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Properties of intelligence, giftedness, & intellectual disabilities
- 1. Properties of Intelligence, Giftedness, & Intellectual disabilities By Asal Bahrami, Michelle Withrow, & Caitlin Dowswell
- 2. Intelligence The ability to solve problems and to adapt and learn from experiences (Santrock, 2016)
- 3. Tests 1. The Binet Tests a. The first intelligence test ever administered. b. Developed the concept of Mental Age (MA) - the level of mental development in relation to others. MA scores correlate with Chronological Age (CA). c. Intelligence Quotient (IQ) = MA/CA x 100 2. The Wechsler Scales a. Not only provides an IQ score but also several composite scores that allow the examiner to see if the person is strong or weak in different areas of intelligence.
- 4. Theories 1. Sternbern developed the Triarchic Theory of Intelligence which states that intelligence can take three forms: analytical, creative, and practical. 2. Gardner believed that people have multiple intelligences and IQ tests don’t measure all of the types. He stated that we have 8 types of intelligences and IQ tests measures math, verbal, and spatial intelligence but neglects bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. 3. Salovey/Mayer developed the theory of emotional intelligence which emphasizes interpersonal, intrapersonal, and practical aspects. Emotional intelligence can be defined as the ability to perceive and express emotion accurately and adaptively, to understand emotion and emotional knowledge, to use feelings to facilitate thought, and to manage emotions in oneself and others (Santrock, 2016).
- 5. Neuroscience of Intelligence ● Researchers have found that intelligence is distributed mainly across the frontal and parietal lobes. It is also distributed across the occipital lobe, and the cerebellum. ● Studies show that brain size does not correlate with intelligence, and some believe that neurological speed is linked to intelligence instead.
- 6. Heredity and Environment 1. Genetic Influences a. Heritability distinguishes the effects of heredity and environment in a population. 2. Environmental Influences a. Studies show that environment can play a role in intelligence, one study showed that the more parents communicate with their children during the first three years of thier lives influenced their child IQ scores
- 7. Infancy ● Infant IQ tests are less verbal that IQ tests for older children. They relate to perceptual-motor development and social interaction. ● Bayley Scales of Infant Development was created by Nancy Bayley to assess infant behavior as a precursor to future behavior
- 8. Adolescence ● Intelligence test scores fluctuate a great deal during childhood. ● Children are capable of intelligence change but remain connected with earlier points in development.
- 9. Adulthood ● Crystallized intelligence is when an individual accumulates information and verbal skills, and continues to increase these skills throughout their lifetime ● Fluid intelligence when the ability to reason abstractly declines during middle adulthood
- 10. Intellectual Disability A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional test of intelligence, and has difficulty adapting to the demands of everyday life. (Santrock, 2016)
- 11. Types of Intellectual Disability ● Mild - most common Intellectual Disability, affecting 89% of those with an Intellectual Disability, IQ Range of 55 to 70 ● Moderate - effects 6% of those with an Intellectual Disability, IQ Range of 40 to 54 ● Severe - effects 4% of those with an Intellectual Disability, IQ Range of 25 to 39 ● Profound - only 1% of those with Intellectual Disabilities have this, IQ Range below 25
- 12. Classification of Intellectual Disability & the Support Needed ● Intermittent - Supports are provided on an “as needed” basis. The individual may need short-term, support during life-span transitions. For example, a job loss or small medical crisis. Intermittent supports may be low or high intensity when provided. ● Limited - Supports are intense and relatively consistent over time. They are time-limited but not intermittent. These supports likely will be needed for adaptation to the changes involved in the school-to-adult period.
- 13. Classification of Intellectual Disability & Support Needed Cont. ● Extensive - Supports are characterized by regular involvement in at least some setting and are not time-limited. ● Pervasive - Supports are constant, intense, and provided across settings. They may be of a life-sustaining nature. These supports typically involve more staff members and intrusiveness compared to the other support categories.
- 14. Giftedness Having high intelligence or superior talent of some kind; an IQ of 130 or higher is often the low threshold (Santrock, 2016)
- 15. Characteristics of Children Who Are Gifted ● Approximately 3%-5% of US students are gifted ● Contrary to popular belief, no relationship between giftedness and mental disorder has been shown ● Typically more mature, fewer emotional issues, and stable family life ● Precocious: learning is more effortless ● Marching to their own drummer: resist explicit instruction and solve problems in unique ways ● A passion to master: intense, obsessive interest and focus; self-motivated
- 16. Life Course of the Gifted ● Innate ability; signs of high ability in a certain area at very young age ● Strong familial support ● Dedication: years of training and practice ● Typically become experts in a well- established domain rather than being highly creative or inventive ● A gifted child may not become a gifted adult due to overzealous parents
- 17. Domain-Specific Giftedness ● Highly-gifted individuals are usually only gifted in one area ● Expertise usually presents in childhood ● Bill Gates cautions gifted individuals from assuming they will be gifted in all subjects, just because they are gifted in one
- 18. Education of Children Who Are Gifted ● Gifted children are too often underchallenged causing them to become disruptive, skip classes, and lose interest in school ● No Child Left Behind blamed for inadequate education of the gifted because of focus on students who are struggling ● Gifted children are often ostracized by peers at school
- 19. Giftedness in Culturally & Linguistically Diverse Students ● African American, Latina/o, and Native American children are underrepresented in gifted education programs ● Black students are ½ as likely as white peers to be assigned to gifted programs, despite comparable test scores ● To close the gap between culturally and linguistically diverse learners and their white peers, universal giftedness screenings and Schoolwide Enrichment Models (SEMs) have been proposed to ensure equal opportunity for gifted programs.
- 20. Work Cited ● Santrock, J. W. (2016). A Topical Approach to Life-Span Development (8th ed.). New York: McGraw-Hill Education. ● DeNisco, A. (2016). Why aren’t more black students identified as gifted? District Administration, 52(4), 16-16. ● Allen, J. K., Robbins, M. A., Payne, Y. D., & Brown, K. B. (2016). Using enrichment clusters to address the needs of culturally and linguistically diverse learners. Gifted Child Today, 15(2), 84-97.