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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Zytka, Kristine"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Tara C. Raines","Denis Dumas","Norma Hafenstein"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:30Z","subjects":["BASC-3","Behavior assessment scale for children","Giftedness","Child Psychology","Education","Gifted Education","Psychology"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/1867","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tara C. Raines","Denis Dumas","Norma Hafenstein"]},{"key":"dc:creator","label":"Author","values":["Zytka, Kristine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-03-11T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["BASC-3","Behavior assessment scale for children","Giftedness","Child Psychology","Education","Gifted Education","Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
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"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Identification of Gifted Characteristics Using the Behavioral Assessment Scale for Children—Third Edition"]}]}],"canonical_facts":{"dc:contributor":["Tara C. Raines","Denis Dumas","Norma Hafenstein"],"dc:creator":["Zytka, Kristine"],"dc:date.available":["2021-03-11T08:00:00Z"],"dc:description.abstract":["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.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/1867"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["BASC-3","Behavior assessment scale for children","Giftedness","Child Psychology","Education","Gifted Education","Psychology"],"dc:title":["Identification of Gifted Characteristics Using the Behavioral Assessment Scale for Children—Third Edition"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:02:30Z"}