The author argues that intelligence testing is an invaluable and irreplaceable tool for identifying gifted children and obtaining a measure of the urgency of their special educational needs. He also offers ideas for how parents of exceptionally gifted children can create an environment in which their children's gifts can flourish. (Author/CL)

The article provides basic information to help guide parents seeking intelligence testing for their child. Topics covered include deciding to test, selecting a tester, and telling the child the results. (Author/CL)

The parents of two gifted children describe their children's experiences with IQ testing, note their reactions to the process and the benefits of the testing. (Author/CL)

This paper explores the fundamental rift between parents raising exceptionally gifted children and theorists who dismiss this population as "statistically insignificant." The role of intelligence tests in identifying the highly unusual mind is examined. The paper concludes that exceptionally gifted children are suffering intellectual…

Argues that despite limitations and abuse, IQ tests should play significant role in programs for gifted students. Substance of the Lippmann Terman debates of the 1920s is examined, followed by acknowledgment of major limitations of IQ tests and discussion of rationales for special programs for the gifted. Argument is made for use of IQ tests in an…

The interview with Elizabeth Hagen, the co-creator of the Cognitive Abilities Test and a revisor of the Stanford-Binet Intelligence Test, deals with such issues in gifted education as general intelligence vs. specific abilities, validity of test scores at the preschool level, and misconceptions about retesting gifted students. (Author/CL)

The author reviews the use of the Raven Advanced Progressive Matrices (APM) as a general intelligence measure for selection of students to the Chicago public school magnet high school program. Advantages of the APM are cited, including its effectiveness in identifying gifted minority students. (CL)

Thirty-five gifted elementary children were tested with the Wechsler Intelligence Scale for Children III (WISC-III) and results were compared to a previous administration of the WISC (Revised). Scores were significantly higher on all three WISC-R global scales and most subtest scaled scores. Correlation coefficients between the tests were…

Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and…

The article details the progress of ideas and research in the life of psychologist and educator, Leta Hollingworth (1886-1939). Hollingworth investigated questions of woman's place in the world of achievement, the testing of intelligence, mental retardation, and eventually, education of the gifted. (Author/DB)

The longitudinal stability of the Wechsler Intelligence Scale for Children-Revised was examined for consistency in determining eligibility for gifted programs among 66 elementary children. All subtest scales except one remained extremely stable, producing less than one scale score point difference across three test administrations. Children…

This paper presents a rationale for adopting the new form of the Stanford-Binet Intelligence Scales for use with gifted children, based on its more recent norms, its factorial structure, its less restrictive emphasis on g-factor intelligence and verbal reasoning, and its evenness in content from one age to another. (JDD)

When teachers' ratings of first- through tenth-graders (N=160) on the Gifted Student Screening Scale (GSSS) were compared with students' scores on various intelligence tests, the GSSS identified 35 of 37 previously-identified cognitively-gifted students, with 59 students (not previously identified as gifted) identified for further screening for…

Howard Gardner's Multiple Intelligence construct is considered from the perspective of its viability in gifted education, especially in comparison with the more traditional Intelligence Quotient-based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed from the literature in cognitive science and…

This literature review summarizes findings on the participation of gifted students with disabilities in gifted programs and urges closer cooperation with special education services and careful assessment by using an individually administered intelligence test; obtaining information from parents, family, teacher, and the student; and observing the…