Testing the child

Testing a gifted child is a specialized area, so if you would like your child evaluated by an expert, then the costs are likely to be on the steep side. It is recommended that you use a child psychologist, preferably one with expertise in the area of gifted children. 

The two major IQ tests are the Wechsler Intelligence Test for Children - Version lll (WISC-lll) and the Stanford Binet (version lV). General consensus is that a score of 120 or higher on an IQ test meets a superior intelligence standard. Those who score 160 or above are characterized as profoundly gifted. However, this kind of IQ tests has its limitations. One must be aware that raw intelligence, as measured through IQ tests, is highly (though not completely) inheritable from parents. But the connection between high intelligence and gifted behavior is far from absolute. Many creative and gifted children don't necessarily score high IQs because certain "intelligences" do not test well on standardized IQ examinations. 

The best assessments are those that look at the child as a whole. Emotional intelligence, and talent in music, sports, crafts, and languages, for example, are all an important part of the whole picture (Essentially, it is following the "Theory of Multiple Intelligences" proposed by Dr. Howard Gardner. You can find more about Multiple Intelligence here). A thorough assessment will take into account the whole child, and will also look at how the child is adapting socially and emotionally to being "different" 

To quote from the National Association of Gifted Children Guidelines: "Best practices indicate that multiple measures and valid indicators from multiple sources must be used to assess and serve gifted students. Information should be gathered from multiple sources (caregivers/families, teachers, students, and others with significant knowledge of the students), in different ways (e.g., observations, performances, products, portfolios, interviews), and in different contexts (e.g., in-school and out-of-school settings)." 

Some common questions and answers about the gifted children:                                                                                                                                                            
1. Do they possess a self-awareness of their abilities? "Most gifted children know that they are different by the time they are five", says Dr. Philip Powell, Assistant Professor of Educational Psychology at the University of Texas at Austin, who was himself a gifted child. 

2. Can they be mislabeled as underachievers? Certainly yes, and there are a lot of examples. Winston Churchill failed the sixth grade and finished last in his class at Harrow. Sir Issac Newton dropped out of grammar school at 14, was sent back at 19 because he read so much and achieved the Cambridge courses with an undistinguished record. 

3. What influences their development? The University of Chicago studied the development of 100 super achievers (research mathematicians, musicians, swimmers and tennis players) and discovered that their careers displayed a strong parent and teacher influence, proving that the gifted are nurtured, as well as born. 

Most of them were strongly encouraged to pursue their career by a member of the family, or an exceptionally dedicated teacher who had the ability to differentiate the ordinary from the extraordinary. Some were motivated by their own decision and their family to take on hours of learning and training with an expert. 

4. Who is gifted and who is not? The answer to this question depends on the achievement definition and assessment procedure used in each community to identify the gifted. Some take the top 2%, others the top 5% and some the top 15%, or whomever teachers feel will particularly benefit. It is important to recognize that "giftedness" is more than a number on an IQ test, and that each and every individual possesses talents and abilities that they will use to further their purposes in the world. 

There are many individuals who have never made the "magic number" on these tests and who need similar stretching and enrichment in our education system. Success comes not only because of high ability but also more often because of the desire and perseverance to develop and apply one's talents, the desire to get along with others and make positive life choices. 

5. Are they the perfect children? "It would be naive to suppose that giftedness doesn't bring with it certain attendant difficulties," says Dr. Rita Underberg, a Clinical Associate Professor of Psychiatry and Psychology at the University of Rochester Medical Center. They are children first, and gifted after. They also have the right to fail and many feel "the pressure of living up to their potential". 

Even though many educators and researchers have long realized that many of our gifted children are not necessarily the "A" students, our society to a large extend still judge intelligence based on good report cards and equate high grades with high intellect. On the other hand, judging from the profiles of the seven of Asia's most gifted youngsters, ranging from music and art to sports and chess, the definition of intelligence has somewhat changed to agree that there are other kinds of "intelligences" in your child. While there may be argument on the definition of intelligence, but in general most researchers agreed that intelligence is linked to both genetic and environmental factors. 

Many gifted children are frustrated by the constraints of ordinary classrooms and their abilities go unnoticed. As a parent, it is our responsibility to look at our child as a whole to assess their potential gifted "intelligences" within them. Once you believe your child is gifted in certain fields; then it is necessary to get them assessed. The very last thing a parent wants to do is to let the bright mind remain unnoticed. 

Andrew Loh, the editor of 'BrainyZine' newsletter teaches parents to nurture a smarter kid. Find out more today and subscribe to his newsletter at: http://www.brainy-child.com/