Barbara J Gilman
Biographic Data
| ID | 9521226 |
|---|---|
| NAME | Barbara J Gilman |
| GIVEN NAMES | Barbara J |
| FAMILY NAME | Gilman |
| SIGNATURE | GILMAN B J |
| AFFILIATIONS | Gifted Development Center Institute for the Study of Advanced Development Westminster Colorado |
| ORCID | 0000-0003-0325-6629 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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 …
No prominent works on this page.
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 (3 works) · Cognitive Abilities and Testing (2 works) · Developmental psychology (2 works) · Intelligence quotient (2 works) · Mathematics education (2 works) · Psychology (2 works) · Special education (2 works) · Wechsler Adult Intelligence Scale (2 works) · Best practice (1 works) · Clinical Psychology (1 works)