Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures…

Composite scores for 51 gifted children (ages 3-12) on the Stanford-Binet LM were found to be significantly higher than scores on the Stanford-Binet 4th Edition. Correlations between the LM total and 4th Edition area scores were significant. Results suggest that the 4th Edition composite score cut-off value for assessing giftedness may require…

The study examined a group of third grade students from Kuwait, considered gifted based on their mental ability, to determine if intelligence is a meaningful predictor of gifted behaviors. The gifted behaviors studied were learning, motivation, creativity, and leadership. Three hundred students, their mothers (N=300), and teachers (N=142)…