Identification

May also cause children to not achieve potential e.g. gifted (3)

7 year old performing at expectation level thought of as fine But if gifted they are performing below potential Set developmental criteria can be damaging on both sides

Problems of identifying something that isn't there (2)

ADHD Autism

More likely to suffer from double exceptionalities (2)

ADHD Prematurity and associated problem

Problem of identifying a gifted child with the wrong thing (1)

ASD or giftedness

Van Viersen et al (2016) (6)

Analysed performance in various literacy tests Gifted children with dyslexia outperform typical dyslexic children However, perform considerably less well than typically developing children Giftedness compensated for literacy difficulty Children performing below average may not be perceived as gifted Both scenarios mean no identification and no support

Blumberg et al (2015) (4)

Approx 13% children diagnosed with ASD have lost diagnosis Only 20% lost diagnosis due to treatment or maturity Previously diagnosed less likely than currently to have parents who had early concerns about verbal skills, nonverbal communication, learning, unusual gestures or movement Previously diagnosed children less likely to have been referred and diagnosed by a specialist

Expectation (4)

Batruch et al (2017) Gershenson et al (2016) Teacher expectations predict attainment of pupils Self-fulfilling prophecy

Autism (2)

Blumberg et al (2015) Diagnosis of autism can be quite socially stigmatising

ASD or giftedness (3)

Both can have overlapping characteristics Suggestion of continuum Needs based diagnosis

Labelling has its flaws (4)

Child may live with that label for life Labels can be limiting May not even be right Label can cause support derived from label rather than individual needs

Skipping breakfast has negative impact on: (3)

Cognition Behaviour Academic performance

Poorer quality home learning environments (4)

Cognitively stimulating homes predict academic development Low SES less access to learning tools Low SES less exposed to stimulating verbal and reading interactions Differences in language exposure could affect school readiness, specifically understanding of instruction and explanation at school

Undernourished children have: (4)

Decreased school attendance Suffer more attention problems Reduced academic performance More health problems

A major problem with identifying atypical development is how is it defined (2)

Definitions now always the same especially for more abstract atypicality's Gifted = high achievement, high IQ or high potential?

Double exceptionality (4)

Double exceptionalities are when a gifted person has disability This disability may mark giftedness or giftedness may mask disability Thus, giftedness or disability not identified, no support Van Viersen et al (2016)

Problem of not identifying at all or identifying too late - giftedness (3)

Double exceptionality Low-income gifted If a gifted child identified late or not identified

Objection to over-medication (4)

Ethics Disturbing upward trend Side effects Long-term outcomes unclear

Poor quality diets (4)

Food high in calories low in nutrients cheaper Disadvantaged have reduced micronutrients Undernourished children have: Skipping breakfast has negative impact on:

Problems at school (2)

High staff turnover Expectation

Should avoid putting children into separate categories (4)

Higher chance of misdiagnosis May choose wrong category of gifted or ASD Identification criteria not clear enough Will not receive correct support

Introduction (5)

Identification important issue in atypical development If a child not identified they will not receive appropriate support However, it is complex issue There are many reasons why a child may be difficult to correctly identify Issue of identification also a controversial one, specifically labelling children

However, giftedness in particular still has particular problems (2)

Identifying children not perceived as gifted Teachers need to be very open to signs of giftedness, not just achievement

Batruch et al (2017) (5)

Information less accurately remembered when low SES pupils were shown to outperform high SES than reverse Errors congruent with status quo Teachers judged tests supposedly completed by low vs high SES of either high or low achievement Teachers judged high achieving low SES pupils' tests more harshly When social-class academic hierarchy is challenged, it is recreated

Needs based diagnosis (3)

Instead of focussing on what label should be focus on needs Emotional, social, education needs of individual Can then put in appropriate, tailored individual support

Intervention research may reflect only certain group of gifted children (4)

Interventions may appear to be effective May only be appropriate for that sub group May not be effective for certain demographics Vantassel-Baska et al (2009)

Overall points (6)

Introduction Labelling children Problem of not identifying or identify too late - giftedness Problem of identifying something that isn't there Problem of identifying a child with the wrong thing Conclusion

Some people thing ADHD is not real (2)

Just bad behaviour Probably not true

Labelling children (4)

Labelling children can be useful Labelling has its flaws A major problem with identifying atypical development is how it is defined Problems using set developmental criteria

Parenting/attachment (2)

Link between economic stress and: Minnis et al (2013)

Low-income gifted (4)

Low-income gifted children are underrepresented There appears to be a big problem in identifying them Giftedness is often measured by achievement Many reasons low-SES children may underachieve

Link between economic stress and: (5)

More hostile parenting Low parental control Decreased affection More physical discipline Neglect

Many reasons low-SES children may underachieve (3)

More likely to suffer from double exceptionalities Problems at home Problems at school

Labelling children can be useful (3)

Mutual understanding for teachers, psychologists, doctors Fairly mutual understanding of definitions for research etc Understanding that there is a problem that needs support

Problems using set developmental criteria (3)

Not all children should be considered same Developmental milestones can be useful to make sure children not falling behind but can cause worry and upset May also cause children to not achieve potential e.g. gifted

Conclusion (3)

Pros and cons for labelling Needs based diagnoses may be beneficial in creating tailored identification and intervention However, giftedness in particular still has particular problems

Vantassel-Baska et al (2009) (4)

Qualitative study Low-SES African American gifted students not socially integrated in classes Perceived as loners by teachers Classes might exacerbate feelings of differentness, underrepresentation of low-SES

Minnis et al (2013) (5)

Screened children in deprived area of Glasgow for RAD Found more prevalent than thought, rate of 1.4% Thought rate could be higher as families in difficulty generally hard to access All children with RAD had comorbidity e.g. autism, ADHD, conduct disorder, PTSD Attachment issues damaging to school readiness and functioning

Will have lower expectations placed on them (2)

Self-fulfilling prophecy Child will achieve to level of expectation

Suggestion of continuum (3)

Should avoid putting children into separate categories Instead use continuum of GFT-ASD to GFT+ (social problems) to GFT+ASD However, this method still might not be ideal

Side effects (6)

Sleep problem Decreased appetite Delayed growth Head and stomach aches Tics Moodiness and irritability

Problems at home (4)

Social and physical stressors Parenting/attachment Poor quality diets Poorer quality home learning environments

ADHD (3)

Some people thing ADHD is not real Studies have shown up to 1-2% American children on Ritalin Objection to over-medication

Will not receive appropriate support (2)

Special gifted education classes Help with issues related to giftedness like perfectionism

Self-fulfilling prophecy (2)

Students modify expectations to conform with teacher's Expectation causes itself to become true, directly or indirectly, through feedback between belief and behaviour

Gershenson et al (2016) (2)

Teachers have significantly lower expectation for low SES Teacher with low expectation may teach, evaluate and advise differently

Both can have overlapping characteristics (6)

Verbal fluency, large vocabulary Advanced memory and cognition Absorbing interests Difficulties in social interaction Social isolation Introversion

Social and physical stressors (3)

Violence, crime, family conflict, maternal depression Homes with greater structural problems, overcrowding, noise, toxins, allergens More stressors may mean school and studying not priority

If a gifted child identified late or not identified (4)

Will not receive appropriate support Will have lower expectations placed on them The gifted child will not achieve to their full potential Intervention research may reflect only certain group of gifted children