Linda Kreger Silverman
Biographic Data
| ID | 6208077 |
|---|---|
| NAME | Linda Kreger Silverman |
| GIVEN NAMES | Linda Kreger |
| FAMILY NAME | Silverman |
| SIGNATURE | SILVERMAN L K |
| AFFILIATIONS | Institute for Advanced Study |
| ORCID | 0000-0003-0902-7763 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Use of the Wisc-V for Gifted and Twice Exceptional Identification
This research evaluated the efficacy of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) for gifted identification. Our sample included 390 gifted, highly gifted, and twice-exceptional (2e) children, referred by parents for testing at seven U.S. sites. We examined de-identified scoring data to determine mean performance patterns across WISC-V indexes and investigated which robust scoring options (each summarizing four to eight …
Best practices in gifted identification and assessment
School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failu…
Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who …
Giftedness 101
The construct of asynchronous development
The construct of asynchronous development
The construct of giftedness as asynchrony has a strong theoretical foundation in the works of Hollingworth, Terrassier, Dabrowski, and Vygotsky. It is a child-centered perspective that can guide parenting, teaching, and counseling of gifted children. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. It is not a source of envy any more than its mirror image, retardat…
Implications of Biomedical Technology
The construct of asynchronous development
The construct of asynchronous development
The construct of giftedness as asynchrony has a strong theoretical foundation in the works of Hollingworth, Terrassier, Dabrowski, and Vygotsky. It is a child-centered perspective that can guide parenting, teaching, and counseling of gifted children. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. It is not a source of envy any more than its mirror image, retardat…
Implications of Biomedical Technology
The construct of asynchronous development
The construct of asynchronous development
The construct of giftedness as asynchrony has a strong theoretical foundation in the works of Hollingworth, Terrassier, Dabrowski, and Vygotsky. It is a child-centered perspective that can guide parenting, teaching, and counseling of gifted children. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. It is not a source of envy any more than its mirror image, retardat…
Giftedness 101
Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who …
Best practices in gifted identification and assessment
School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failu…
Use of the Wisc-V for Gifted and Twice Exceptional Identification
This research evaluated the efficacy of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) for gifted identification. Our sample included 390 gifted, highly gifted, and twice-exceptional (2e) children, referred by parents for testing at seven U.S. sites. We examined de-identified scoring data to determine mean performance patterns across WISC-V indexes and investigated which robust scoring options (each summarizing four to eight …
Education, Achievement, and Giftedness (5 works) · Psychology (5 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Asynchronous communication (2 works) · Cognitive Abilities and Testing (2 works) · Computer Science (2 works) · Construct (python library (2 works) · Creativity in Education and Neuroscience (2 works) · Intelligence quotient (2 works)