ABSTRACT
This chapter described two nontraditional measures that hold promise for identifying gifted and talented students, especially those students who historically have been underidentified using traditional language-loaded procedures. A new instrument contributing to the assessment of gifted and talented students addresses all practical and potential scaling problems. Additionally, the pattern of clinical and adaptive scores, as well as the total scale score highlights that gifted and talented students' demonstrated overall better psychosocial adjustment than their nongifted peers. Also, it can be seen that the gifted and talented students evidenced fewer behavioral problems as compared to their peers. For many years, school districts have wrestled with better ways to identify gifted and talented students with brief, equitable, objective, and more inclusive measures, as well as simultaneously melding methods of identifying twice-exceptional learners into the overall assessment process.
