Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach

Katie R Eklund, Nick Tanner, Katie Stoll, Leslie Anway

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and the Behavioral and Emotional Screening System were used to assess behavioral functioning as rated by teachers and parents. There were significant differences between the number of gifted and nongifted children demonstrating emotional and behavioral risk, with parents and teachers identifying a higher number of boys and nongifted children as at risk. Among children demonstrating EBR, gifted children demonstrated elevated internalizing behaviors as rated by parents. Gifted students demonstrated higher academic performance regardless of risk level, suggesting higher cognitive abilities may be one of several protective factors that serve to attenuate the development of other social, emotional, or behavioral concerns. Implications for practice and future research needs are discussed.

Original languageEnglish (US)
Pages (from-to)197-211
Number of pages15
JournalSchool Psychology Quarterly
Volume30
Issue number2
DOIs
StatePublished - Jun 1 2015

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Gifted Child
parents
Parents
teacher
Students
Aptitude
cognitive ability
student
performance

Keywords

  • Behavior rating scale
  • Externalizing behaviors
  • Gifted
  • Internalizing behaviors screening

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Identifying emotional and behavioral risk among gifted and nongifted children : A multi-gate, multi-informant approach. / Eklund, Katie R; Tanner, Nick; Stoll, Katie; Anway, Leslie.

In: School Psychology Quarterly, Vol. 30, No. 2, 01.06.2015, p. 197-211.

Research output: Contribution to journalArticle

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