This study found that definitions of what constitute
students who are gifted and talented as well as policies and procedures to
identify these high-ability students play a critical role in determining which
individuals actually receive gifted services. Results indicate substantial
changes in definitions and categories of giftedness over the past decade.
Results also reveal variability in identification methods. It should be noted
that at present, no state advocates use a single-score decision-making model
for gifted classification. The authors discuss the implications of these
findings for school psychology.
McClain, M. & Pfeiffer, S. (2012). Identification of
gifted students in the United States today: A look at state definitions,
policies, and practices. Journal of
Applied School Psychology, 28, 59–88.
https://dx.doi.org/10.1080/15377903.2012.643757
