ABSTRACT
The construct of giftedness as asynchrony has a strong theoretical foundation in the works of L. S. Hollingworth, J-C. Terrassier, K. Dabrowski, and L. S. Vygotsky. Hollingworth clearly recognized the challenges inherent in asynchronous development: To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. The most asynchronous child is one who is both highly gifted and learning disabled. The lack of precision in describing the social realm is also true in the emotional realm. It is necessary to differentiate between emotional needs, emotional development, and emotional immaturity. Identification and assessment of asynchronous children is best accomplished through individual intelligence testing, subjected to the clinical judgment of a practitioner who has a thorough grounding in the study of giftedness as well as experience assessing gifted children.
