The image is from an article with more quotes by Dr. Christian: Adult Underachievement. Douglas Eby M. Unrealized talent, unrecognized giftedness You may be gifted - Are you embracing it? Note - Links to programs and products may be affiliate links, which means the company provides me a small commission paid by them, at no cost to you if you decide to purchase.
This helps support the free content I provide here and on my other sites, and helps pay for site costs, such as hosting. Thanks for following these links. Learn More. One great way to do this is to surround yourself with people you love and things you love. It will help you see the world through a more positive filter. By providing the information below you will receive early-bird invitations to our events, exclusive musings tailored to your interests, and access to our curated mentorship program.
To join our community, just fill out the form below. Note: Your privacy is important to us, so please know that your information will always remain confidential! Your Name. Karina Vargas. Tags: motivation underachiever. Need a Confidence Boost? In some states, the achievement test scores must be at least two years below grade level in at least one subject area in order to identify the student as learning disabled.
The probability of identifying a young gifted student as learning disabled using such a method is minuscule. Using a similar identification method to identify gifted underachievers presents the similar problem of under-identification.
For example, Sara, the young girl described in the earlier case study was identified as gifted in the primary grades because of verbal precocity, high IQ scores, and advanced performance in all content areas.
She began to have difficulty in reading as she grew older, and reading became more challenging. In first grade, she had been reading at a third grade level and in third grade, she was still reading at a third grade level. Unfortunately, she was not identified as learning disabled, or even as an underachiever at that time. By fifth grade, she was slightly below grade level in reading and beginning to have difficulty in mathematics as well.
She was later identified as having a learning disability despite working at or only slightly below grade level. Although conducting case studies and qualitative research on underachieving gifted students has become quite popular, very few researchers have attempted to utilize true quasi-experimental designs to study the efficacy of various interventions.
Most of the interventions reported in the literature Supplee, ,Whitmore, were designed to effect immediate results with a group of acutely underachieving gifted students. Ethically, it may be difficult to have a true comparison group in such studies because the researcher must withhold treatment that he or she believes is valuable for underachieving gifted students.
The documented effectiveness of most interventions designed to reverse underachievement in gifted students has been inconsistent and inconclusive Emerick, The most well known educational interventions for gifted are either part-time or full-time special classrooms for gifted underachievers e. Butler-Por, ; Supplee, ; Whitmore, In these classrooms, educators strive to create a favorable environment for student achievement by altering the traditional classroom organization.
Whitmore designed and implemented a full-time elementary program for gifted underachievers. Supplee instituted a part-time program for gifted elementary underachievers. Both programs stressed the importance of addressing affective education as well as the necessity of creating student-centered classroom environments. However, neither study used a control or comparison group; therefore, the results of their studies may not be generalizable to the entire population of underachievers.
Emerick investigated the reasons that some students are able to reverse their academic underachievement without the assistance of formal interventions. Her qualitative research study examined the patterns of underachievement and subsequent achievement of 10 young adults. In addition, participants were most likely to develop achievement-oriented behaviors when they were stimulated in class and given the opportunity to pursue topics of interest to them.
In a recent study, researchers used self-selected Type III enrichment projects as a systematic intervention for underachieving gifted students. This approach Renzulli, specifically targets student strengths and interests in order to help reverse academic underachievement Baum et al. In a qualitative study of this intervention technique, five major features of the Type III enrichment process contributed to the success of the intervention.
These factors were the relationship with the teacher, the use of self-regulation strategies, the opportunity to investigate topics related to their underachievement, the opportunity to work on an area of interest in a preferred learning style, and the time to interact with an appropriate peer group appeared to improve achievement.
Almost all of the students who completed type III investigations showed some positive gains in either behavior or achievement during the course of the school year. Eleven of the 17 participants showed improved achievement, 13 of the 17 students appeared to exert more effort within their classes, and 4 of the 17 students showed marked improvement in their classroom behavior. The results of this research suggest that flexible student-centered enrichment approaches may help reverse underachievement in gifted students.
These interventions should be considered in view of the populations that were involved in the studies. None of these interventions, for example, focused solely on high potential students with other exceptionalities such as learning disabilities or physical disabilities who were underachieving in schools. We do not know how many students with special needs underachieve nor do we really know how many students with special needs have hidden talents and abilities.
It is time for further research and inquiry in this area so that students with special needs who are underachieving in our nation receive more attention and programmatic interventions. Then, educators should develop appropriate intervention strategies that address the specific area of need exhibited by the student in question. When we differentiate treatments to meet the needs of underachievers, we will more effectively combat the problem of underachievement within our schools. UConn A-Z.
Sally M. Reis, Ph. Professor Department of Educational Psychology D. Characteristics Which Hamper Identification as Gifted Frustration with inability to master certain academic skill Learned helplessness General lack of motivation Disruptive classroom behavior Perfectionism Supersensitivity Failure to complete assignments Lack of organizational skills Demonstration of poor listening and concentration skills Deficiency in tasks emphasizing memory and perceptual abilities Low self-esteem Unrealistic self-expectations Absence of social skills with some peers Characteristic Strengths Advanced vocabulary use Exceptional analytic abilities High levels of creativity Advanced problem solving skills Ability to think of divergent ideas and solutions Specific aptitude artistic, musical, or mechanical Wide variety of interests Good memory Task commitment Spatial abilities.
Intellectual overexcitability behaviors-curiosity, asking probing questions, concentration, problem solving, theoretical thinking Imaginational overexcitability behaviors-fantasy play, imaginative thinking, daydreaming, dramatic perception Emotional overexcitability behaviors-concern for others, timidity and shyness, fear and anxiety, intensity of feeling Psychomotor overexcitability behaviors-marked enthusiasm, rapid speech, impulsive actions Sensual overexcitability behaviors-sensory pleasures, appreciation of sensory aspects of experiences.
American Psychiatric Association. Diagnostic and statistical manual of mental disorders 4th ed. Baum, S. Gifted Child Quarterly, 32, To be gifted and learning disabled: From definitions to practical intervention strategies. The prism metaphor: A new paradigm for reversing underachievement CRS Boodoo, G. A survey of procedures used for identifying gifted learning disabled children. Gifted Child Quarterly, 33, Butler-Por, N. Underachievers in school: Issues and intervention.
Chichester, England: John Wiley and Sons. Colangelo, N. A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37 , Cramond, B. The coincidence of attention deficit hyperactivity disorder and creativity RBDM Dabrowski, K.
Typy wzmozonej pobudliwosci psychicznej Types of increased psychic excitability. Psychicznej, 1 , Diaz, E. Perceived factors influencing the academic underachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, 42, Dowdall, C. Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, Emerick, L. Gifted Child Quarterly, 36, Frasier, M. Toward a new paradigm for identifying talent potential Research Monograph A review of assessment issues in gifted education and their implications for identifying gifted minority students RM Hishinuma, E.
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