Eileen Escarce, PhD, MA, MSN
PSY 18819
Gifted and Talented Children
Identifying Gifted and Talented Students
The
United States federal definition of gifted and talented students:
The term 'gifted and talented' when used in respect
to students, children, or youth means [those who show] evidence of high performance capability, in areas such as intellectual,
creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily
provided by the school, in order to fully develop such capabilities.
– P.L. 103–382, Title XIV, p. 388
How Should Gifted Children be Identified?
There is no one best system for identifying
gifted children. For example, a program that emphasizes cognitive skills needs different identification procedures from one
focusing on art or music. The most effective means of identification combines the results from several procedures, such as
standardized IQ and achievement tests, parent and teacher reports, observation of a child’s behavior, and review of
a child’s creative work (Sattler, 1992). Unfortunately, reliable assessments of leadership, creativity, task commitment,
and talent are difficult to obtain.
The single best method available for the identification of children with superior
cognitive abilities is a standardized, individually administered test of intelligence, such as the Wechsler
series, or the Stanford-Binet Intelligence Scale: Fifth Edition. A specific IQ level is currently the most adequate
index of giftedness. For example, a Full Scale IQ score of 133 or above, on the WPPSI-III for 4 to 7 year old children, is on or
above the 99th percentile for age. In addition to an individual test of intelligence, specific ability tests may be
important to determine children’s abilities in mathematics or language arts
Why test for Gifted Intellectual
Ability?
Early identification of talented students is important. Children with exceptional academic abilities
are significantly different from most of their classmates in their pace of learning and intellectual interests. If educational
intervention does not take place at an early age, the child is missing out on valuable years of exciting learning. Furthermore,
the recognition and rewarding of academic talent in a child helps to build confidence, self-esteem, and a positive attitude
toward learning.
An accurate assessment of specific strengths facilitates the development of an appropriate educational
program that is matched to the child’s level of ability to learn. Achieving a good match may necessitate flexible pacing,
independent study, accelerated learning classes, or cross-grade grouping for instruction in specific subjects.
Excerpted
from Mills, C.J. (1992). Academically talented children: The case for early identification and nurturance. Pediatrics 89(1).
About the Examiner
Eileen Escarce Ph.D., M.A., M.S.N. has been testing
children’s cognitive abilities since 1987. Eileen is a licensed clinical developmental psychologist (PSY 18819), and
experienced pediatric nurse practitioner and school psychologist. From 1987-1997 she tested children at Bryn Mawr College’s
Child Study Institute for local public and private elementary schools admissions and gifted programs. As a certified school
psychologist at the Episcopal Academy of Merion, Pennsylvania for pre-kindergarten through grade 3 classes from 1991-1993,
she provided admission entrance IQ tests and classroom consultations.
Moving to Los Angeles in 1997, Eileen continued
to assess children for the Community Child Health Programs of Cedars Sinai Pediatrics in West Hollywood elementary schools
(2000-2001), St. John’s Child and Family Development Center’s Birth to Five Assessment and Treatment Programs
(2001-2003), Frank D. Lanterman Regional Center, assessing children from infancy through school age with suspected developmental
delays, autism and Asperger's (2005-2009), and for LA County DMH AB3632 Unit (2004-2006) assessing school-aged children with
severe emotional disorders.
Currently she consults for Family Services of Santa Monica to
the SMMUSD Early Head Start and Head Start preschools and to the Growing Place Infant and Child Care settings. In her private
practice, Eileen provides IQ and achievement testing for children of different ages, including highly gifted applicants
to the Mirman School, Stanford's EPGY and Online high school, and Johns Hopkins Center for Talented Youth programs.
She
also provides school consultations, psycho-educational assessments, and family therapy and coaching for children who struggle
in school.
Gifted Assessment Options
Wechsler Preschool
and Primary Scale of Intelligence-Third Edition (WPPSI-III)
(for 2 year 6 months through 7 years 3 months)
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)
(for 6 years and older)
Stanford-Binet
Intelligence Scales: Fifth Edition
(all ages)
Preparing Your Child for Testing
Tell your child he or she will play some word, puzzle, and block games with an adult professional who has
several enjoyable learning tasks. The information from the session will provide parents with an understanding of their
child's learning style and may help to determine the best school program for the child. The goal is to see how the child
works with both easy and challenging tasks in a supportive and encouraging setting.
The child will have
an opportunity for a snack break in the middle of the testing period (after 45 minutes). Parents should bring a bottle
of water and child's choice of fruit or granola bar.
Oral and Written Feedback for Parents
Parents will be given oral feedback of the scores and interpretation on the same day of testing, either in person or
by phone.
A 2-3 page written report, describing observations of your child's unique approach and style,
scores, and recommendations, is emailed as a pdf to the home and, if a release is signed, faxed to a school.
Gifted Children with Learning Differences
(aka Twice Exceptional)
Assessment,
Intervention, School Consultation, and Family Coaching
Psycho-educational assessments are also provided to gifted children with learning differences (e.g., ADHD,
weak Working Memory, weak Processing Speed, Reading difficulties, or Math difficulties).
Cogmed training
is also available, as an evidence-based program for helping children and adolescents improve attention by training their
working memory .
'
October 2011-June
2012
Appointments available in my Brentwood office: Mondays,
9 and 11:30, Tuesdays 9, or Thursdays, 9 am.
An in-home assessment is also possible. There is
an additional charge for homes more than 10 miles from the Brentwood office..
Fees for October 2011-June 2012:
Children ages 4 y 0 mo - 6y(WPPSI-III
: Package fee (testing, scoring, interpretation, written report to home and one school) $550
Children
ages 6 y to 16 years (WISC-IV): Package fee (testing, scoring, interpretation, written report to home and school) $750
Children
under age 4: $200 per hour
Full psycho-educational battery of IQ and achievement testing: $200
per hour
Additional fees for travel beyond 10 miles from office: $10 per mile (beyond 10
miles from office, based on mapquest calculations).
Additional fee for reports sent to more
than school: $10 per additional school.
Additional fee for weekend appointments: $50
School
Consultations: $200 per hour
Family Coachings: $200 per hour
Cogmed
training fee (on request)
Office
Brentwood Medical Plaza
11980 San Vicente Blvd, Suite 701
