Lecture 5: Giftedness and Mental Disabilities Flashcards
normal distribution percentages
68% - tussen 1 SD en gemiddelde
95% - tussen 2 SD en gemiddelde
IQ distribution: 1 SD =
15 IQ points
1 SD = 85-115
2 SD = 70-130
IQ test measures….
- how well you can learn and what you know and can do.
- weak and strong skills
- focus of IQ test is on school-based skills
- acquired knowledge and skills, so not just potential
- always relative to others!
- is not the same as school performance, other factors involved
IQ in schooladviezen
50-69: zeermoeilijk lerend, praktijkonderwijs of cluster 3
70-79: moeilijk lerend, praktijk of soms vmbo basis
80-80: below average: need some extra help
111-120: quite a lot of knowledge, can do things quite well (most havo or vwo)
90-110: about equal to what most of this age score, most under 100 vmbo, above 100 havo
121-130: gifted, vwo, gymnasium of atheneum
130: heel hoog, vwo gymnasium of atheneum
wat is de basis voor schooladvies
LeerlingVolgSysteem & Doorstroomtoets
traditional vs modern view on giftedness
extremely high knowledge, > 130 IQ, can do many things extremely well.
maar nu weten we dat het ook zonder 130 IQ kan, not just potential but also gifted behaviour, so move away from just high IQ but high ability remains
some myths about gifted ness
- gifted children are socially immature
- gifted kids are all the same (verschillen kunnen groter zijn dan tussen normale en gifted mensen)
- gifted kids do well at school -> hoeft niet, scholen zijn niet ingericht voor hen
- gifted kids will succeed -> also need a positive environment
perspectives on giftedness:
- reflects values of society
- typically manifested in actual outcomes
- domain specific
- combination of biological, pedagogical, psychological and psychosocial factors
- relative not just to the ordinary peers but also to the exceptional
waar bestaat giftedness uit
niet alleen IQ!!!!
Renzulli’s three-component definition of giftedness
interaction between 3 clusters of traits:
- above-average ability
- task commitment
- creativity
-> not only talent, but also commitment and creativity
applicable to any valuable area of performance:
- general performance areas (math, philosophy, law, religion, music, etc)
- specific performance areas (jewlery design, choreography, meteorology etc)
gifted children are children with special needs!
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Gardner: intelligence is more than one measure
E.g. Linguistic intelligence (“word smart”)/Logical-mathematical intelligence
(“number/reasoning smart”)/Spatial intelligence (“picture smart”)/ Bodily-Kinesthetic intelligence (“body smart”)/Musical intelligence (“music smart”)/Interpersonal intelligence (“people smart”)/Intrapersonal intelligence (“self smart”)
- biopsychosocial
- cultural setting can activate
- more focus on innate capacities
Successful Intelligence: Sternberg
(response to g factor)
his focus was on the outcomes, intelligence is more complex than g. it is ones ability to set and accomplish personally meaningful goals, given that persons cultural context. people have to find out their strengths and weaknesses, and than capitalizing on the strengths and corecting for or compensating for the weaknesses
4 areas of strengths and weaknesses:
- creative: generate novel and useful ideas
- analytical: to make sure ideas are good ones
- practical: applying the ideas
- wise: ensure implementation of the ideas will help a common good
mental processes needed for the 4 strengths and weaknesses
- metacomponents/higher order executive processes (plan, monitor, evaluate)
- performance components (problem analysis, implement instructions)
- knowledge-acquisition (encoding, selective comparison)
multiple factor model of giftedness: Monks & Ypenburg
- personal factors: high capacities, motivation, creativity
- environmental factors: school, family, friends
dynamic model, interaction determines the effect of the capacities on behaviour
verschil monks & ypenburg en sternberg
Monks & Ypenburg: more focus on realizing potential and on interaction between factors than Sternberg. Sternberg is more focused on the analytical part. Sternberg does mention convincing others so presumably he means social skills as well.
new definition of giftedness: mega model of giftedness (Subotnik)
(High) Ability (IQ score > 130 or above average) is necessary but not sufficient for developing special talent
New domains: additional opportunities for manifestation/development talent and eminence
Mega-model of Talent development: Subotnik
- integration of models
- focus is on development (not just abilities)
- interest and commitment to a domain are important
- gifted achievement and eminence depend on teaching of psychosocial skills (persistence and effort): so needs time investment!
- percentage of eminent adults is smaller than children with gifted potential
- developmental periods for recognition of potential and eminence differ across domains (bv. excellente sporters worden al veel eerder ontdekt dan wetenschappers)
- especially in later stages: it depends on psychosocial skills (bv. growth vs fixed mindset)
- domains differ in performance trajectories: start-peak-end
- giftedness is always relative to others at each stage: 1. potential (how do you relate to others with potential), 2. demonstrated achievement (what have you showed?) 3, eminent levels of achievement (need to show you are excellent)
- transitions are central: abilities -? competencies -> expertise -> eminence
- experts need to use different strategies at each stage
- transitions can be enhanced or limited by personal factors (motivation, social skills, productive mindset) or environmental factors (opportunities, cultural capital)
- different types of creativity: little c (childhood: independent thinking, looking at things from different perspectives), big c (adulthood: mindsets, producing things)
- stages of instruction for teachers: 1) person (engage young people in topic), 2) process (develop skills), 3) product (unique style)
dus alle modellen samen:
= different types of talent (gardner, renzuli), upper end of talent domain
- differentiate between capacity and performance (you need more than just capacity)
- multiple factors such as personal (e.g. Renzuli, 1978; Subotnik, 2011) and environmental factors (e.g. Monks & Ypenburg, 1995; Subotnik et al., 2011) influence gifted performance => think of bio-ecological model!
- models are dynamic: changes in family, school or opportunities can change motivation or skills (Monks & Ypenburg, 1995; Subotnik et al., 2011). Negative or postive development: from potential to achievement to eminence (Subotnik et al., 2011)
- apart from cognitive skill (Sternberg et al., 2010) or other high ability other skills are needed such as practical skills (Sternberg et al., 2019), social skills (Subotnik et al., 2011) and creativity (Renzuli, 1978; Subotnik et al.,, 2011)
implications
- a child with high iq can do bad at school
- cognitive and psychosocial variables are malleable (iq!) -> all children need to be challenged at their level
- effort and opportunity are important at every stage
diagnosis of giftedness:
- school achievement (maar niet accuraat want kinderen worden soms niet genoeg uitgedaagd)
- achievement tests zoals cito (objectief, maar niet genoeg want test meer motivation)
- intelligence test (does test potential, but also test anxiety, motivation, lack of focus)
we need multidimensional tests: functional development (IQ, memory, attention) and social development, and test creativity. also focus on comorbidity which may mask giftedness (adhd, ass, dyslexia)
risk of giftedness for educational success: 6 student profiles
- independent
- successful
- provocative
- dodging
- learning and behavioural problems
- drop out
independent child profile
- School results reflect capacities
- Works independently
- Good social skills
- No affirmation needed
- Sets personal targets
- Risk taking: not afraid to fail or growth mindset
successful child profile
- Good schoolresults (room for improvement)
- Perfectionistic
- Needs affirmation from teacher
- Avoids risks: fixed mindset
- Tries not to stand out in the group
- less optimal than independent
dodging profile
- Denies being gifted
- Avoids a challenge
- Wants to belong to the group
kijken naar mega-model of talent development in schrift
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delimiters in mega-model of talent development
psychosocial:
- low motivation
- unproductive mindsets
- low level of psychological strength
- poor social skills
external:
- late entry into domain
- poor match between interests and opportunities
enhancers of mega-model talent development
psychosocial factors:
- optimal motivation
- opportunities taken
- productive mindsets
- developed psychological strenght
- developed social skills
external and change factors:
- opportunities offered
- financial resources and social and cultural capital
provocative child profile
- Corrects teachers
- Bad inhibition (as in ADHD yet different cause)
- Critical about rules
- Competitive
- Honest and direct
learning and behavioural problems profile
- Underachieves: in relation to age norm (have the potential but dont show it)
- Disrupts class
drop-out profile
- Skips classes
- Does not complete tasks
- Looks for challenge outside of school (important for diagnosis)
- Disruptive behaviour in class
- Underachieves in relation to age norm
‘m a gifted student. I got tested for the gifted program in Kindergarten and
I’ve been in it for 9 years, and I have a higher than average IQ of 125-130
about. It’s not all great. I’m often told by my friends that I “don’t need any
help in my classes, you’re just being dramatic about being smart.” This
isn’t really true. My papers are covered in doodles from my boredom in
class and I have no motivation to go to school. I have my gifted class for 4
hours once a week. That’s the only time I get to think. To be challenged
and it’s awesome and finally all of the kids there can keep up with me and
we can keep up with eachother. It’s short lived however, because I
eventually have all off my classes the rest of the week, being too far
ahead, too quiet to be heard, never challenged
myth: gifted students will make it on their own
schoolprogramme for gifted kids
- giftedness must be developed and sustained by training in domain specific skills
- also need acquisition of psychological and social skills
- if things do become complicated, they need to have the right strategies
- cognitive behavioural therapy if it doesnt go well
2 approaches:
1) acceleration approach: een klas skippen (maar dan nog steeds wel sneller leren dan de rest -> limits to this approach). gaat goed, ook met emotional skills omdat ze al wat beter zijn dan hun peers. you also have to make the teaching materials compact (otherwise still repetition)
2) enrichment approach: more indepth and broaden knowledge. no formal evaluation, but assumed to be useful.
voorbeelden: plusklas, special gifted school, or pull-out 1 day a week
- drawback: distance with regular class and content, less contact with peers so possibly social-emotional coaching needed
- drawback: you are not the best anymore (big fish small pond)
-> depends on the child, if you dont want to stand out it is good, but if you are constantly looking for confirmation, it may demotivate -> conformist or independent?
- positive: social emotional benefits due to acceptance and a stimulating environment
mental disabilities=
- IQ < 70, and associated deficits in adaptive functioning (communication, social participation and independent living), age of onset before 18
- prevalence 1%-3%
- also not fixed, just like giftedness. numbers of hours of education is more important than cognitive defects.
3 different perspectives on intellectual disability (AAIDD, DSM5, IDEA)
- American Association on Intellectual and Developmental Disabilities: focus on support needed (intermittent, limited, extensive or pervasive)
- DSM 5: IQ 65-75, limitations adaptive functioning (mild, moderate, severe, profound), onset before 18
- Educational System (IDEA): delay of 35% or more in cognitive, motor, speech/language, social/emotional, adaptive functioning, or 25% in 2 or more developmental areas
borderline mental disability=
licht verstandelijke beperking/LVB
- IQ 70-85
- serious deficits in adaptive behaviour at > 2 domains: communication (language comprehension, attention, executive functioning, integration of information and memory), selfcare (verzorging en zelfstandig wonen), social/relational skills (language pragmatics, theory of mind, social adaptation skills)
- Nationale Jongeren Instituut: ook leerproblemen, psychiatrische problemen, fysieke problemen, familie problemen en sociale problemen
IQ level determines severity of handicap
if IQ score is lower, than there are more general developmental delays. if the scores are higher, you have to focus on the social adaptive skills because they are more important for the handicap.
mental disabilities in schools:
- IDEA: integrate children as much as possible in regular classes (mainstreaming/inclusion)
- NL: cluster 3/praktijkschool
- strength/weakness profile: instruction, teaching content, time on task, feedback, teaching approaches, etc
- take into account underlying factors (e.g. emotion recognition and interpretation skills)
- determine limited learning abilities and possibilities
- focused approach to avoid the risk of frustration, behavioural problems, learned helplessness, anxiety for failing or negative self-concept
- connect things to existing knowledge
- give feedback
- aims training, to increase motivation
- intensive and individualized instructions
provocative child profile
- Corrects teachers
- Bad inhibition (as in ADHD yet different cause)
- Critical about rules
- Competitive
- Honest and direct
