Deck 15: Individuals Who Are Gifted and Talented

Question 1

Understanding intelligence as the g factor, or general intelligence, is based on the belief that intelligence is

A) Multifaceted
B) Ever-changing
C) Identifiable at birth
D) A unitary trait

Answer 1

D

Question 2

A major contribution of early longitudinal studies of gifted individuals was that they

A) Identified the social peculiarities experienced by gifted individuals throughout the years
B) Demonstrated that all individuals who were identified as gifted became experts in their fields
C) Disproved many early theories people held about gifted individuals
D) Demonstrated that gifted individuals experienced longer lives than did nongifted individuals

Answer 2

C

Question 3

Which is not considered best practice in screening for students who are gifted and talented?

A) The nominating process for these students should be ongoing.
B) Schools should choose one method of assessment and adhere to that method for each child.
C) Screening for services should occur at any point in the school year.
D) Assessment should be made in the language in which the student is fluent.

Answer 3

B

Question 4

The term used to describe a curriculum that enables gifted students to work at more complex levels that would not be appealing to all students is

A) Special education
B) Differential education
C) Gifted education
D) Complex education

Question 5

Which is not a common characteristic of gifted adolescent girls?

A) IQ scores drop during adolescence.
B) Gifted girls take less rigorous courses than do gifted boys.
C) Academic performance drops during adolescence.
D) Gifted girls attend less prestigious universities than do gifted boys.

Question 6

Characteristics of families of children who are gifted include

A) A large number of children in the family
B) Parents are older than typical parents
C) Gifted child is usually the youngest
D) Parents set few rules for their children to adhere to

Question 7

Which of the following is not a step in the effective instruction of learners who are gifted and talented?

A) Preassessing the students to determine their current level of content knowledge
B) Grouping children according to ability for instructional purposes
C) Giving accelerated students more assignments to keep them busy until the other students master the content
D) Providing products that will motivate and teach students

Question 8

Because of the sometimes negative consequences associated with being culturally diverse (poverty, language barriers, etc.), these students will

A) Likely never be able to perform in the gifted and talented range
B) Often lack the motivation to perform in the gifted and talented range
C) Likely need extra attention of educators but will be able to perform to their potential
D) Likely drain resources from the schools, taking away from the education of other students

Question 9

One important concept addressed in the National Excellence report that had not been previously considered was

A) The role of gifted and talented education in culturally diverse individuals
B) The role of parents in gifted and talented education
C) The need for special schools to address the needs of gifted and talented youth
D) None of the above

Question 10

A characteristic of gifted African American, Native American, and Hispanic children that is not seen in European American children is

A) Advanced communication skills
B) Advanced imagination
C) Advanced motivation
D) None of the above

Question 11

With a variety of theories on multiple intelligences, why might the field be reluctant to let go of the traditional IQ testing?

A) Most parents understand IQ better than other measures of giftedness.
B) Without an above-average IQ, an individual cannot be considered gifted or talented.
C) IQ is the only foolproof way to identify an individual as gifted or talented.
D) Scores from an IQ test offer standardized information on a student's strengths and weaknesses.

Question 12

Instructional opportunities for adolescents and young adults who are gifted include

A) Magnet schools
B) Advanced Placement classes
C) Saturday programs
D) All of the above

Question 13

One part of the assessment process for gifted and talented children that is different from other exceptionalities is

A) The referral arises because of the students' strengths rather than weaknesses.
B) The assessment should be multidimensional for gifted and talented students while the process is much simpler for students with other exceptionalities.
C) Teachers play a much larger role in the assessment process for gifted and talented students.
D) You do not need parental permission to assess gifted and talented student.

Question 14

Individuals who are gifted and talented but also suffer from a disability are often called

A) Doubly disabled
B) Dually exceptional
C) Twice exceptional
D) Multiply disabled

Question 15

Many states have adopted the six categories outlined in the first national report on gifted education except for which one?

A) Leadership ability
B) Psychomotor ability
C) Visual and performing arts
D) Creative thinking

Question 16

In-depth study, competitions, and interdisciplinary seminars are examples of what strategy for modifying curriculum to meet the needs of gifted and talented students?

A) Enrichment
B) Acceleration
C) Differentiation
D) Grouping

Question 17

One problem with the proficiency standards established by the No Child Left Behind Act, with regards to gifted and talented children, is

A) The children find it difficult to reach the proficiency standards established.
B) Teachers do not have time to help gifted children reach their proficiency levels.
C) The established proficiency levels can be limiting to gifted and talented students.
D) None of the above

Question 18

Why might academic work not always be the most effective way to assess for academic giftedness?

A) Teachers probably don't give students grade-level work.
B) It is a very subjective way to assess for giftedness.
C) Students who are not challenged may not produce quality work.
D) All of the above

Question 19

Who was responsible for the initial work on measuring intelligence?

A) Alfred Binet
B) David Wechsler
C) Lewis Terman
D) Leta Hollingworth

Question 20

Differentiated programming involves

A) Providing instruction that allows the gifted student to advance as far as possible
B) Providing instruction that allows a slow learner to achieve mastery of the curriculum
C) Having high expectations for all students
D) All of the above

Question 21

Originally, gifted students were identified solely on which of the following metrics?

A) Leadership ability
B) Athletic dominance
C) Intelligence quota
D) Musical aptitude

Question 22

Adapting a curriculum to the interests and needs of a particular student is known as

A) Differentiation
B) Curriculum compacting
C) Acceleration
D) Individualization

Question 23

What IQ score is needed for an individual to be considered "gifted"?

A) 140
B) 130
C) 160
D) There is no set IQ score considered "gifted"

Question 24

Offering students tiered assignments based on content, process, and product is an example of

A) Acceleration
B) Flexible grouping
C) Course compacting
D) Differentiation

Question 25

What is the "jot-down" method?

A) A way to take accurate notes
B) A formal assessment measure
C) An informal assessment measure
D) A way for students and teachers to exchange ideas

Question 26

The opportunity to learn with others at the same levels of interest and achievement is an example of which strategy?

A) Grouping
B) Acceleration
C) Enrichment
D) Differentiation

Question 27

In which year was the National Association for Gifted Children founded?

A) 1958
B) 1925
C) 1961
D) 1954

Question 28

All of the following are common myths about gifted and talented students except

A) Gifted and talented students have abilities that can be demonstrated.
B) Gifted and talented children don't have great social skills.
C) Gifted only refers to children who are radically accelerated.
D) Gifted and talented is, many times, used to describe the arts or athletics.

Question 29

Some have argued that gifted and talented children should be given a different label because the word gifted carries some negative connotation.What might be the strongest argument against changing this label?

A) Any label given to a group of students will acquire some negative connotation.
B) The word gifted best describes this group of students.
C) Changing the label would require many expensive changes to legislation.
D) Educators are comfortable with the word gifted.

Question 30

A secondary school with a particular focus such as science, math, or performing arts can be identified as which of the following?

A) Magnet high school
B) Charter high school
C) Preparatory high school
D) Advanced placement high school

Question 31

Which of the following is not a social or emotional characteristic of students who are intellectually gifted and talented?

A) Excellent memory
B) Intensity
C) Dislike of rules and regulations
D) Relates well to older classmates

Question 32

One of the biggest influences in a gifted and talented student's academic performance is

A) IQ score
B) Parents
C) Teacher
D) Principal

Question 33

Off-level testing can best be described as

A) General assessment
B) Taking the ceiling of the test
C) Grade level appropriate
D) A test for creativity

Question 34

Which of the following is not an illustration of creativity, as described by Renzulli's "three-ring model"?

A) Curiosity
B) Willing to take risks
C) Sensitive to aesthetic characteristics
D) Self-confidence and drive to achieve

Question 35

A well-known outlet for adults who are gifted is

A) NASA
B) DEXTER
C) AWGAT
D) MENSA

Question 36

Many educators believe that the least restrictive environment for gifted and talented students is

A) The general education classroom where they can socialize with average peers
B) A self-contained classroom or magnet school
C) Home school
D) It doesn't matter; these children will excel in any environment

Question 37

The ceiling effect, when discussing testing children who are gifted and talented, refers to tests

A) Being too difficult for students to complete
B) Being too easy to offer an accurate representation of students' skills
C) That are designed to measure only students in the top quartile
D) That are designed to measure only students in the bottom quartile

Question 38

The strategy of allowing a student to take high school classes while the student is still in middle school is an example of

A) Enrichment
B) Course compacting
C) Acceleration
D) Flexible grouping

Question 39

Ways to identify leadership talent in individuals include

A) Observing which students are elected into office
B) A leadership portfolio
C) Self-nomination
D) All of the above

Question 40

Academic competitions provide ___________________ for gifted students.

A) Mentoring and teamwork
B) Independence and autonomy
C) Motivation and challenge
D) Advanced placement and honors credit

Question 41

The ____________________ was the first national report on gifted education.

A) Adams Report
B) Marland Report
C) Jackson Report
D) Douglas Report

Question 42

________proposed a three-ring model of giftedness.

A) Ross
B) Renzulli
C) Marland
D) Piirto

Question 43

The combining or grouping of students according to needs and abilities matched to their level of achievement is called

A) Tracking
B) Tiered instruction
C) Flexible grouping
D) Cluster grouping

Question 44

The ____________________ emphasized the importance of gifted and talented students in the United States and provided for a national research center focusing on gifted children.

A) Individuals With Disabilities Act
B) Javits Act
C) Exceptional Children Act
D) Davis Act

Question 45

J.P.Guilford provided the foundation for ___________________ theory by proposing that there are 120 kinds of intelligences.

A) Multidimensional intelligence
B) Variable intelligence
C) Common intelligence
D) Multiple intelligence

Question 46

All states recognize gifted and talented as a category of exceptionality.

Question 47

________ is an instructional technique whereby the time spent on academic subjects is reduced so as to allow for enrichment activities.

A) Higher-order thinking skills
B) Metacognition
C) Curriculum compacting
D) Differentiation

Question 48

As early as the 1920s, "giftedness" was associated with a strength or talent in any area of academics-the relationship between giftedness and high intelligence arose later in the 20th century.

Question 49

For any student to succeed, it is vital that the student is given appropriate _________________.

A) Acceptance
B) Grades
C) Freedom
D) Challenges

Question 50

Giftedness and talent will not be found in children from

A) Low socioeconomic families
B) Countries other than the United States
C) Some racial groups
D) None of the above.

Question 51

Each state uses its own definition of giftedness in the schools.

Question 52

_____ is known as the founder of gifted education.

A) Leta S. Hollingworth
B) J. P. Guilford
C) Lewis Terman
D) Alfred Binet

Question 53

The National Association for Gifted Children believes that _______ percent of the school-age population can be thought of as gifted.

A) 2
B) 6
C) 9
D) 12.5

Question 54

All are characteristics of young talented children except

A) Excellent memories
B) Dyssynchrony
C) Precious
D) Hyperactive

Question 55

Current data from neurobiology research suggest that

A) Gifted children are born with more complex brain structures than peers who perform on grade level.
B) Every child could be "gifted" if given the right opportunity.
C) All children are born with complex and unique brain structures.
D) The part of the brain that governs social skills is less active in gifted children.

Question 56

Which of the following is not an intelligence designated by Howard Gardner's theory of multiple intelligences?

A) Accelerated knowledge
B) Linguistic
C) Bodily-kinesthetic
D) Interpersonal

Question 57

_____ coined the term differential education.

A) Guilford
B) Hollingsworth
C) Ward
D) Javits

Question 58

Research suggests that many teachers have negative attitudes toward gifted and talented students.

Question 59

Cluster grouping and pull-out homogeneous clusters are what type of strategy for addressing the needs of advanced learners?

A) Differentiation
B) Acceleration
C) Enrichment
D) Grouping

Question 60

The use of measures intended for older children is called ___________________.

A) Above-level testing
B) Ceiling testing
C) Off-level testing
D) Above-age testing

Question 61

Children who are twice-exceptional are sometimes referred to as paradoxical learners.

Question 62

Leta S.Hollingworth wrote Gifted Children: Their Nature and Nurture (1926).

Question 63

One of the advantages of the resource room for delivery of instruction is so that students in the general education classroom know which students qualify as gifted.

Question 64

Group measures offer an efficient and effective way to measure intellectual ability in individuals who are gifted and talented.

Question 65

Originally brought about by the launching of the Russian space satellite Ripnak, the movement to educate our nation's brightest students continues today so we can continue to be a viable force in the global economy.

Question 66

In young children who are gifted and talented, it is common to see uneven development of skills.

Question 67

Equity is doing the same thing for all students on the same time schedule.

Question 68

Curriculum compacting is a differentiation strategy that is often used in the general education classroom.

Question 69

Adolescence can be an especially difficult time for students who are gifted and talented.

Question 70

The majority of children who are gifted and talented come from upper-class families.

Question 71

Even with the potential for higher test scores, not all school administrators and staff prefer to have gifted and talented classes.

Question 72

Children who are gifted and talented and learning disabled are often overlooked because they perform at an average level.

Question 73

Acceleration of the curriculum for students who are gifted and talented often contributes to social and emotional difficulties.

Question 74

Individuals who perform at the very high end, for any category of giftedness and talent, are often referred to as profoundly gifted and talented.

Question 75

The United States is the foremost country in the world for educating gifted and talented students.

Question 76

Opportunities are not really opportunities until a person knows about them.

Question 77

The etiology of giftedness is both genetic and environmental.

Question 78

Differentiated education was a theme throughout the chapter.The reason for this theme is gifted and talented students are the only students who will benefit from this type of education strategy.

Question 79

Gifted girls are unlikely to continue to have higher academic achievement as measured by grade point average.

Question 80

Gifted and talented students are less likely to make a year's progress than nongifted students.