perceptions about gifted students. In the first, studies related to labeling gifted children are reviewed. The report cites the uncertain nature of the results and the differing opinions about labeling. A brief overview of the evolution of labeling theory as an outgrowth of social deviance theory is also included. The second…

Schur's labeling theory as it applies to deviant behavior is critiqued. His labeling theory is shown to have relevance to labeling artistically talented students after some items in the theory are changed or expanded to accommodate more positive aspects of labeling the artistically talented in contrast to labeling delinquents. (Author/RM)

Modifications to the original three-ring conception of giftedness include shifting emphasis from "being gifted" to the development of gifted behaviors, labeling services rather than students, and changes in state guidelines. The author presents a six-step identification system designed to translate the three-ring conception into a practical set of…

Discusses gifted identification and the potentially harmful effects of labeling a child "gifted" and making premature assumptions. Parents are urged to allow children to develop their gifts unencumbered by expectations and observe, watch, listen, prompt, affirm, and enjoy as the child engages with the world. (CR)

Issues focusing on giftedness will become a greater part of the family counseling and therapy field in the coming decade. Answers to school-related questions commonly asked by parents of gifted youngsters are offered, with special focus on how parents and siblings are affected by labeling a child as gifted. (JW)

This paper reviews the advantages and disadvantages of testing for giftedness, the repercussions of testing and not testing, issues concerning intelligence quotients, and the effects of labeling children. (JDD)

There has been a considerable expansion in the uses and definitions of giftedness constructs since 1958, when constructs were typically defined in very narrow cognitive terms (such as intelligence test scores). Currently, gifted constructs have a wide variety of definitions which reflect closely-linked processes used for identifying and selecting…

Professional sensitivity and responsibility must be used to describe giftedness in ways that do not isolate gifted children or their parents and which encourage shared advocacy with other educational groups. More information is needed on how labeling of gifted students and conceptual frameworks surrounding exceptionalities affect societal and…

This article emphasizes the importance of providing appropriate services to meet the needs of individual gifted students and the need to first diagnose the level of giftedness to administer the right "therapeutic dose." A chart is provided that defines levels of intellectual giftedness by IQ ranges and by prevalence. (Contains 5…

This article discusses arguments for and against ability grouping as reflected in the literature and research work. Such tracking problems as segregation, stigma, and elitism are discussed, as are between-class vs. within-class grouping strategies and specifically designed programs for the gifted. (PB)

This article explores the problems that occur when gifted children are misdiagnosed with additional exceptionalities. This dilemma is illustrated through a case study of a gifted child diagnosed with attention deficit hyperactivity disorder. Guidelines are suggested for careful diagnosis and a diagnostic matrix for interpreting behavior is…

This review of issues involved in the use of intelligence tests in Alberta (Canada) schools included consideration of: the nature of intelligence; the measurement of intelligence (instrument variables, examiner variables, and interpretation variables); student rights; implications of intelligence test results in decision making (labeling of…

This article explores the effects of labeling children as gifted, including possible sex differences in labeling effects, effects on self-concept and self-esteem, and effects on family and peer relationships. The need for empirical data regarding the process of labeling; the labeling event; and the changed or modified expectations of parents,…

This meta-analysis with literature review considers whether the self-concepts of gifted and nongifted children differ and explores the effects on self-concept of labeling a child as gifted and placing the child in special programs. Studies indicate a generally higher academic self-concept among gifted students. (SLD)