SCORING PAGE SENG Home Study Course

SCORING PAGE SENG Home Study Course The Social and Emotional Development of Gifted Children: What Do We Know? Maureen Neihart, Psy.D., Sally M. Reis, Ph.D., Nancy M. Robinson, Ph.D., Sidney M. Moon, Ph.D. INSTRUCTIONS: Please complete top portion of form and record answers on this page. Return this completed page for scoring. By email: homestudy@sengifted.org By fax: (866) 728-4990 Date: Name: Professional Title: Address: City/State/Zip: Telephone: Email: ANSWER KEY: 1: a b c d 26: True False 2: a b c d 27: True False 3: True False 28: a b c d 4: a b c d 29: a b c d 5: a b c d 30: a b c 6: a b c d 31: True False 7: True False 32: True False 8: True False 33: a b c d 9: a b c d 34: a b c d 10: True False 35: True False 11: True False 36: True False 12: True False 37: a b c d 13: a b c d 38: a b c d 14: a b c d 39: a b c d 15: a b c d 40: True False 16: a b c d 41: True False 17: a b c d 42: a b c d 18: a b c 43: True False 19: a b c d 44: a b c d 20: True False 45: a b c d 21: a b c d 46: a b c d 22: a b c d 47: a b c d 23: a b c d 48: a b c d 24: a b c d 49: True False 25: a b c d 50: True False

TEST QUESTIONS SENG Home Study Course The Social and Emotional Development of Gifted Children: What Do We Know? Maureen Neihart, Psy.D., Sally M. Reis, Ph.D., Nancy M. Robinson, Ph.D., Sidney M. Moon, Ph.D. INSTRUCTIONS: Please record all answers on Scoring Page (page 1). Return Completed Scoring Page to SENG. By email: homestudy@sengifted.org By fax: (866) 728-4990 1. Compared with the general population, gifted children tend to come from families a. That are highly competitive b. That are less often intact c. That are more creative d. That are more often intact 2. A general practice that has strong research support as an effective strategy to facilitate optimal development in gifted children is a. Differentiated curriculum b. Academic acceleration c. Peer support groups d. Early admission to kindgergarten 3. True or False: No firm consensus exists among professionals as to precisely who should be considered gifted, talented or both. 4. Rates of depression and suicide in gifted children tend to be a. Higher than rates in the general population b. Lower than rates in the general population c. Similar to rates in the general population d. Similar to rates in the general population for depression, but higher for suicide 5. A common risk factor for social or emotional difficulties among gifted children is a. Unrealistic parental expectations b. A mismatch between the child s ability level and the educational environment c. Older friends d. Unrealistic teacher expectations

6. Radical acceleration is recommended for highly gifted children. This term refers to a. Early admission to kindergarten b. Early admission to college c. Provision of college level subject content d. Acceleration results in a child s entering college 3 or more years earlier than usual. 7. True or False: Profoundly gifted children show inherent social deficiencies more frequently than age peers or other gifted children. 8. True or False: For profoundly gifted children, a grade skip of one year is no more effective, academically or socially, than retention in a heterogeneous classroom. 9. The problems of social isolation, peer rejection, loneliness and alienation that afflict many profoundly gifted children arise from a. Their exceptional abilities b. Society s response to them c. Parental pressures and expectations d. Low challenge in the school curriculum 10. True or False: Gifted students are generally extrinsically rather than intrinsically motivated. 11. True or False: Research clearly indicates that teachers can seldom adequately meet the needs of gifted children in regular classrooms with classmates of their age. 12. True or False: Ability grouping is an effective intervention for profoundly gifted children. 13. Reviews of research suggest that gifted children may be at risk for a. Internalizing disorders b. Externalizing disorders c. Obsessive compulsive disorder d. Psychotic disorders 14. When gifted children experience failure, they may have few strategies to manage their emotional reactions because they a. Tend to rely heavily on intellectualization as a defense b. They are emotionally immature c. They have little experience in dealing with failure d. Adults tend to rescue and problem solve for them

15. Dabrowski s levels of integration represent a. Stages of normal development b. The mapping of personality development c. Levels of moral development d. Differentiation of pathology in personality 16. Dabrowski used the term excitability to refer to a. Forms of experiencing b. Forms of emotional expression c. Forms of social expression d. Indicators of giftedness 17. Dabrowski s theory is controversial because a. It identifies a wider range of people as gifted b. It conflicts with DSM diagnostic criteria c. It promotes a narrower identification of giftedness d. It assumes neurotic symptoms may be a sign of emotional development 18. Most research comparing high ability students to others has found gifted students to have a. Higher self concepts b. Lower self concepts c. Similar self concepts 19. Children who hold an entity belief about intelligence a. Respond with resolve in the face of criticism b. Focus on challenge and engagement with learning c. Believe that ability is malleable d. Are highly vulnerable to minor setbacks 20. True or False: Gifted girls are more likely than gifted boys to hold an entity view of Ability. 21. Many early attempts to improve gifted underachievers academic performance were a. Successful b. Unsuccessful c. Increased effort but had no effect on grades d. Altered parental expectations and child s effort

22. Some studies suggest that one type of effective intervention for gifted underachievers may be based on a. Parental modeling b. Peer modeling c. Student strengths and interests d. Reinforcements of approximate behaviors 23. The concept of academic underachievement is often discussed and a. Vaguely defined b. Clearly defined c. Rigorously researched d. Changes with cultural context 24. Epidemiological studies indicate that rates of depression among children and adolescents generally are a. Sharply decreasing b. Gradually decreasing c. Are at an all time low and dropping d. At an all time high and climbing 25. A serious limitation in the research on depression in gifted students is a. The way subjects were identified as gifted b. Sample size c. Poor research design d. Sample bias 26. True or False: A frequent observation is that gifted adolescents are more likely to experience a premature existential depression. 27. True or False: The role of protective factors is usually not mentioned in discussions about the emotional adjustment of gifted children because the available research indicates they don t play a role. 28. The most asynchronous children are a. Highly gifted children b. Prodigies c. Twice exceptional children d. Moderately gifted children 29. Research indicates that high ability youth their average ability peers a. Are at least as well adjusted as b. Are better adjusted than c. Are less well adjusted than d. Are more at risk for adjustment problems than

30. Almost all gifted children are the developmental norm in some ways a. behind b. ahead of c. at 31. True or False: The affect regulation of gifted children is often more mature than expected for chronological age. 32. True or False: No reliable evidence exists to support the idea that suicide and delinquency are particular problems for gifted children. 33. The most common component of definitions of underachievement in gifted children is a. A discrepancy between ability and achievement b. Lower-than-expected grades c. Poor test scores d. Performance in at least one major subject area below grade level 34. Research and clinical studies of perfectionism in gifted children conclude a. That their perfectionism is maladaptive and causes problems for them b. That their perfectionism can be a positive force for high achievement c. That they are less perfectionistic than their average-ability peers d. That as a group, they are not perfectionistic 35. True or False: Many gifted students exhibit multipotentiality, or a variety of talent domains in which they might excel. 36. True or False: A special risk for bipolar disorder seems to exist for individuals with high creative ability in writing and in the visual arts. 37. Gifted children are generally well liked and sometimes more popular than their peers, but this social advantage seems to disappear by age a. 13 b. 16 c. 18 d. 25 38. Gifted students with learning disabilities are at risk for under-identification because a. Psychologists can t agree on the best way to identify them b. Their abilities mask their disabilities and their disabilities disguise their giftedness c. Teachers don t refer them for evaluation d. They tend to read and write well in elementary school

39. During adolescence, the self confidence and perceived abilities of gifted girls a. Steadily increases b. Remains steady c. Steadily decreases d. Correlates with grades 40. True or False: The association of lower intelligence with persistent criminal activity has proved to be very robust. 41. True or False: Teachers often like smart girls more than they like other students. 42. Some research indicates that gifted girls a. Avoid competition in order to preserve relationships b. Pursue challenge at the expense of relationships c. Seek competition with others as a way to strengthen relationships d. Avoid competition to minimize negative labeling 43. True or False: Gifted girls fear social isolation as a consequence of success. 44. Gifted children with ADHD a. Are more emotionally immature but more advanced cognitively than their age peers b. Are more advanced emotionally but less advanced cognitively than their age peers c. Are developmentally more similar to age peers than to gifted peers d. Are developmentally more similar to gifted peers than to age peers 45. An important part of gifted adolescent males belief in self is a. A heightened sensitivity b. Perceived athleticism c. Perceived social supports d. Academic achievements 46. The concepts of risk and resilience may be useful as a theoretical framework for addressing the social and emotional needs of gifted children because a. Gifted children share traits in common with resilient children b. Studies stress the overriding influence a relationship with a caring adult can make in the life of a gifted child c. Resilience research demonstrates that emotional health is attained from a transaction among children, their families and their communities d. Empirical research points to specific risk and protective factors for gifted children

47. Educators are more likely to succeed with gifted children with learning disabilities when they a. Identify compensation strategies for the child s specific areas of weakness b. Nurture the child s self control and empowerment c. Emphasize remediation over talent development d. Confirm the presence or absence of co morbid conditions, like ADHD 48. The traditional definitions of career and career counseling for gifted children should be a. Narrowed b. Differentiated c. Broadened d. Multidimensional 49. True or False: It is clear from the research literature that families play less of a role in children s talent development than once thought. 50. True or False: There is empirical data to support a higher frequency of misdiagnosis of ADHD among gifted children.

EVALUATIONFORM SENGHomeStudyContinuingEducationCourse The$Social$and$Emotional$Development$of$Gifted$Children:$What$Do$We$Know?$$ MaureenNeihart,Psy.D.,SallyM.Reis,Ph.D.,NancyM.Robinson,Ph.D.,SidneyM.Moon,Ph.D. PrintName: Email: Learningobjectives:Aftercompletingthiscourse,attendeeswillhave: Anunderstandingoftherecentresearchonthesocialandemotionalneedsofgiftedchildren. AnunderstandingofDabrowski stheoryasitappliestogiftedchildrenandadults. Knowledgeofriskfactorsassociatedwiththesocialandemotionaldevelopmentofgiftedchildren. Comprehensionofgenderdifferencesastheyrelatetogiftedchildren. Ageneralunderstandingofprotectivefactorsastheyrelatetothesocialandemotional wellcbeingofgiftedchildren. GENERALEVALUATION 1. Overallqualityofbook 2. Overallqualityoflearningobjectives 3. Difficultylevelofquestions 4. Clarityofquestions 5. Relevanceofbooktoprofessionalpractice EVALUATIONOFLEARNINGOBJECTIVES 1. Iunderstandtherecentresearchonthesocialandemotionalneedsofgifted children. 2. IunderstandDabrowski stheoryasitappliestogiftedchildrenandadults. 3. Ihaveknowledgeofriskfactorsassociatedwiththesocialandemotional developmentofgiftedchildren. 4. Ihavecomprehensionofgenderdifferencesastheyrelatetogiftedchildren. 5. Ihavegeneralunderstandingofprotectivefactorsastheyrelatetothesocial andemotionalwellcbeingofgiftedchildren. HOWMUCHDIDYOULEARN? HowmuchdidyoulearnasaresultofthisCEprogram? Please&circle&response:& ExcellentSatisfactoryPoor 123 123 123 123 123 Please&circle&response:& ExcellentSatisfactoryPoor 123 123 123 123 123 Pleasecircleresponse (1beingverylittle,5beingagreatdeal) SENG POBox488 Poughquag,NY12570 FAX:(866)728\4990 office@sengifted.org 12345