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Understanding and Supporting Gifted

Underachievers

EMB School Development DivisionEducational Psychologist

Sarah Pong12 January 2004

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Defining ‘underachievement’

‘ Underachievement is defined as adiscrepancy between a child’s schoolperformance and some index of his or

heractual ability, such as intelligence,achievement, or creativity score, orobservational data.’ Davis &

Rimm 1985

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Defining ‘underachievement’ in terms of

A DISCREPANCYbetween

POTENTIAL(what a child ought to be able to do)

and ACTUAL PERFORMANCE

(what a child is really demonstrating)

Richert 1991

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Identifying gifted underachievers using

Intelligence test scores Gifted : 2 SD above the mean

Achievement test scores A pattern of continuous decline in

group achievement test scoresObservation

Teachers/parents observation checklists

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Rethinking the ‘discrepancy’ formula

The discrepancy being persistent and marked. Underachievement is first and foremost a

behaviour and, as such, it can change over time.

Negative mental image leading to mental blocks - resulting in ‘a game of blaming.’

Performance being exclusively associated with academic, school-based endeavors.

Underachievement is content and situation specific.

Underachievement is in the eyes of the beholder.

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Breaking the vicious circle –Early Identification & Early Intervention

‘ Early identification and appropriateprogramming prevent the establishment ofchronic patterns of underachievement or negative attitudes toward schools; it alsoallows early intervention with underachievers, which is much more successful than later efforts at remediation or correction. ‘

Whitmore 1980

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Eight characteristics of achievers

Achievers are goal-oriented

Achievers are positive thinkers

Achievers are confident Achievers are resilient Achievers have self-

discipline Achievers have pride Achievers are proficient Achievers are risk makers

How about underachievers?

See self as inadequate Expect academic and

social failure Feel helpless to control

outcomes of effort Don’t feel free to make

choices Set unrealistic goals Are defensive toward

authority Feel rejected and isolated Are not willing to risk

failure Show ineffective

approaches to problems

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Shared characteristics that distinguish the achieving from underachieving gifted

Lack of integration of goals & self direction Lack of self confidence Inability to persevere Inferiority feelings Terman & Oden (1947) Social immaturity Emotional problems Antisocial behaviour Low self concept An unstable family environment Dowall

(1982)

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資優兒的特徵 ※ 邏輯思考力強※ 記憶力特佳※ 知識豐富※ 愛尋根究底※ 富創造力※ 善於解決難題※ 處理抽象觀念能力高

※ 語言能力強※ 具尖銳的幽默※ 自我要求高※ 對他人的期望或

批評非常敏感※ 富理想，重公平※ 喜歡作領導

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潛能未展資優兒的特徵

※ 經常欠交功課※ 考試 / 測驗成績低劣※ 討厭上學※ 缺乏學習動機※ 自尊感低落※ 在課堂上表現退縮或 擾亂課堂秩序※ 認為沒有人會喜歡自

己※ 表現幼稚

※ 抗拒權威、拒絕遵守規則

※ 具有強烈的無助感※ 工作時無法集中精神， 容易分心※ 愛把個人的成敗歸咎於 外在的因素※ 多說話，少做事，語言 表達能力比書寫能力強※ 逃避困難，害怕失敗

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Using the Hong Kong Behavioural Checklist (Teachers’ version) for identifying gifted / Talented primary school students (HKBC-T)

Tapping abilities in: Learning (related to intellectual

ability) Mathematics and sciences Creativity Leadership, and Learning motivation (related to task

commitment)

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A Checklist for identifying gifted

underachievers

- Whitmore J (1980)

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The Child

‘ Kate, is six but has a ‘mental age’ of tenand a half …… Kate, like every highly giftedchild, is an amalgam of many developmental ages … She may be six while riding a bike,thirteen while playing the piano or chess, nine while debating rules, eight while

choosing hobbies and books, five or three when asked to sit still.’ L. Silverman (1993)

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Giftedness as Asynchrony

Asynchrony is due to differences in rates of physical, intellectual, emotional, social and skill development.

‘Giftedness is asynchronous development in which advanced cognitive abilities & heightened intensity combine to create inner experiences & awareness that are qualitatively different from the norm……The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.’

The Columbus Group (1991)

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The emotional aspects of giftedness

‘ Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences’ - Roeper (1982)

Hollingworth (1931) suggested that gifted children are particularly vulnerable between the ages of four and nine,…… ‘To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties.’ (interrationship of cognitive complexity and emotional intensity).

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Inquisitive,good at problem solving challenging behaviours Quick in acquiring information showing off, upsetting routines High expectation of self & others intolerant, perfectionist Sensitivity, desire to be accepted by others sensitive to criticism and peer rejection Strong sense of humor Misunderstood & rejected by peers Diverse interests and abilities

disorganized Creative disruptive Seeks truth, equality and fair play stubborn High energy, alertness hyperactive

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Underachiever Profiles Dianne Heacox

The Rebel ‘Why should I play the school game?’

The Conformist ‘Don’t notice that I am smart.’

The Stressed Learner ‘It’s not good enough.’

The Struggling Student ‘I just don’t get it.’The Victim ‘It’s not my fault.’The Bored Student ‘There’s nothing new to

learn.’

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Categories of underachievement Rimm 1995

Conformity

Nonconformity

Dependent Dominant

Dependent conformers

Dominant Conformers

Dependent nonconforme

rs

Dominant nonconforme

rs

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Reversing underachievementA Trifocal Model S. Rimm 1989

Child

Home School

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The Home

In families of high achieving students,

often Parents are interested

in their children The fathers are

important life influences Mothers are responsible

& independent Parents have high

educational aspirations Parents are well

educated Families are small The student is often the

first born or only child

In families of underachieving

students, often The student is dependent on the

mother The father is rejecting and domineering

and gives little warmth or affection The relationship between father and

daughter or father and son is negative or nonexistent

Parents allows achievement to go unrewarded

The children do not identify with their parents

There are deep social and emotional problems in the family

parents are not active in schools Parents are not supportive of their

children The child’s achievement present a

threat to the parents and their adult superiority

Parents do not share ideas, affection, trust or approval

Parents are restrictive and severe in their punishment

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Effective parent – The Art of Striking Balance

Control vs. FreedomHigh Expectation vs. Low Expectation

Every Child wishes to please his/her parents

Parental involvement is vital in reversing underachievement

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Underachievers belong to an ‘underserved group’ as a result of ‘underachieving schools.’

Whitmore (1989)

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The School

Control vs. Freedom High Expectation vs. Low Expectation (The Art of Balancing)

Curriculum and Learning Style (March & Mismatch)

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The Teacher - My instruction isRigorousI don’t set my expectation so low that students need not

make their best efforts.

RelevantI do not give more of the same task to students already demonstrated mastery.

Flexible and variedI allow variation in how students learn and how students show what they have learned.

Complex I challenge students’ thinking and actively engage them in content that conveys depth and breadth.

Adapted from D. Heacox 2002

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Putting the child back in charge of his or her own education

‘Only when students feel academically

capable and internally motivated to

learn will school success occur… And,

… success is more likely to breed

additional success …’ Delisle 1992

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Focusing on strength – create challenge, variety and opportunity for students to utilize strengths and interests to improve school performance and facilitate in-depth learning

Curriculum compacting Flexible skills grouping Tiered assignments Mentorship

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Remediate deficiencies Work habit & study skills

e.g.procrastination Dysfunctional perfectionism Low self esteem External locus of control Problem-solving, conflict resolution Missing fundamentals & skills Specific learning difficulties – Dual

Exceptionalities

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Strategies to reverse underachievementSupportive strategies Whitmore (1980)

These ‘affirm the worth of the child in the classroom and convey

the promise of greater potential and success yet to bediscovered and enjoyed.’

Intrinsic strategiesThese are ‘designed to develop intrinsic achievement

motivationthrough the child’s discovery of rewards available …. As a

result of efforts to learn, achieve and contribute to the group.’

Remedial strategiesThese are ‘employed to improve the student’s academic performance in an area of learning in which (s)he has

evidenced

difficulty learning, has experienced a sense of failure.

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Personal counselling and special programming Counselling of underachievers ‘should enable

them to recognize their self concepts and perceptions into constructive channels,…’

Gallagher 1985

Negative results from merely grouping underachievers together (students reinforced each others’ negative behaviours). Perkins 1969

Grouping students according to ability without changing the curriculum or teaching methods cannot produce positive results. Goldberg 1965

Great gains reported when placed with achieving peers, with stimulating content and teaching strategies of the advanced class

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Reversing underachievement of the gifted

Pitfalls to avoid Inflexible teaching Rescuing the

student Inappropriate

expectations The need to

control Getting even Giving up Getting angry

Tips for Teachers Focus on the positive Keep problems private Get them involved Get them interested Adjust your curriculum Provide variety Give them tools / opportunity for success Make learning

appropriate & relevant Minimize evaluation Build success Promote positive self

esteem

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Underachievers are ‘discouraged’ persons, they ‘lack courage’. Kauffman 1988

To encourage students, your attitude must say: You are capable. Go ahead and try. Mistakes are to learn from. I encourage at the individual’s pace, not mine. I encourage in the direction of the individual

to meet his/her goals, not mine. I accept attempts and efforts. I value the individual as he or she is. I recognize the individual’s strengths, assets

and resources. Dinkmeyer and Losoncy 1980

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How long will it take to change?

Depending on: The number of underachievement

causes How long the student has been

underachieving. The quality of the partnership formed

between parents/ teachers/ student.

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Reversing underachievementA Trifocal Model S. Rimm 1989

Child

Home School

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Trifocal Model for reversing underachievement syndrome Rimm1986

Assessment

Communication Changing Expectations

Role Model Identification

Correction of Deficiencies

Modifications of Home and School

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http://serc.emb.gov.hk

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http://serc.emb.gov.hk/big5/resources/gifted/index.htm