Date of Award

2020

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

Tara C. Raines

Second Advisor

Denis Dumas

Third Advisor

Norma Hafenstein

Keywords

BASC-3, Behavior assessment scale for children, Giftedness

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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Kristine Zytka

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

105 p.

Discipline

Education, Psychology

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