1.ThefirstdevelopmentalassessmentscalecreatedbyBinetintheearly1900swasinitiallyusedtoidentify
a.studentswhoweregifted. b.studentswithspecificlearningneeds.
c.studentswhowerementallyretarded. d.studentswithemotionalproblems.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and
talentedhavechangedsincetheadventofIDEA.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: AlfredBinet,aFrenchpsychologist,constructedthefirstdevelopmentalassessmentfor
childrenintheearly1900s.
2.Conceptualizationsofgiftednesshaveexpandedtoincludedomainsofperformanceothersthanthosemeasuredby
traditionalintelligencetests.Theserecentlyrecognizedcapacitiesinclude
a.extraordinaryskillsin
mathematics,sports,ormusic.
b.transformationorelaboration.
c.creativeendeavors. d.extraordinaryskillsinmathematics,sports,ormusic,transformationor
elaboration,andcreativeendeavors.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and
talentedhavechangedsincetheadventofIDEA.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
3.Currently,thereis_____federalmandateintheUnitedStatesrequiringspecializededucationalservicesforstudents
identifiedasgifted.
a.aclear b.aproposed
c.no d.aweak
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.02-Explainthevariousdefinitionsandclassificationsofgifted,
creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
4.Theactualfundingofservicesforindividualswhoaregiftedis
a.afederalandstateobligation. b.primarilyafederalfunction.
c.primarilyastatefunction. d.alocaldistrictfunction.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.02-Explainthevariousdefinitionsandclassificationsofgifted,
creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Theactualfundingofservicesforindividualsisastatebystate,localchallenge,sothere
istremendousvariabilityinthequalityandtypesofprogramsofferedtostudentsin
variousstates.
5.Criticsoflocal,district,andstatedefinitionsarguethatmanyofthedefinitionsofgiftednessused
a.areelitist. b.favorminoritystudents.
c.favortheaffluentandprivileged. d.areelitistandfavortheaffluentandprivileged.
ANSWER: d
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
6.AccordingtoSternberg’spremise,wisdom,creativity,andintelligence
a.areinnatecharacteristics.
b.areevidencedbyperformingwellonachievementtests.
c.mustbecultivatedandnurtured.
d.areevidencedbyperformingwelloncreativitytests.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
7.Practitionersidentifyingthecharacteristicsofgiftednessmustinterpretresearchfindingswithgreatcautionbecause
the
a.studieswereconductedonseparatepopulationsovertime,notlongitudinallywiththesameindividuals.
b.studiesincludedpreponderantlymenfromadvantagedanddisadvantagedbackgrounds.
c.studiesdidnotincludeadequatesamplesoffemalesormembersofdiverseculturalgroups.
d.studiestypicallyexaminedtheintelligenceofdisadvantagedpopulations.
ANSWER: c
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Practitionersidentifyingthecharacteristicsofgiftednessmustinterpretresearchfindings
withgreatcautionbecausemanyoftheinitialstudiesconducteddidnotincludeadequate
samplesoffemalesormembersofdiverseculturalgroups.
8.Generally,giftedstudentsare
a.well-adjustedandsociallyadept. b.sociallyinept.
c.emotionallyexcitable. d.highlysensitive.
ANSWER: a
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
9.The“StarModel”explainsthecausesofgiftednessascomposedof:
a.natureandnurture.
b.ability,cognition,physical,psychological,andsensory.
c.generalability,chance,specialaptitude,environmentalsupport,andnonintellectualrequisites.
d.culture,environment,hereditary,education,andintellect.
ANSWER: c
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.04-Listthecausesassociatedwithgiftsandtalents.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
10.Elitistdefinitionsandexclusiveapproachestoidentifyingthegifted
a.arebeingreplacedwithmoredefensiblemethodsofassessment.
b.arebeingusedwithgreaterfrequency.
c.arebeingreplacedwithevenmorerestrictivemethodsofassessment.
d.arebeingsupplantedwithlessaccuratecriteriaandmethodsofassessment.
ANSWER: a
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
NOTES: Elitistdefinitionsandapproachestoidentifyingthegiftedarebeingreplacedwithmore
defensiblemethodsofassessment
11.Somegiftedchildrenareinvolvedinpreschoolprogramsthatfocuson
a.talentdevelopment.
b.thedevelopmentofacademicskills.
c.simpleproblemsolvingandrisktaking.
d.thedevelopmentofmetacognitiveskills.
ANSWER: b
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: Preschoolprogramsforyounggiftedchildrenmayfocusonthedevelopmentof
academicskills.Otherprogramsmayfocusonareassuchasaffectiveorsocial
development.
12.Creativityprogramsforyoungchildrenaredesigned
a.toidentifytheirteacher’sspecificintellectualstrengths.
b.toprovideopportunitiesforsecondlanguagedevelopment.
c.todiscovertheirowndeficits.
d.todeveloptheirownnaturalendowmentsinartisticandcreativedomains.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: Creativityprogramsforyoungchildrenaredesignedtohelpthemdeveloptheirnatural
endowments.
13.Anexampleofaccelerationis
a.earlyentrancetoschoolorcollege.
b.curriculumcompacting.
c.gradeskipping.
d.earlyentrancetoschoolorcollege,curriculumcompacting,andgradeskipping.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
14.Amarisisanexcellentreader.Sheiscurrentlyathird-gradestudentbutisreadinginasixth-gradereader.This
methodisknownas
a.telescopedprogramming. b.gradeskipping.
c.verticalenrichment. d.horizontalenrichment.
ANSWER: a
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: TheexampledealingwithAmarisisaformoftelescopedlearning.Eventhoughsheisin
15.Emilisaseventhgraderwhohasexceptionalabilitiesinmath.Emil’steacherisgivinghimtheopportunitytowork
withmoreadvancedmathconceptsintheareasofalgebraandgeometry.Thismethodisknownas
a.advancedstudies. b.enrichment.
c.enrichmentandacceleration. d.condensedprogramming.
ANSWER: c
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: TheexampledealingwithEmilisanillustrationofenrichmentandacceleration.Notonly
ishelearningmoreaboutthesubject,heisallowedtomoveonmorerapidlytoother
advancedconceptsinthesubjectdomains.
16.Themostcommonlyusedadministrativeapproachofprovidingservicestostudentswhoaregiftedis
a.acceleration. b.earlycollegeentrance.
c.enrichment. d.specialclasses.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: Themostcommonlyusedmethodofprovidingservicestostudentswhoaregiftedis
enrichment.
17.Laylaisahighschoolsophomore.Inadditiontoherregularacademiccourses,sheisenrolledinherthirdyearof
FrenchaswellasinaGreekmythologyclass.Thismethodofservingstudentswhoaregiftedisknownas
a.advancedstudies. b.telescopedprogramming.
c.enrichment. d.acceleration.
ANSWER: c
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: TheexampledealingwithLayla,thehighschoolsophomoreisaformofenrichment.
18._____iswhenstudentsareprovidedwithopportunitiestoworkdirectlywithscientists,artists,musicians,orother
professionals.
a.Peertutoring b.Beingapeerbuddy
c.Mentoring d.Inducting
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
19.Lachlan,agiftedstudent,feelsobligatedordutyboundtoachieveexcellenceineveryarea,andhisteacherisnoticing
anincreaseinhislevelsofconformityandlackofinterestintopicsthathehadfoundengaging.Thisisanexampleof
thepossibleeffectsof
a.substanceabuse. b.rolemodels.
c.perfectionism. d.egocentrism.
ANSWER: c
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
20.AccordingtoSilverman,themostdamagingaspectofthesocializationofgirlsinrelationtogiftednessissociety’s
a.expectationthatgirlsmarryandraisechildren.
b.emphasisonglamourandfemininity.
c.encouragementofdependenceinfemales.
d.lowexpectationsforfemalesinmathematicsandrelatedareas.
ANSWER: c
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
NOTES: ResearchcompletedbySilverman(1986)suggeststhemostdamagingaspectofthe
21.Youthfromculturallydiverseandeconomicallydisadvantagedbackgroundsare_____inprogramsforthegiftedand
talented.
a.equallyrepresented b.slightlyoverrepresented
c.slightlyunderrepresented d.dramaticallyunderrepresented
ANSWER: d
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
22.Historically,behavioralscientistsdescribedchildrenwithexceptionallyhighintelligenceasbeinggifted.
a.True
b.False
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.02-Explainthevariousdefinitionsandclassificationsofgifted,
creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
23.FederallawintheUnitedStatesrequireseducationalservicesforstudentsidentifiedasgifted.
a.True
b.False
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and
talentedhavechangedsincetheadventofIDEA.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
24.Studentswhoaregiftedaresocialineptandawkward.
a.True
b.False
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
25.Creativitytestshelpteachersandpractitionersidentifycapacitiesthatmaynotbeevidentinnormalclassroom
settings.
a.True
b.False
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
26.Parentscancontributetoayoungchild’shighcognitiveabilitybytalkingoftentotheirchild.
a.True
b.False
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
27.Oneofthepurposesofpreschoolforyoungchildrenwhoaregiftedisthediscoveryoftheirownareasofpromise.
a.True
b.False
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.02-Explainthevariousdefinitionsandclassificationsofgifted,
creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
28.Teachersforstudentswhoaregiftedrequirenospecialtraining,knowledge,orpreparation.
a.True
b.False
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
29.Researchhasshownthatthenegativeeffectsofaccelerationaregreaterthanthepositiveeffects.
a.True
b.False
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Analyzing
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
30.Theterm”enrichment”canrefertocoursessuchasmusicappreciationandforeignlanguages.
a.True
b.False
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
31.Femalesaremorelikelythanmalestoembraceandovervaluetheiracademicabilities.
a.True
b.False
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.02-Explainthevariousdefinitionsandclassificationsofgifted,
creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
32.Describeaspecifichistoricaldevelopmentthathasdirectlyrelatedtothevariousconceptualizationsofgiftedness.
ANSWER: 1)Binetdevelopedthefirstdevelopmentalscaleandgraduallythenotionofmentalage
emerged;2)TermantranslatedBinet’sscaleandmademodificationssuitablefor
children;3)IQbecamethegaugefordetermininggiftedness;4)Intelligencebegantobe
seenasavarietyofdistinctcapacitiesandabilitiesasopposedtoaunitarystructureor
underlyingability;5)Guilfordbegantodevelopthemultidimensionaltheoryof
intelligence,whichpromptedresearcherstodevelopmodelsandassessmentdevicesfor
creativity;6)Programshaveshiftedtosupportcreativitynotjustacademicachievement;
7)Recentlytheperspectiveofmultipleintelligenceshasemerged.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.01-Describehowthelivesofpeoplewhoaregifted,creative,and
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
33.Identifyatleastthreeofthesixmajorcomponentsofdefinitionsthathavebeendevelopedtodescribegiftedness.
ANSWER: 1)Childrenwhoaregiftedperformorshowpotentialforremarkablyhighperformance
levelsascomparedtosame-agedpeers;2)Childrenwhoaregiftedexhibithigh
performancecapabilityinintellectualandcreativeareas;3)Childrenwhoaregiftedmay
possessunusualleadershipcapacityorexcelinspecificacademicfields;4)Children
whoaregiftedbecomeextremelyproficientperformersorcreativeproducers,excelling
inawiderangeofactivities;5)Childrenwhoaregiftedhavethecapacityovertimeto
solvechallengingproblemsandcreateproductsvaluedandneededbyaculture;6)
Childrenwhoaregiftedneedwelldesignedenvironmentsandopportunitiestorealize
theirfullpotential.
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.02-Explainthevariousdefinitionsandclassificationsofgifted,
creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
34.Identifyaprobleminherentinaccuratelydescribingtheindividualswhoaregifted.
ANSWER: 1)Childrenwhoaregiftedvarysignificantlyonavarietyofcharacteristics;theyarenot
ahomogeneousgroup;2)Becauseresearchregardingthecharacteristicsofpeoplewho
aregiftedhasbeenconductedwithdifferentpopulations,thecharacteristicsthathave
surfacedrepresentthepopulationstudiedratherthanthegiftedpopulationasawhole;3)
Manyearlystudiesofindividualswhoaregiftedledtoastereotypicalviewof
giftedness;4)Studiesregardingthecharacteristicsofindividualswhoaregiftedhavenot
includedanadequatesampleoffemalesandotherunderrepresentedgroups.
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.03-Describethecharacteristicsandprevalenceofchildrenand
youthwhoaregifted,creative,andtalented.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
35.Describethedynamicrelationshipbetweennatureandnurtureinthemanifestationofgiftedness.
ANSWER: Earlyscientistsmoderatedtheirviewstoincludeaperspectivethatbothheredityand
environmentcontributedtoaperson’sintellectualability.Geneticinfluencesmayimpact
measuresofenvironment.Giftedpeopleprofitmorefullyfromenvironmentalinfluences
overtheirlifetime.Manyinnateornaturallyoccurringgiftsandtalentsareoverlookedor
overvalued.Withoutpronouncedorpersistentpracticegiftednessinitsvariousforms
maynotbeachievedandwillremaindormantandunexpressed.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.04-Listthecausesassociatedwithgiftsandtalents.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
36.Listthreeassessmentdevicesusedtoidentifythevarioustypesofgiftedness.
ANSWER: 1)Teachernomination;2)Intelligenceand/orachievementtests;3)Creativitytests.
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
37.Identifysomeofthesocial-emotionalneedsofstudentswhoaregifted.
ANSWER: 1.Understandinghowtheyaredifferentfromandsimilartotheirpeers.2.Appreciating
andvaluingtheirownuniquenessaswellasthatofothers.3.Understandingand
developingrelationshipskills.4.Developingandvaluingtheirhigh-levelsensitivity.5.
Gainingarealisticunderstandingoftheirownabilitiesandtalents.6.Identifyingwaysof
nurturinganddevelopingtheirownabilitiesandtalents.7.Adequatelydistinguishing
betweenthepursuitofexcellenceandthepursuitofperfection.8.Developingbehaviors
associatedwithnegotiationandcompromise.
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
38.Discussachallengefacedbypeoplewhoaretwiceexceptional.
ANSWER: 1)Limitationsintheverynatureandstructureofassessments;2)Lackofrecognitionof
giftsortalentsduetothefocusonthedisability;3)Emergingawarenessofdifferential
educationopportunities.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
39.Accelerationandenrichmentaretwodeliverysystemsforstudentswhoaregifted.Brieflydescribeeachofthese
approaches.Providetwospecificexamplesofpracticesrelatedtoeachofthesesystems.
ANSWER: Accelerationandenrichmentarerelatedideas.Infact,someformsofenrichmentare
acceleration.First,whatisenrichment?Itistheprovisionofopportunitiestoexplore
certainareasorcontentdomainsingreaterdepth.Additionally,itistheexpansionof
learningopportunitiestoexplore,investigate,andlearnaboutotherareasthatwouldnot
betypicallycoveredinacourseorclass.Ontheotherhand,accelerationisthe
movementthroughadefinedsequenceoflearningactivitiesatapacethatisgreatly
acceleratedorunusuallyfast.
Anexampleofenrichmentwouldbeaspecialprogramforgiftedstudentsinthesixth
gradeinwhichtheystudyindepthhistoryintheirimmediateschoolneighborhoodregion.
AnotherexampleofenrichmentwouldbethestudyofIndianbeliefsandcustomsofa
giventribethatoncelivedinthesurroundingareas.Examplesofaccelerationwouldbe
allowingvariousindividualstoskipvariousgradesormovethroughrequiredcoursework
ataratethatiscommensuratewiththeirability.
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
40.Identifyanddiscussfourkeycomponentsofinterventionprogramsforgiftedchildrenandyouthwhoarefromdiverse
cultural,linguistic,ethnic,andeconomicbackgrounds.
ANSWER: Thekeycomponentsofinterventionprogramsforchildrenandyouthwhoare
disadvantagedandgiftedareessentiallyasfollows:(1)Theprogramsshouldutilizeentry
criteriathatmakesense;criteriathatfocusasmuchonpotentialasondemonstrated
ability.(2)Theprogramspayattentiontoextracurricularculturalenrichment.(3)
Teachersintheprogramsarewelltrainedindifferentiatinginstruction.(4)Theprograms
areculturallyresponsiveinboththeuseofteachingmethodsandcontent.(5)The
programmustbedynamictobuildandcapitalizeonstudents’interests,andmaximize
affective,cognitive,andethicalcapacities.(6)Bestprogramscelebrateethnicdiversity,
provideextracurricularculturalenrichmentandattendtostudentdifferenceswhile
fosteringcommunityconnections.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
41.Theidentificationprocessforgiftednessisideallydirectedat​
a.identifyingneedsandpotentials.​
b.​givingmultipleintelligencetests.
c.​creatingstandardizedcut-offscores.
d.​usingseveralcreativitymeasures.
ANSWER: a
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
NOTES: Theidentificationprocessisnowideallydirectedatidentifyingneedsandpotentials
ratherthanmerelylabelingindividualsasgifted.
42.Anumberofchangeshavetakenplacewithregardtotheassessmentofgiftedness.Whichofthefollowing
statementsisaccurate?​
a.​Multiplesourcesofinformationarenowused.
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
43.​Whichofthefollowingstatementsistrueaboutassessingandidentifyinggiftedstudents?
a.​Multiplesourcesofinformationarecollected.
b.​Standardcut-offscoresareused.
c.​Identificationandlabelingofgiftedstudentsareessential.
d.​Alloftheanswersarecorrect.
ANSWER: a
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
44.Recommendationsforidentifyingstudentswhoaregiftedinclude​
a.​teachernomination.
b.​intelligenceandachievementtests.
c.​creativitytests.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
45.Joshisanextremelybrightthird-gradestudentwhoalwaysfinisheshisworkquickly,butaccurately.Whenhehas
finished,hedisturbshisclassmates,refusestostayinhisseat,andisquitedistracting.Josh’steacherhasnever
consideredthathemightbeagiftedstudent.Thismightbetruebecauseteachersaremorelikelytoidentifystudents
whoare_____asgiftedstudents.​
a.​well-mannered
b.​cooperative
c.​attractive
d.​well-manneredandcooperative
ANSWER: d
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
46.Theenrichmentmethodhascomeundercriticismbyprofessionalsbecause​
a.​itisoftenusedinasuperficialfashiontoplacateparentswhodemandgiftedprogramming.
b.​enrichmentactivitiesareoftendevotedtoeducationaltrivia.
c.​enrichmentprogramsoftendonothavewell-delineatedobjectives.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: Theenrichmentmethodhascomeundercriticismbyprofessionalsbecauseitisoften
usedinasuperficialfashiontoplacateparentswhodemandgiftedprogramming;its
activitiesareoftendevotedtoeducationaltrivia,andenrichmentprogramsoftendonot
havewell-delineatedobjectives.
47.​“Governor’sschools”andspecializedresidentialhighschoolsprovidevaluableexperiencesforgifted,talented,and
creativeindividualsbecause
a.​thecurriculumisdesignedtoaccommodateindividualaptitudesandinterests.
b.​althoughfacultyarenotspecificallytrainedtoeducatestudentswhoaregifted,theydoattempttomotivateand
stimulatestudents.
c.​itispreferableforhighfunctioningsecondaryschoolstudentstointeractonlywithindividualsofthesame
abilitylevel.
d.​Alloftheanswersarecorrect.
ANSWER: a
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: “Governor’sschools”andspecializedresidentialhighschoolsprovidevaluable
experiencesforgifted,talented,andcreativeindividualsbecausethecurriculumis
designedtoaccommodatetheirindividualaptitudesandinterests.
48.​Effectiveinstructionalprogramsforchildrenandadolescentswhoaredisadvantagedandgiftedinclude
a.​teacherswhoarewelltrainedandwhounderstandlearningstyles.
b.​teacherswhounderstandlearningpreferences.
c.​teacherswhomaximizestudents’affective,cognitiveandethicalcapacities.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
49.Thetheoryofmultipleintelligencesassumesinpartthatintelligenceis​thecapacityorabilityto
a.​performorshowpotentialforperformingatremarkablyhighlevels.
b.solveproblemsorfashionproductsofconsequence.
c.exhibithighintellectualcapacityinavarietyofdomains.
d.​performorshowpotentialfortaskcommitmentandhighlevelsofcreativity.
ANSWER: b
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Gardner’stheoryofmultipleintelligencespositsinpartthatintelligenceisinpartthe
capacityorabilitytosolveproblemsorfashionproductsthatareofconsequenceina
particularculturalsetting.
50.​Researchershaveagreedthat
a.​approximately80percentofanindividual’sintellectualdevelopmentisdeterminedbyheredity.
b.​approximately80percentofanindividual’sintellectualdevelopmentisdeterminedbyenvironment.
c.​intellectualdevelopmentisdeterminedequallybygeneticsandenvironment.
d.​Noneoftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Researchershavenotyetdeterminedthedegreetowhichheredityandenvironment
contributerespectivelytothedevelopmentofvariousformsofgiftedness.Whatwedo
knowisthatbothareessential.
51.​AccordingtoSternberg’sconceptualization,analyticintelligenceisevidencedbyperformingwellon
a.​everydayproblems.
b.achievementtests.
c.aptitudeandintelligencetests.
d.creativitytests.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: AccordingtoSternberg’sconceptualization,analyticintelligenceisevidencedby
performingwellonintelligencetests(Sternberg,1981).
52.TheMarlandReporttoCongressprovidedforthecurrentdefinitionofgiftedasfollows​
a.​students,children,oryouthwhogiveevidenceofhighachievementcapabilityinmanydomains,andwhoalso
needadditionalservicesandactivitiesnotnormallyprovidedbyschools.
b.​childrenandyouthwhoexhibithighintellectualcapacityinavarietyofdomains.
c.​childrenandyouthwhoperformorshowpotentialfortaskcommitmentandhighlevelsofcreativity.
d.​Noneoftheanswersarecorrect.
ANSWER: a
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Thecurrentdefinitiondefinesgiftednessasstudents,children,oryouthwhogive
evidenceofhighachievementcapabilityinareassuchasintellectual,creative,artistic,or
leadershipcapacity,orexcelinspecificacademicfields,andwhoneedservicesor
activitiesnotordinarilyprovidedbytheschoolinordertofullydevelopthosecapabilities.
53.Conceptualizationsofgiftednesshaveexpandedtoincludementalabilitiessuchas​
a.​memorycapacity.
b.​reasoningability.
c.​divergentthinking.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.05-Describetheassessmentproceduresusedtoidentifygiftsand
talentsinchildrenandyouth.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
54.Discussafactorthatappearstocontributetotheemergenceofvariousformsofgiftedness.​
ANSWER: 1)Geneticendowment;2)Environmentalinfluences;3)Dynamicinteractionsbetween
innateabilitiesandenvironmentalinfluences​
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.15.06-Describethedifferentinterventionsforchildrenandyouth
withgiftsandtalentsfromearlychildhoodthroughadulthood.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow