Diagnosis of giftedness

High Giftedness, Giftedness, High Giftedness, Special Giftedness, Genius, Special Giftedness, High Intelligence, High Intelligence, High Giftedness, High Performance, Intelligence, Intelligence Test English : highly gifted, highly talented, endowment, giftedness. When defining what is highly gifted, one very often limits oneself to measuring intelligence alone. However, giftedness is more than an intelligence test that promises to determine intelligence by means of an intelligence quotient.

Neither giftedness nor high aptitude is to be equated with achievement or high performance. This is due to the fact that performance is based on different components and is influenced by many aspects and accompanying phenomena. Through these influences, giftedness can remain undiscovered.

Promotion of giftedness

In order to promote an existing high talent, concentration games are 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 games, different goals can be reached very well. We place particular emphasis on the high quality and workmanship of this game.

Frequency

Related to the measurement of the intelligence quotient with appropriate test procedures, about 2% of the examined persons of a comparison group (= same test, same age) are in the range of IQ 130 and higher. The 2 % refer to the examined persons and not to the total population. Roughly estimated and statistically speaking, it is assumed that there is a highly gifted child in approximately every 2nd grade of elementary school.

The gender distribution in the area of highly gifted children is equal. Girls are just as often highly gifted as boys. 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 parents and teachers will also be carried out in the course of such a survey to differentiate and assess environmental factors and non-cognitive personality traits. A survey of classmates (= peer group) will not be conducted. Since it is already difficult for adults to make such assessments independently of school grades, children of primary school age in particular are very uncritical.

Surveys have shown that sympathy, but also the school achievements (if known), have a special influence on the assessment of giftedness. Expert opinions aimed at assessing giftedness usually contain not only the obvious information (date, details of the intelligence test, anamnesis, reason for the examination) but also, above all, statements about the child’s behavior during the test situation and the actual examination results. Expert opinions usually conclude with the opinion of the psychologist regarding the assessment of giftedness.

These statements may contain additional information from interviews with parents and teachers. These interviews (see above) can be particularly useful because both groups have already accompanied the child over a long period of time and have been able to get to know the child in different situations. The observation and interpretation of the child’s behavior can provide initial indications of the possible presence of high giftedness.

On our subpage Characteristics of giftedness, we deal with this specifically. There you will also find a list of typical behaviors and further information. Observing and interpreting childish behavior always carries the danger of subjectivity.

Many things appear too positive or too negative as a result. For this reason, intelligence diagnostics can only build on the observations. First and foremost, the child’s behavior is assessed and evaluated by the parents, or the educators, or teachers. Within the framework of intelligence diagnostics by an experienced child and adolescent psychologist, the observation gains further significance. In addition to the observation of the child in the test situation (dealing with stress factors, reacting to unfamiliar situations), the external influencing factors are also analyzed and interpreted in the course of the diagnosis through discussions with the parents, or the educators or teachers (see above).