Gifted child quarterly

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  Año 2018, Vol. 62, Número 2. Dedicado a: Gifted Identification / coord. por Jaret Hodges

  • A meta-analysis of gifted and talented identification practices

    Jaret Hodges, Juliana Tay, Yukiko Maeda, Marcia Gentry

    • Resumen

    págs. 147-174

    

  • The identification of students who are gifted and have a learning disability: A comparison of different diagnostic criteria

    Danika L. S. Maddocks

    • Resumen

    págs. 175-192

    

  • Using the cognitive abilities test (cogat) 7 nonverbal battery to identify the gifted/talented: An investigation of demographic effects and norming plans

    Carol A. Carman, Christine A. P. Walther, Robert A. Bartsch

    • Resumen

    págs. 193-209

    

  • Making the cut in gifted selection: Score combination rules and their impact on program diversity

    Joni M. Lakin

    • Resumen

    págs. 210-219

    

  • ASD Screening measures for high-ability youth with ASD: Examining the ASSQ and SRS

    Charles D. Cederberg, Lianne C. Gann, Megan Foley-Nicpon, Zachary Sussman

    • Resumen

    págs. 220-229

    

  • Linking teacher and parent ratings of teacher-nominated gifted elementary school students to each other and to school grades

    Sandra Rothenbusch, Thamar Voss, Jessika Golle, Ingo Zettler

    • Resumen

    págs. 230-250

    

  • How to become a more effective reviewer

    Kate E. Snyder

    págs. 251-254