complete guide to god gifted and delay child differences,their behaviour and their attitude and their diseases and types of god gifted and delay child

1. COGNITIVE
DIFFERENCES
GIFTEDNESS
&
DELAY

2. Contents
1. COGNITIVE DIFFERENCES
2. GIFTEDNESS
3. Definition
4. introduction
5. Factor impact on giftedness
6. Environmental factors
7. Genetics
8. Group differences
9. Six Categories of Gifted and Talented Students
10. The Successful
11. The Challenging
12. The Underground
13. The Dropouts
14. The Double-Labeled
15. The Autonomous Learner
16. Characteristics of intelligent Childs
17. General behavior
18. Learning characteristic
19. Creative character
20. Gifted- Choice of Friends
21. Problems with gifted child
22. Isolation
23. Underachievement
24. Perfectionism
25. Depression
26. Identifying and assessment
27. identifying method
28. IQ TEST
29. Multiple Intelligences
30. Supporting gifted student in a class room.
31. Development delay
32. Introduction
33. Persistent development delay
34. Reason for developmental delay
35. Cognitive delay
36. Types of developmental delay
37. Specific developmental
38. Global developmental
39. Interesting facts
40. References

3. COGNITIVE DIFFERENCES
Cognition refer to the development of ability to
Think
Reason
Learning
Understanding
Problem solving
Remembering
There is a great difference in cognition of gifted
and delay child.

4. GIFTEDNESS
 “ Children who give evidence of high performance in areas such as intellectual,
creative, artistic, leadership capacity, or specific academic fields, and who require
services or activities not ordinarily provided by the school in order to fully
develop such capabilities.”
 Theirs mind are often ahead of their physical growth.
 When a child is talented ,we say, he is gifted.
 Approximately 2% of student in schools may be gifted.
 Cause of giftedness result from a combination of nature vs nurture.
 Gifted children often develop asynchronously—their minds are often ahead of
their physical growth, and specific cognitive and emotional functions are often at
different stages of development. One frequently cited example of a synchronicity
in early cognitive development is Albert Einstein, who did not speak until the age
of three, but whose later fluency and accomplishments belied this initial delay.

5. Environment
FACTOR IMPACT ON GIFTEDNESS
 Environmental factors play a large role in determining IQ in certain
situations. Malnutrition correlates with lower IQ, suggesting that proper
nutrition in childhood is critical for cognitive development.
• Other research indicates environmental factors such as prenatal
exposure to toxins, the duration of breastfeeding, and micronutrient
deficiency may affect IQ.
 Genetics
• It is reasonable to expect that genetic influences on traits like IQ should
become less important as one gains experience with age. Surprisingly,
the opposite occurs. Heritability measures in infancy are as low as 20
percent, around 40 percent in middle childhood, and as high as 80
percent in adulthood.

6. GROUP DIFFERENCES
• Among the most controversial issues related
to the study of intelligence is the observation
that intelligence measures such as IQ scores
vary between populations. While there is
little scholarly debate about the
• existence of some of these differences, the
reasons remain highly controversial within
academia and in the public sphere.

7. SIX CATEGORIES OF GIFTED AND
TALENTED STUDENTS
Type I: The Successful
Type II: The Challenging
Type III: The Underground
Type IV: The Dropouts
Type V: The Double-Labeled
Type VI: The Autonomous Learner

8. THE SUCCESSFUL
• 90% identified gate students
• “Learned” the system
• Score high on achievement tests, but just going
through the motions.
•Do just enough to get by.
• Few behavior problems, most believe they will
“make it on their own”.
• Often fail to learn needed skills and attitudes for
autonomy (dependent on adults for
reinforcement).
• Lose creativity and autonomy

9. THE CHALLENGING
• Unidentified gate.
• Highly creative, obstinate, sarcastic, question
authority of teacher.
• Interactions at school and home involve
conflict.
• Frustrated because school has not validated
their gifts and abilities.
• Struggling self esteem, negative self
concepts
• “At risk” of dropping out, drug addiction,
delinquent behavior.
• May/may not feel included in social group.

10. THE UNDERGROUND
• Want to hide their giftedness.
• Generally middle school girls whose belonging
needs rise dramatically.
• Deny their talent in order to belong with a non-
gifted peer group..
• Feel insecure and anxious.
• They benefit from being accepted as they are at
the time.
• Alternatives should be explored to meet
academic needs without abandoning all
advanced classes.

11. THE DROPOUTS
• Usually high school students, but can be elementary student who has
“dropped out” emotionally, mentally, physically (attendance).
• ANGRY (w/adults and themselves)
• Low self esteem, bitter, resentful
• Often were identified as GATE late (H.S.) & feel rejected by a system that
has not met their needs for many years.
• Act depressed, withdrawn, defensive
• Fail to receive support and affirmation for their talents (which lie outside
the realm of regular school curriculum).
• School seems irrelevant and hostile to them.
• Accommodations: 1. Require a close working relationship with an adult
they can trust.
2. Family & individual counseling is beneficial.

12. THE AUTONOMOUS LEARNER
• Rarely evident at young ages.
• Work effectively in school system, but use the system
to create opportunities for themselves.
• Strong, positive self concepts because needs are
being met.
• Independent, self-directed, successful.
• Accept themselves, take risks.
• Respected by adults and peers, often serve in
leadership capacity.
• Strong sense personal power, change makers.

13. THE DOUBLE-LABELED
• Gifted children who are also physically or emotionally
handicapped (or have learning disabilities). (GATE/ADD)
• Not your typical gate student. sloppy handwriting, disruptive
behaviors, don’t complete work.
• Feel discouraged, frustrated, rejected, helpless, isolated.
• Deny having difficulty, claim to be “bored”
• Use humor to demean, are impatient & critical.
• Unhappy about performance, intellectualize to cope with
feelings of inadequacy.
• Often unidentified GATE, ignored,
schools focus on weaknesses rather than nurture strengths.
• Walt Disney, Beethoven, Albert Einstein

14. CHARACTERISTICS OF INTELLIGENT CHILDS
o General behavior:
o Gifted child behavior differ from that of their
age mates in the following ways,
o Many gifted child learn to read early.
o Gifted child often read widely,quickly,and
have large vocabulary.
o Gifted child common learn basic skills
better, more quickly and with less practice.

15. CHARACTERISTICS OF INTELLIGENT CHILD
• They take less for granted seeking how and why.
• They can work independently at an earlier age and
can construct for longer period.
• They usually respond and respect well to parents
teachers and others adult.
• They prefer the company of older children and adults.
They are highly inquisitive-like to learn new things.
• They tackle task in well organize, goal directed and in
efficient manners.
• They exhibit an intrusive motivation to learn ,find out
or explore and are often very persistent.
• “I can do it myself” is their common attitude.

16. LEARNING CHARACTERISTIC
• They may have keen power of
observation.
• They may read a great deal on their
own (books, magazines)
• They quickly perceive similarities,
differences.
• They often have a large store house
of information about a variety of
topics and can recall quickly.

17. CREATIVE CHARACTER
• Gifted child creative abilities often set them
apart from their age mates.
• They are fluent thinkers , able to generate
possibilities or related ideas.
• They are good guesser.

18. GIFTED- CHOICE OF FRIENDS
• Gifted children are further along hierarchy of
friendship than age-peers of average ability (by 2 to 6
years!). Their conception of friendship is much higher
than average children.
• They seek to meet needs of intellect and intimacy in
friendship.
• Gifted children seek the “sure shelter” friendships as
young as 6 or 7 years.
• In elementary years, gifted children will have
difficulty finding satisfying friendships.
• They need help from adults establishing these
relationships.

19. PROBLEMS WITH GIFTED CHILD
• ISOLATION.
• Isolation is one of the main challenges
faced by gifted individuals, especially
those with no social network of gifted
peers.
• In order to gain popularity, gifted
children will often try to hide their
abilities to win social approval.
• This is more common in gifted girls,
who may be socialized to hide their
abilities.

20. UNDERACHIEVEMENT
• Underachievement.
• Many gifted students will continually do well on
reasoning tests, but will fail to turn in assignments or
attend or participate in class.
• Overall, they will be disengaged from the educational
process.
• This can result from ,
• School
• Peer pressure,
• Social isolation,
• Family dysfunction.

21. PERFECTIONISM
• Perfectionism is a common emotional issue for gifted
individuals.
• When perfectionism refers to having high standards, a
desire to achieve, conscientiousness, or high levels of
responsibility, it is likely to be a virtue rather than a
problem. Perfectionism becomes a problem as it frustrates
and inhibits achievements. Perfectionism becomes
desirable when it stimulates the healthy pursuit of
excellence
• Hamachek identified six specific, overlapping behaviors
associated with perfectionism. They include (1) depression,
(2) a nagging "I should" feeling, (3) shame and guilt
feelings, (4) face-saving behavior, (5) shyness and
procrastination, and (6) self-deprecation.

22. DEPRESSION
• It was thought that there was a correlation between
giftedness and depression or suicide . However, this has not
been proven:
• With the exception of creatively gifted adolescents who are
talented in writing or the visual arts, studies do not confirm
that gifted individuals manifest significantly higher or lower
rates or severity of depression than those for the general
population.
• Gifted children's advanced cognitive abilities, social
isolation, sensitivity, and uneven development may cause
them to face some challenging social and emotional issues,
but their problem-solving abilities, advanced social skills,
moral reasoning, out-of-school interests, and satisfaction in
achievement may help them to be more resilient.

24. IDENTIFICATION METHODS
• The IQ test is one of the measures still used to identify giftedness. The general
cutoff for many programs is that children test two standard deviations above the
mean.
• Unfortunately, most IQ tests do not have the capacity to discriminate accurately at
higher IQ levels, and are perhaps only effective at determining whether a student
is gifted rather than distinguishing among levels of giftedness. Although the
Wechsler tests have a ceiling of about 160, their creator has admitted that they are
intended to be used within the average range (between 70 and 130), and are not
intended for use at the extreme ends of the population. The Stanford-Binet form L-
M, currently outdated, was the only test that had a sufficient ceiling to identify the
exceptionally and profoundly gifted. However, because the instrument is outdated,
results derived from the instrument generate inflated and inaccurate scores.
• Many schools use a variety of measures of students' capability and potential when
identifying gifted children. These may include portfolios of student work,
classroom observations, achievement measures, and intelligence scores. Most
educational professionals accept that no single measure can be used in isolation to
accurately identify a gifted child. Equally, no single gifted education program is
appropriate for all gifted children.

25. IQ test (intelligence question)
• Psychologists mainly identified giftedness in terms of
a high score on an IQ test.
• IQ testers have used the following classifications to
describe differing levels of giftedness.
• Each band of 15 points represents a difference of one
standard deviation from the mean.
• Bright : 115+, or one in six (84th percentile).
• Moderately gifted : 130+, or 1 in 50 (97.9th percentile).
• Highly gifted : 145+, or 1 in 1000 (99.9th percentile).
• Exceptionally gifted /”genius”: 160+, or 1 in 30,000
(99.997th percentile).
• Profoundly gifted /”genius”: 175+, or 1 in 3 million
(99.99997th percentile).

26. MULTIPLE INTELLIGENCES
.The multiple intelligences theory was presented by Howard
Gardner in his 1983 book Frames of Mind states there are
several types of intelligences, each with its own type of genius.
• Based on his work, giftedness can be defined as a child being
exceptionally competent in one or more of the following
areas:
• Linguistic intelligence (lawer,writer,speaker)
• Logical-mathematical (mathematician)
• Bodily/Kinesthetic (dancer / athletes)
• Musical intelligence (singer composer)
• Spatial intelligence (designer , architecture)
• Interpersonal intelligence (teacher , psychologist)
• Intrapersonal intelligence (therapist , caregiver , actor)
• Naturalist intelligence (biologist , astronomer)

27.  COGNITIVE DIFFERENCES
DELAY
&
GIFTEDNESS

28. DEVELOPMENT DELAY
• An estimated 12-16% of children have a
developmental delay and/or behavior
disorder.
• Only 30% are identified before school
entrance.
• Those detected after school entrance miss
out on early intervention services proven to
have long term health benefits.
• Pediatricians are the primary professional
with whom families have contact during a
child’s first five years of life.
• Early identification by primary care
providers of developmental delays leads to
early referral for evaluation and treatment.

29. DEVELOPMENT DELAY
• Definition
• An delay occurs when a child does not reach
his or her develop mental specific age the
expected age.
• It is an minor delay in the process of
development.
• Delay can occurs in one or many areas for
example gross motor or fine motor , language,
social, thinking skills .

31. REASON FOR DEVELOPMENTAL DELAY
• Delay can be cause by a variety of situation such as
Genetic problems (being born with abnormalities)
Environmental
Neglect or ignorance

32. COGNITIVE DELAY
Some of common characteristic of students
with cognitive delay include,
 lack of reasoning skills.
Difficulty in memorizing and learning.
Unable to speak simple sentences.
Could not identifies shapes and colors.

33. DEVELOPMENTAL DELAY TYPES
1. Global Developmental
Global Developmental Delay
(GDD) is a subset of DD
defined as significant delay in
two or more developmental
domains (reserved for
children less than 5 years old).
2. Specific developmental
Delay in specific domain single
domain.
• Motor.
• Speech.
• Language.

34. INTERESTING FACTS
• Einstein was four years old before he speak and
seven before he could read.
• Isaac newton did poorly in grad school.
• When Thomas Edison was a boy ,his teacher
told him he was too stupid to learn any thing.
• Leo Tolstoy flocked out of college.
• Winston Churchill failed the 6th grade.
Interesting facts

35.  References
 1. ↑ Carolyn K. [1] Hoagies' Gifted: Optimum IQ: My Experience as a Too Gifted Adult.
Retrieved September 17, 2006.
 2. ↑ S. K. Johnsen. Identifying Gifted Students: A Practical Guide (Waco, TX: Prufrock
Press, Inc., 2004. ISBN 978-1593630034 ).
 3. ↑ Linda Silverman, [2] Gifted Development Center. "What we have learned about gifted
children." Retrieved July 13, 2007.
 4. ↑ Johnson
 5. ↑ Silverman
 6. ↑ Steven Pinker, His Brain Measured Up Retrieved July 20, 2007.
 7. ↑ Sal Mendable, SENG: Articles & Resources - Dabrowski's Theory of Positive
Disintegration: Some implications for teachers of gifted students . Retrieved July 19, 2007.
 8. ↑ Sang Hun Lee, ‘‘A Summary of Unification Thought: Theory of Education Retrieved
July 19, 2007.
 9. ↑ Mendaglio
 10. ↑ M. A. Swiatek, "An Empirical Investigation Of The Social Coping Strategies Used By
Gifted Adolescents." Gifted Child Quarterly 39, (1995): 154-160.

36. References
 American Academy of Pediatrics, Committee on Children with Disabilities: Developmental
Surveillance and Screening of Infants and Young Children. Pediatrics 2001; Vol 108: No.1:
pp192-195.
 American Academy of Pediatrics , Committee on Children with Disabilities : Identification
and Evaluation of Children with Autism Spectrum Disorders. Pediatrics 2007; Vol 120: No.5:
pp1183-1215.
 Augustyn M., Clinical features of autism spectrum disorders. www.uptodate.com.
 Augustyn M., Diagnosis of autism spectrum disorders. www.uptodate.com.
 Feldman H., Developmental-Behavioral Pediatrics. Ed. Zitelli B., Atlas of Pediatric Physical
Diagnosis. 2002: pp58-86.
 LaRosa A., Glascoe F., Developmental surveillance and screening in primary care
www.uptoddate.com.
 LaRosa A., Glascoe F., Developmental and behavioral screening tests in primary care
www.uptoddate.com.
 Shevell M, Ashwal S, Donley D, et al. Practice parameter: Evaluation of the child with global
developmental delay—report of the Quality Standards Subcommittee of the American
Academy of Neurology and the Practice Committee of the Child Neurology Society.
Neurology. 2003;60 :367 –380.