This study examines whether pairs of same-sex siblings labeled differently (one "gifted", one "not gifted") deidentify more than pairs of same-sex siblings who are labeled the same (both "gifted"). It further investigates patterns of perceived similarity between the siblings and patterns of parent identification to establish how these influence parents' perceptions of their children as "gifted" or "not gifted". / Deidentification did not appear to vary depending on whether children were labeled the same or differently. However, females produced higher measures of deidentification than males--with girls labeled the same producing the highest scores of all. / All parents tended to see siblings as contrasting. They also showed a tendency to split parent identify with their children--each parent identified with a different child. In 39 out of 40 cases if parents perceived themselves as having been gifted students, then the children they identified with were labeled as "gifted". This parental labeling seemed to occur well before any formal identification and was maintained in the face of contrary evidence. / For this group different labeling was not associated with poor sibling interaction. Poor sibling relationships appear to co-occur with poor marital relationships.

The pupose of this study was to examine the validity of the Differential Abilities Scale with a gifted sample. Subjects consisted of 111 students identified as gifted by Indiana S-4. They were in grades 1 thru 6 and ranged in age from 6-8 to 12-11 with a mean age of 9-8. There were 60 females and 51 males who participated. Approximately, 1% of the population was minority which closely resembled the school population. Data from previously administered WISC-III and WIAT (The Psychological Corporation, 1992) were available for 21 of the 111 students.The first aspect of this study was to assess the construct validity of the DAS through investigation of the internal structure. Several different models were proposed. These analyses revealed that the proposed models were not good explanations of the relationships among obtained scores because convergence could not be obtained. A respecified two factor model was obtained where loadings on a Verbal Factor were constrained as recommended by Maxwell (1977). For this sample of gifted students a two-factor model with the first factor being primarily composed of Word Definitions was found to be a tenable one for the DAS.The second aspect of this study was to examine the convergent and predictive validity of the DAS by comparing these scores with the WISC-III and WIAT scores. Verbal factors for the two intelligence tests were the most highly correlated. Although there is overlap between the two intelligence measures, each test measures something unique. While one might expect these two instruments would not correlate perfectly, this correlation is lower than predicted.The DAS cognitive portion was more highly related to the other ability measure, the WISC-III, than it was to achievement as measured by the WIAT. In addition, achievement portions of both instruments were more highly related than they were to the ability measures. / Department of Educational Psychology

The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed. / Department of Educational Psychology

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 160-174) / Microfiche. / xi, 174 leaves, bound ill. 29 cm

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study. / Department of Educational Psychology

This study was designed to ascertain whether group achievement test data can determine special education referral accuracy. One hundred eighty-nine special education referrals from four school districts in Texas were examined. The demographics were limited to group achievement test data: grade equivalents and percentiles in the subject areas of reading, spelling, language arts, and mathematics. Also examined were referral and eligibility outcomes to special education.