Summary

1. Properties of Intelligence, Giftedness,
& Intellectual disabilities
By Asal Bahrami, Michelle Withrow, & Caitlin Dowswell

2. Intelligence
The ability to solve problems and to adapt
and learn from experiences
(Santrock, 2016)

3. Tests
1. The Binet Tests
a. The first intelligence test ever administered.
b. Developed the concept of Mental Age (MA)
- the level of mental development in relation
to others. MA scores correlate with
Chronological Age (CA).
c. Intelligence Quotient (IQ) = MA/CA x 100
2. The Wechsler Scales
a. Not only provides an IQ score but also
several composite scores that allow the
examiner to see if the person is strong or
weak in different areas of intelligence.

4. Theories
1. Sternbern developed the Triarchic Theory of
Intelligence which states that intelligence can take
three forms: analytical, creative, and practical.
2. Gardner believed that people have multiple
intelligences and IQ tests don’t measure all of the
types. He stated that we have 8 types of intelligences
and IQ tests measures math, verbal, and spatial
intelligence but neglects bodily-kinesthetic, musical,
interpersonal, intrapersonal, and naturalist.
3. Salovey/Mayer developed the theory of emotional
intelligence which emphasizes interpersonal,
intrapersonal, and practical aspects. Emotional
intelligence can be defined as the ability to perceive
and express emotion accurately and adaptively, to
understand emotion and emotional knowledge, to
use feelings to facilitate thought, and to manage
emotions in oneself and others (Santrock, 2016).

5. Neuroscience of Intelligence
● Researchers have found that
intelligence is distributed mainly
across the frontal and parietal lobes. It
is also distributed across the occipital
lobe, and the cerebellum.
● Studies show that brain size does not
correlate with intelligence, and some
believe that neurological speed is
linked to intelligence instead.

6. Heredity and Environment
1. Genetic Influences
a. Heritability distinguishes the effects of
heredity and environment in a
population.
2. Environmental Influences
a. Studies show that environment can
play a role in intelligence, one study
showed that the more parents
communicate with their children
during the first three years of thier
lives influenced their child IQ scores

7. Infancy
● Infant IQ tests are less verbal
that IQ tests for older children.
They relate to perceptual-motor
development and social
interaction.
● Bayley Scales of Infant
Development was created by
Nancy Bayley to assess infant
behavior as a precursor to future
behavior

8. Adolescence
● Intelligence test scores fluctuate
a great deal during childhood.
● Children are capable of
intelligence change but remain
connected with earlier points in
development.

9. Adulthood
● Crystallized intelligence is when
an individual accumulates
information and verbal skills,
and continues to increase these
skills throughout their lifetime
● Fluid intelligence when the
ability to reason abstractly
declines during middle
adulthood

10. Intellectual Disability
A condition of limited mental ability in which an
individual has a low IQ, usually below 70 on a
traditional test of intelligence, and has difficulty
adapting to the demands of everyday life.
(Santrock, 2016)

11. Types of Intellectual Disability
● Mild - most common Intellectual Disability,
affecting 89% of those with an Intellectual
Disability, IQ Range of 55 to 70
● Moderate - effects 6% of those with an
Intellectual Disability, IQ Range of 40 to 54
● Severe - effects 4% of those with an
Intellectual Disability, IQ Range of 25 to 39
● Profound - only 1% of those with Intellectual
Disabilities have this, IQ Range below 25

12. Classification of Intellectual
Disability & the Support Needed
● Intermittent - Supports are provided on an
“as needed” basis. The individual may need
short-term, support during life-span
transitions. For example, a job loss or small
medical crisis. Intermittent supports may be
low or high intensity when provided.
● Limited - Supports are intense and relatively
consistent over time. They are time-limited
but not intermittent. These supports likely
will be needed for adaptation to the changes
involved in the school-to-adult period.

13. Classification of Intellectual
Disability & Support Needed Cont.
● Extensive - Supports are characterized
by regular involvement in at least some
setting and are not time-limited.
● Pervasive - Supports are constant,
intense, and provided across settings.
They may be of a life-sustaining nature.
These supports typically involve more
staff members and intrusiveness
compared to the other support
categories.

14. Giftedness
Having high intelligence or superior talent
of some kind; an IQ of 130 or higher is
often the low threshold
(Santrock, 2016)

15. Characteristics of Children
Who Are Gifted
● Approximately 3%-5% of US students are gifted
● Contrary to popular belief, no relationship between
giftedness and mental disorder has been shown
● Typically more mature, fewer emotional issues, and
stable family life
● Precocious: learning is more effortless
● Marching to their own drummer: resist explicit
instruction and solve problems in unique ways
● A passion to master: intense, obsessive interest and
focus; self-motivated

16. Life Course of the Gifted
● Innate ability; signs of high ability in a
certain area at very young age
● Strong familial support
● Dedication: years of training and practice
● Typically become experts in a well-
established domain rather than being
highly creative or inventive
● A gifted child may not become a gifted
adult due to overzealous parents

17. Domain-Specific Giftedness
● Highly-gifted individuals are
usually only gifted in one area
● Expertise usually presents in
childhood
● Bill Gates cautions gifted
individuals from assuming they
will be gifted in all subjects, just
because they are gifted in one

18. Education of Children
Who Are Gifted
● Gifted children are too often
underchallenged causing them to
become disruptive, skip classes, and
lose interest in school
● No Child Left Behind blamed for
inadequate education of the gifted
because of focus on students who are
struggling
● Gifted children are often ostracized by
peers at school

19. Giftedness in Culturally &
Linguistically Diverse Students
● African American, Latina/o, and Native
American children are underrepresented in
gifted education programs
● Black students are ½ as likely as white peers
to be assigned to gifted programs, despite
comparable test scores
● To close the gap between culturally and
linguistically diverse learners and their white
peers, universal giftedness screenings and
Schoolwide Enrichment Models (SEMs)
have been proposed to ensure equal
opportunity for gifted programs.

20. Work Cited
● Santrock, J. W. (2016). A Topical Approach to Life-Span Development (8th ed.). New York:
McGraw-Hill Education.
● DeNisco, A. (2016). Why aren’t more black students identified as gifted? District
Administration, 52(4), 16-16.
● Allen, J. K., Robbins, M. A., Payne, Y. D., & Brown, K. B. (2016). Using enrichment clusters to
address the needs of culturally and linguistically diverse learners. Gifted Child Today, 15(2),
84-97.