THE IMPACT OFEARLY INTERVENTION

ON GIFTED YOUTHJESSICA MCWILLIAMS

OUTLINE

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Introduction

Project Description Methods Conclusion

INTRODUCTION TO GIFTED PROGRAMMING

CURRENT INFORMATION PROTECTING GIFTED STUDENTS OF SCHOOL AGE

RANGES OF GIFTEDNESS

Mildly Gifted

• 115-129

Moderately Gifted

• 130-144

Highly Gifted

• 145-159

Exceptionally Gifted

• 160-179

Profoundly Gifted

• 180+

*Average IQ score is 100.

Source: Nurturing Giftedness Among Highly Gifted Youth

GIFTED IDENTIFICATION CRITERIAGIFTED INDIVIDUALS MAY EXHIBIT SOME OF THE FOLLOWING CHARACTERISTICSGIFTED INDIVIDUALS ARE NOT A HOMOGENOUS GROUP, AND THEREFORE MAY EXHIBIT THESE CHARACTERISTICS IN VARYING DEGREES AND INTENSITIES. IT IS NOT EXPECTED THAT A GIFTED CHILD WILL EXHIBIT ALL OF THE TRAITS LISTED.

• GENERAL INTELLECTUAL ABILITY• SPECIFIC ACADEMIC ABILITY• CREATIVE ABILITY• LEADERSHIP ABILITY• AFFECTIVE/SOCIAL-EMOTIONAL

CHARACTERISTICS• PSYCHOMOTOR

CHARACTERISTICS

Source: Duke TIP

CURRENT GIFTED PROTOCOLS• PARENT INVOLVEMENT REGARDING

STRENGTHS, CONCERNS, AND CURRICULUM.

• SCHEDULED MEETING AT A MUTUALLY AGREED UPON TIME AND PLACE.

• EDUCATIONAL PLAN (EP) TEAM CONSISTING OF: PARENT, CURRENT EDUCATOR, GIFTED EDUCATOR, AND QUALIFIED SCHOOL REPRESENTATIVE.

• EPS MUST INCLUDE: STUDENT’S PRESENT LEVEL, GOALS, EDUCATIONAL PLAN, PATH TO ACHIEVE PLAN GOALS, AND PROGRAM DATES/FREQUENCY/LOCATION.

• TIMELINE OF REVISION, TYPICALLY EVERY THREE YEARS

• SHOW A CLEAR IMPLEMENTATION FOR STUDENT SUCCESS

Source: FLDoE Rule 6A-6.030191

Educational Plans (EPs) are developed for students identified solely as gifted.

PROJECT DESCRIPTIONGATHERING INFORMATION TO ASSESS THE NEEDS OF GIFTED

CHILDREN PRIOR TO SCHOOL ENROLLMENT

AIM ONE

• DETERMINE THE IMPACT OF EARLY GIFTEDNESS IDENTIFICATION IN CHILDREN CURRENTLY ENROLLED IN SCHOOL.

CONDUCT INTERVIEWS WITH PUBLIC SCHOOL EDUCATORS, GIFTED EDUCATORS, AND CHILD PSYCHOLOGISTS WHO HAVE IDENTIFIED GIFTED INDIVIDUALS PRIOR TO SCHOOL AGE.

AIM TWO

• DETERMINE THE IMPACT OF NOT RECEIVING EARLY IDENTIFICATION AND SERVICES IN CHILDREN UNDER AGE 5.

CONDUCT INTERVIEWS WITH PARENTS SEEKING AID FOR THEIR BRIGHT YOUTH, WHOM THEY SUSPECT ARE ON THE GIFTED SCALE, BASED UPON THE CURRENT FLDOE REGULATIONS

AIM THREE• DETERMINE WHETHER DEVELOPING AND

IMPLEMENTING AN IEP AT THE BEGINNING OF KINDERGARTEN FURTHERS THE SUCCESS OF GIFTED CHILDREN.

THERE IS NO PRELIMINARY DATA TO SUPPORT THIS HYPOTHESIS.PARENTS ARE MOVING THEIR YOUNG, GIFTED CHILDREN AWAY FROM PUBLIC SCHOOLS IN EXCHANGE FOR EARLY ADMITTANCE TO PRIVATE SCHOOLS TARGETED AT ACCEPTING YOUNG, GIFTED, AND TALENTED STUDENTS.

METHODOLOGYTO KEEP DATA APPROPRIATE AND ACADEMIC, ARTICLES FROM PEER-REVIEWED JOURNALS WILL BE UTILIZED VIA DATABASES

OWNED BY UNIVERSITY OF CENTRAL FLORIDA LIBRARIES.

AIM ONEQuestionnaire

To educators:• Have you encountered a child

entering kindergarten whom you identified immediately as gifted? If yes, please explain.

• Do you feel identification before entering school would help you to modify your plans for gifted children – similar to educators in older grades are aware of which students have been identified?

• What would you like to tell parents about identifying young, gifted children?

To gifted educators:• What age do you typically see

children identified as gifted enter your program?

• Do you feel the children identified at a later age showed characteristics of giftedness before their identification? If yes, how far back have you noticed traits?

• What would you like to tell parents about identifying young, gifted children?

• Do you feel some behavioral problems; such as inattention, laziness and boredom would diminish if young, gifted children received aid in identification at an earlier age?

To child psychologists:• In your career, what age is the

youngest age you have privately identified a child for potential giftedness?

• Does this age differ from other ‘mental disabilities’ (diagnoses that allow for school regulated IEP) schools currently screen for?

• What would you say the public perception of gifted youth is?

• What do you say the public school perception of gifted youth is?

• What would you like to tell parents and schools about gifted education and reforms?

AIM TWOQuestionnaire

To parents of children identified as gifted:• What would you like to tell schools and

professionals about your experiences as a parent with a gifted child?

• At what age did you notice your child was showing characteristics of gifted, and what were those characteristics?

• Do you feel the timeline for evaluation was adequate to your child’s educational needs?

To parents of potentially gifted children:• What would you like to tell schools and

professionals about your experiences as a parent with a bright child?

• At what age did you notice your child was showing characteristics of gifted, and what were those characteristics?

• What are your concerns about individual education when your child becomes school age?

AIM THREEAnalysis and Research

Analysis:• Analyze data from AIM 1 and AIM 2• Determine how or if need based program

would have applicants• Potentially extend research out to larger

pool of professionals in area to increase subject size.

Research:• Research whether current standards

correlate to a potential need for programming for gifted youth prior to school entry

• Additional research on brain and cognitive development over the first five years of life

• Additional findings by other researchers on gifted youth prior to school age

CONCLUSIONI AM A JUNIOR CHILD PSYCHOLOGY MAJOR AT THE UNIVERSITY OF CENTRAL

FLORIDA WITH AN INTEREST IN GIFTED EDUCATION, AND CURRENTLY HOLD A 3.825 GPA. I AM A RECEPTIONIST AT A CHILD PSYCHOLOGICAL SERVICE OFFERED

FROM DR. BEEBEE. FOLLOWING GRADUATION, I PLAN TO ENTER AN MD/PHD PROGRAM. I ALSO VOLUNTEER WITH THE LOCAL SCHOOL BOARD AND WORK UNDER DR. VEE ON DEVELOPING ENGAGING CURRICULUM DIFFERENCES FOR

THOSE WHO ATTEND PULLOUT-GIFTED COURSES AT APPLE BLOOM ELEMENTARY SCHOOL. I HAVE GAINED EXPERIENCE FROM BOTH HANDS ON WORK WITH

GIFTED CHILDREN AS WELL AS MEETING PARENTS WHO HAVE BROUGHT THEIR CHILDREN INTO DR. BEEBEE’S OFFICE FOR EVALUATION.