Learning Problems-The-

Diagnosis of giftedness

Synonyms in a broader sense

Synonyms in a broader sense

Giftedness, Talent, high talent, special talent, genius, special talent, high intelligence, highly intelligent, highly gifted, high performance, intelligence, Intelligence test

engl .: highly gifted, highly talented, endowment, giftedness.

definition

In defining what Giftedness is very often limited to that alone Measurement of intelligence. Giftedness, however, is more than an intelligence test that promises to determine intelligence using an intelligence quotient.
Neither talent nor giftedness is to be equated with achievement or high achievement. This is due to the fact that performance is based on different components and is influenced by many aspects or side effects. Due to these influences, giftedness can go undetected.

Promotion of giftedness

To an existing Giftedness are to be funded Concentration games particularly advisable.
For this purpose, we have developed a game in combination with a game manufacturer, which can playfully promote giftedness.

Through the combination of concentration and play, various goals can be achieved very well.

We particularly value the high quality and workmanship of this game.

frequency

In relation to the measurement of the intelligence quotient with corresponding test procedures, about 2% of the examined people in a comparison group (= same test, same age) are found in the IQ range of 130 and higher. The 2% relate to the people examined and not to the general population.
Roughly estimated and statistically speaking, it is assumed that there is a highly gifted child in roughly every second grade of primary school.
The gender distribution in the area of giftedness is the same. Girls are just as often gifted as boys.

General information

Whether a child is gifted or not cannot be answered quickly and easily. A gifted person can go undetected for a variety of reasons, but beyond that, not every extraordinary achievement is a sign of giftedness.
The consequence of this is that the result of an intelligence test alone is not a sign of giftedness.
In our opinion, a highly gifted diagnosis is much more difficult and should contain the following aspects:

The observation and interpretation of child behavior
The consideration of external factors (= environmental factors)
specifically provided services
Intelligence diagnostics using standardized procedures
possibly also a differential diagnostic delimitation

Consideration of external factors

A diagnosis belongs in the hands of an experienced psychologist. In view of the state of knowledge, in addition to the actual determination of the intelligence quotient, a survey of the parents and teachers will also take place in the context of such a survey to delimit and assess the environmental factors and the non-cognitive personality traits.

On a Questioning classmates (= peer group) is not included. Since adults find it difficult to make such assessments independently of school grades, children of primary school age in particular are very uncritical. Surveys were able to show that sympathy, but also school performance (if known), have a special influence on the assessment of talent.

Opinions on the Assessment of giftedness targets usually contain in addition to the obvious information (Date, information on the intelligence test, anamnesis, reason for the examination) above all Statements about the behavior of the child during the test situation and the actual test results. Expert opinions usually conclude with the psychologist's opinion regarding the assessment of talent. These opinions can additional information from the survey of parents and teachers included. These surveys (see above) can be particularly useful, as both groups have already accompanied the child over a longer period of time and were able to get to know them in different situations.

Gifted people often go undetected into adulthood, read more about it under "Giftedness in adults'.

Observation of behavior

The observation and interpretation of the child's behavior can provide first indications for the possible existence of giftedness. On our sub-page Characteristics of giftedness, we go into this specifically. There you will also find a list of typical behaviors and further information.

Observing and interpreting child behavior always harbors the risk of subjectivity. Much appears to be too positive or too negative. For this reason, intelligence diagnostics can only build on the observations. First and foremost, the child's behavior is assessed and assessed by the parents or the educators or teachers. In the context of intelligence diagnostics by an experienced child and adolescent psychologist, the observation is given additional information.
In addition to observing the child in the test situation (dealing with stress factors, reacting to strange people / strange situations, ...), external influencing factors are also examined through discussions with the parents oranalyzed and interpreted by the educators or teachers (see above).

Specific services provided

Specifically performed services are competitions that reflect the creativity and determination of a child / young person in a special way.
There are a number of competitions for schoolchildren and young people that take different interests into account and can illustrate the capabilities of a child / young person.
For example, competitions are known in which pupils can be registered via the respective school:

"Students experiment"
"Youth researches"
"Youth makes music"
Various other student competitions with a scientific (biology, chemistry, mathematics, physics) or musical - aesthetic focus
...

In the age of a Europe that is growing closer together, there are also more competitions aimed at political education and foreign languages.

Intelligence diagnostics

Which test is used to measure intelligence is different. Since the Intelligence quotient as such not a generally applicable measure is, just that current level of intelligence related to a specific test procedure reproduces, it must be noted in such a report which procedures were used.

Since there are very many different methods for determining the intelligence quotient and thus for measuring intelligence and the individual level of development, a few test methods will only be discussed here as examples. This is partly due to the fairly frequent use of the HAWIK (Hamburger Wechsler intelligence test for children), of the CFT (Culture Fair Intelligence Test) and the Munich battery of giftednesswhich tries in a special way to take into account the various aspects according to the talent model according to Heller and Hany (see above).

Of the HAWIK tests the practical, verbal and general intelligence via various sub-tests, such as: image completion, general knowledge, arithmetic reasoning, etc.

Of the CFT measures the individual ability of a child to recognize rules and to identify certain characteristics. It also measures the extent to which the child is able to grasp and solve problems non-verbally. In total, the test consists of five different sub-tests.

A test procedure that already contains a teacher survey in the form of a checklist is the Munich high-talent battery from Heller and Perleth, which is currently still in development.
Based on the Munich talent model, the individual aspects that determine the development of special talents are integrated into the study. In addition to the general aspects relating to the child's cognitive abilities, it is also about the Question of social competence, motivation, one's own interests and the prevailing school and family climate.
This test procedure will initially be available in two different editions: as MHBT for primary school and as MHBT for secondary school.

Differential diagnostic delimitation

In order to neither misjudge nor over-promote giftedness, there is one as accurate a diagnosis as possible essential. Both extremes can harm the child and endanger their intellectual development.
The Creation of a differential diagnosis As a result, various abnormalities are investigated with regard to their cause.
With regard to giftedness, this means that one starts with the side effects and looks for possible causes for these side effects. Various symptoms of giftedness have been named in the table above.
According to the symptoms one tries to find out the possible causes.

Conspicuous behavior

Disinterest:

because of boredom
due to constant underload
due to ignorance

To withdraw into yourself:

because of boredom
due to constant insufficient demands
due to ignorance
because of the feeling of being different and therefore not being accepted.
due to different interests, possibly interest in things that are of interest to older children / adults

Outsider existence (inner contemplation, playing class clown, nerd, know-it-all ...):

because it notices itself that it is different.
because other children notice that it is different.
Interest in things that their peers are not interested in.
Prefer mental rather than physical activity
because of boredom
due to constant underload

Weak performance:

because of boredom
due to constant underload
due to ignorance
due to inner dissatisfaction (feeling of being different, of not being accepted, ...)
due to different solution mechanisms

Discontent:

because it notices itself that it is different.
because other children notice that it is different.
due to constant underload
due to poor performance and the feeling of actually being able to be better

Perfectionism:

because of the high demands placed on themselves and the environment

Gifted children and teenagers can also have trouble concentrating and paying attention. Inner restlessness and lack of concentration are often the result, but this is not always a sign of being under-challenged.
That too simultaneous occurrence of giftedness and ADS, or giftedness and ADHD is possible.
It is also not uncommon for a gifted child to have problems in a certain school area. The simultaneous occurrence of giftedness in connection with a Partial performance weakness, like for example Dyslexia or Dyscalculia is therefore also conceivable.

In addition, depending on the symptoms, it may be necessary to delimit the following syndromes:

Asperger syndrome
This is a syndrome that usually develops at school age - especially in boys - and manifests itself in the form of severe contact disorders.
The syndrome can be traced back to Hans Asperger, a pedagogue from Vienna, who observed behavior deviating from the norm in individual cases when dealing with children. Symptoms of Asperger's Syndrome include, for example, a very “adult”, sometimes “precocious” expression, motor deficits and gestures and facial expressions that deviate from the norm. Children with one Asperger syndrome For example, it's not easy to keep eye contact with other people. In terms of differential diagnosis, Asperger's syndrome must often be differentiated from giftedness because children with Asperger's syndrome can be noticed at an early age due to their early intellectual maturity.

Borderline syndrome
The borderline syndrome describes one mental disorder with alternating neurotic and psychotic symptoms. Mood swingsUnstable relationships with other people and with oneself are just as much a part of appearance as the longing for an interpersonal relationship in combination with fear of this and much more.