This document summarizes characteristics of gifted and talented students. It describes positive characteristics such as intellectual ability, academic ability, creative ability, artistic talent, and leadership ability. It provides IQ ranges for different levels of giftedness. It also discusses negative characteristics that can conceal giftedness, such as disruptive behavior, perfectionism, and underachievement. Finally, it acknowledges that giftedness can be found in students from all backgrounds, including those with disabilities or who are culturally or linguistically diverse.

1. CHARACTERISTICS
OF
GIFTED
AND
TALENTED
STUDENTS
2008

2. Gifted and talented students may
exhibit positive and/or negative
characteristics.
Positive characteristics include --

3. Intellectual
ABILITY

4. •Uses advanced reasoning skills
•Has extensive and detailed memory
•Answers questions in detail
•Wants to learn and is very curious
•Makes logical inferences, draws
conclusions based on sound
reasoning
•Understands abstract ideas and
complex concepts
•Learns new information quickly
•Applies prior knowledge to problem
solving

5. I.Q. Scales
Highly Gifted student 145-159
Moderately Gifted student 130-144
Mildly Gifted student 115-129
The average I.Q. is 100.

6. ACADEMIC
ABILITY

7. •Has an intense, sustained interest
•Completes academic work
correctly/unassisted
•Contributes to academic discussions
•Excels in one or more subject areas
•Has hobbies/collections related to field
•Has an inquisitive nature and
asks relevant questions
•Demonstrates knowledge of facts in
one or more academic areas
•Demonstrates knowledge about current
events

8. Creative
ability

9. •Has active imagination
•Is emotionally sensitive (i.e. to beauty)
•Brings inventive/innovative approach to
problems
•Generates “what if” questions
•Experiments with ideas
•Is a nonconformist, uninhibited in
expression, adventurous
•Is a risk taker
•Comfortable not having the “correct”
answer
•Constructs jokes, clever plays on
words, ironic observations

10. Artistic Talent
…specialized

11. •Produces imaginative/original art
•Appreciates subtle variations in artistic
products or performances
•Seems to pick up skills in the arts with little
or no instruction
•Art performance/products marked by
detail, complexity, richness
•Concentrates for long periods of time on
artistic projects
•Expresses emotion in art
•Communicates effectively via artistic
media

12. LeadershipLeadership
AbilityAbility

13. •Acts responsibly in social situations
•Has a cooperative attitude
•Projects positive image to peers
•Earns respect and trust of others
•Is self-confident
•Gets others to work together
•Maintains on-task focus
•Takes charge in group situations
•Is visionary – has a holistic view
•Can do backwards planning

14. MOTIVATION

15. •Shows pride in work
•Wants to perform at highest possible
level
•Reacts to challenges enthusiastically
•Approaches situations expecting to do
well
•Places high value on mastery
•Works tenaciously, not easily
discouraged
•Sets challenging goals
•Strives to improve
•Attempts tasks above current skill level

17. How Can I Tell The Difference
Between
High Achievers
&
Gifted Students?

18. HIGH ACHIEVERS…
Know the Answers
Enjoy School
Grasp Meaning
Copy Accurately
Have Good Ideas
Absorb Information
Achieve Mastery in
3-8 Repetitions
GIFTED STUDENTS…
Ask the questions
Enjoy Learning
Draw Inferences
Create New Designs
Have Unexpected Ideas
Manipulate Information
Achieve Mastery in
1-2 Repetitions

19. Negative Characteristics
• Some characteristics of gifted
students often keep them out of G/T
programs. This can be related to
teacher misidentification.
• Teachers tend to identify “teacher-
pleasers” as gifted and ignore some
gifted kids with “annoying” behaviors.

20. General Definition of a Teacher Pleaser
A Teacher Pleaser is a student who has
and/or does all the nice, pleasing, helpful,
and considerate things in class as well as
bails you out of uncomfortable situations
when possible. This student achieves
high grades in class AND scores in the
90th
percentile or above on standard
achievement tests. Teacher Pleasers
may vary from class to class.

21. “Teacher Pleaser or Gifted?
Where is
Plymouth Rock?
I am not Presently at
Liberty to Divulge
that Information, as it
might Compromise
our agents in the
Field.
I understand my Tests
are Popular reading in
the Teachers’ Lounge.

22. “The extremely bright or the creative, curious, and questioning
students, who may be stubborn, rule-breaking, egotistical or otherwise
high in nuisance value, may not be the teachers’ favorites, but they
sometimes are the most gifted.” Gary Davies and Sylvia Rimm
When did the
Pilgrims land at
Plymouth Rock?
1620
As you can see, I’ve
Memorized this
utterly useless fact
long enough to pass
a test Question. I
now intend to
Forget it Forever.
You’ve taught me
nothing except how
to cynically
manipulate the
system.
Congratulations.
A more thought
provoking
Answer was
Definitely Called For.

23. Negative Characteristics of Creativity
• Being bored with routine tasks,
refusing to do rote homework.
• Not being interested in details,
handing in messy work
• Making jokes or puns at inappropriate
times

24. Negative Characteristics of Motivation
• Being emotionally sensitive,
overreacting, getting angry easily, or
crying if things go wrong

25. Negative Characteristics of
Critical Thinking
• Being self-critical and impatient with
failure
• Being critical of others, even of the
teacher

26. General Definition of a Potentially
Gifted Student
A Potentially Gifted student is a student
who is pleased with original work, right or
wrong, and who is strongly opinionated
regarding moral issues. This student
may also possess all, some or none of
the labels associated with the Teacher
Pleaser.

27. Teacher Pleaser…
Knowledgeable
Completes all work
Writes well
One of the first to respond
Asks “safe” questions
Time is important
Potentially GIFTED STUDENT…
Has much factual information
May not show neatness or order
in work
Anticipates outcomes
May disagree with teacher or
textbook answers
May frequently respond in an
elaborate manner
May not want to stop working
on a task

28. OVER-Achievers
Are Typically
TEACHER-PLEASERS
(They turn in homework…)
…
Many Gifted Kids
Are NOT!
(Homework? What homework?)

29. A Matter of Perspective

30. CHARACTERISTICS
OF Giftedness
in Persons with Disabilities
… and other challenges

31. Characteristics of Intellectually
and Academically Gifted/
Physically Disabled Youth
• Advanced lexicon
• Broad knowledge base
• Advanced memory skills
• Excellent abstract-thinking
skills
• High level of determination
• Curiosity
• Creative problem-solving skills
• Nontraditional means of
expression to convey intellectual
ability
• Ability to compensate for
disability
• Preference for gifted programs
• Forceful personality
• Perfectionism
• High level of emotional stress,
self-criticism, and dissatisfaction
with society
Stephen Hawking

32. Characteristics of
Creatively and
Artistically
Gifted/ Physically
Disabled Youth
• Sense of humor
• Adjustment skills
• Swift comprehension of
new ideas
• Active imagination
• Artistic/Visual
appreciation
• Precocious ability to gain
new theoretical
perspectives
Mattie Stepanek

33. Characteristics of
Gifted/Visually Impaired
Gifted Youth
• High task commitment
• Perceptive to the
environment
• Precocious ability to learn
Braille/Computer Skills
• Love of reading
• Creative thought process
• Tendency to work on grade
level
• Strong communication
skills
Helen Keller

34. Characteristics of
Gifted/Hearing Impaired
Youth
• Tendency to work on
grade level
• Good sense of humor
• Intuition
• Poor speaking ability
• Ingenious problem-
solving skills
• Clearly symbolic language
capabilities
• No literal explanations
necessary
Heather Whitestone

35. Characteristics of
Gifted/ADHD
Youth
• Inattentiveness
• Impulsive/hyperactive
conduct
• Eagerness
• Compassion
• Fidgetiness
• Minimal need of sleep
• Strong-mindedness
since early childhood
• Difficulty with lengthy
assignments

36. Many Characteristics Of The Highly Creative
Are ALSO Characteristics of ADHD
Inattention and Daydreaming
Sensation Seeking
Inability to Finish Projects
Hyperactivity
Enthusiasm and Playfulness
Difficult Temperament
Deficient Social Skills
Hypersensitivity to Stimulation
Mood Swings

37. General Characteristics of
Gifted/Low Socio-Economic
Youth
• High mathematical abilities
• Imaginative storytelling, using
language rich in imagery
• Sense of humor
• Resourcefulness: the ability to
solve problems by ingenious
methods
• Alertness, curiosity
•Originality and creativity in
thinking
• Leadership ability in peer group
• Ability to generalize learning to
other areas and to show
relationships among
apparently unrelated ideas
• Initiative and eagerness to do
new things
Barbara Clark, Growing Up Gifted, sixth ed.
Maya Angelou
Photo/David (News Service Umberger)

38. Gifted Characteristics Associated with
ESL (English as Second Language) Students
• Reads two grades above in native language
• Has advanced knowledge of idioms and native dialects with
ability to translate and explain meanings
• Keeps busy and entertained, especially by imaginative
games and ingenious applications
• Exhibits leadership ability, although in an unobtrusive
manner; often best observed in non-traditional settings, e.g.
playground, church, home, sports, clubs
• Accepts responsibilities at home normally reserved for
older children
• Enjoys intelligent and/or effective risk-taking behavior, often
accompanied by a sense of drama
• Demonstrates a strong sense of pride in cultural heritage
• Eagerly shares native culture

39. Even “more”
Characteristics
That
Conceal
Giftedness

40. “Questionable” HUMOR
–bizarre, absurd, cynical, inappropriate

41. Sometimes obsessed with
Specific Interest Area
and Nothing Else
--often unusual interest
--passionate
--sometimes fleeting
Once they completely
SATURATE their focus,
they move on
to something new

42. Frustration
with
inability to
master
certain
academic
skills

43. DISRUPTIVE
Classroom
Behavior

44. Daydreaming
Lack of Concentration
Not Listening

45. “If it can’t be
perfect I won’t
do it at all, or
I’ll intentionally
do a poor job.
I’d rather have
a “zero” than a
“B” or “C.”
Perfectionism

46. In the Classroom Some Gifted Kids –
•Can easily become bored with routine assignments.
•May want to do things his/her own way—why not?
•Can become a real pest.
•May notice the teacher’s lack of inconsistency with
“But you said we should always…”
•May not always pay close attention to directions.
•Can make jokes at adults’ expense. Not everyone
appreciates this.
• Sometimes TOO innovative.

47. •Restless, inattentive, disturbing others
• Poor in Spelling, careless in handwriting,
inaccurate in Math because they are
impatient with details requiring rote learning or
drill.
• Lackadaisical in completing or handing in
assignments and can be indifferent to
classroom work when not interested.
• Outspokenly critical of both themselves and
others, an attitude which often alienates
adults
as well as peers.• Can become too bossy and be unwilling to listen
to the opinions of others.

48. Super Sensitivity

49. Lack of
Organizational
Skills

50. LOW
SELF-
ESTEEM

51. Absence of
Social Skills
With
Peers

52. The Chameleon
This student masks his abilities for many reasons –
peer pressure, fitting in, the “Sport’s JOCK” syndrome.
Sadly, many of the chameleons secretly
long to learn and pursue their unique interests.

53. Underachievement
is common
affecting 20% to
50% of gifted
students

54. Most Potentially Gifted Students Who
Underachieve -
• Encounter external and internal barriers
in school and self
• Have not had opportunities to understand
their interests, strengths, styles, and
deficits
• Fear failure so do not take risks
• May feel powerless due to age and
maturity to make changes

55. The child who does well in school,
gets good grades, wins awards,
and “performs” beyond the norm
is considered talented.
The child who does not, no matter what
his innate intellectual capacities
or developmental level,
is less and less likely to be identified,
less and less likely to be served.
More and more, “gifted” is perceived
as synonymous with (and limited to)
academic achievement.

56. There is no ONE indicator of
giftedness.
Gifted and talented children are
found in expected AND unexpected
places.
However, it is important to
always remember that…

57. the gifted child
is a CHILD First!

58. Acknowledgements
• Patricia Hesse – Gifted/Talented Coordinator, grades 2-12 for
Weiner Public Schools, Arkansas (slide format)
• Shirley Kohl – CMS Elementary Talent Development
Specialist (revision, editing)
• Sally Reis – Professor & department head of Educational
Psychology at the University of Connecticut (research)
• Linda Silverman – Leading expert in the field of gifted
education and author of Counseling the Gifted and Talented
(research)
• Susan K. Johnsen – Professor in Department of Educational
Psychology at Baylor University. Director of Ph.D. Program
and programs related to gifted and talented education.
(research)
• E. Susanne Richert – Director, federal contract on national
identification methods (research)