Identification of Gifted Characteristics Using the Behavioral Assessment Scale for Children—Third Edition

<p>Children who are gifted are at-risk for being misidentified with emotional and behavioral disorders (Daniels & Piechowski, 2009; Mullet & Rinn, 2015; Webb, 2016). Challenges exist in conclusively defining giftedness, assessing giftedness, and understanding common behavioral patterns among gifted individuals (Bracken & Brown, 2006; McClain & Pfeiffer, 2012). Because gifted children typically exhibit common behavioral patterns, it is important for school psychologists to understand gifted behavioral characteristics, how to assess these characteristics, and how to differentiate between common gifted behavior and maladaptive behavior (Daniels & Piechowski, 2009; Webb, 2016). This study examined the value of the BASC-3 in identifying gifted behavioral characteristics. Assessment data was collected on gifted children and results did not show at-risk or clinically significant T-scores on the BASC-3 scales. The study limitations, strengths, and directions for future research are presented. Implications for school psychologists are provided for improving gifted identification and better understanding gifted behavioral characteristics.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2020

Author dc:creator

• Zytka, Kristine

Contributors dc:contributor

• Tara C. Raines
• Denis Dumas
• Norma Hafenstein

• BASC-3
• Behavior assessment scale for children
• Giftedness
• Child Psychology
• Education
• Gifted Education
• Psychology

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/1867

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-2863