IQ tests are commonly used to assess intelligence and, by extension, to identify individuals with high intellectual potential, often referred to as "gifted." These tests measure various aspects of cognitive abilities, such as memory, logic, and verbal comprehension. However, despite their prevalence and utility, IQ tests have both advantages and limitations that affect their ability to accurately evaluate giftedness. Moreover, it's essential to recognize that IQ is also a tool of social and institutional recognition. This cognitive aptitude result does not capture the profound differences between gifted individuals and so-called "typical" people in their perception of the world and others. As presented by Carlos Tinoco in his YouTube videos (in French), typical individuals see the world in 2D, whereas the gifted conceptualize and perceive it in 3D. Giftedness extends far beyond cognitive results and primarily differs from the norm in dimensions such as relationships with others, questioning, acceptance of limits, norms, group belonging, and more.

Nevertheless, today, only the result of an IQ test is officially recognized by the state to identify giftedness. Therefore, this article will focus on this perspective without delving into the multitude of characteristics or the particular functioning of gifted individuals.

It is also worth noting that some characteristics often attributed to giftedness, like "divergent thinking," lack scientific validity and are merely projections by their authors. Others exist, and these will be the subject of a specific article.

This article also briefly addresses the importance of the testing environment, the introduction of the test to the child, and the clear explanation of each instruction to ensure that the child fully understands them. For children, it is highly recommended that a parent be present during the test to better interpret the results based on the child’s responses. Simple intimidation can turn a child who can normally define a vocabulary word clearly into one who hesitates and struggles to articulate it during the test. Additionally, certain exercises, like matrices, can be difficult to grasp if not properly explained by the psychologist administering the test or if the child simply misunderstands them, leading to failure in an entire section of the test. A good explanation could allow the child to excel.

The Advantages of IQ Tests

One of the primary advantages of IQ tests is their standardization and the speed with which they can diagnose cognitive abilities. These tests are designed to be administered uniformly to all participants, allowing for objective comparison of results. This standardization is crucial for obtaining consistent and reliable measures of raw cognitive abilities. According to Wechsler (2008), IQ tests like the WISC (Wechsler Intelligence Scale for Children) provide a robust and uniform evaluation of cognitive skills, making it possible to detect levels of giftedness based on high scores. They measure specific abilities such as logic, working memory, and processing speed, which are key indicators of giftedness. They provide a detailed assessment of an individual’s cognitive strengths, facilitating the identification of intellectual abilities.

IQ test results can assist in educational planning by providing valuable information about a child’s cognitive abilities. Ideally, this enables educators and parents to design appropriate educational interventions and enrichment programs, especially when necessary to address specific challenges, such as academic difficulties. According to Renzulli (2005), IQ tests can guide the creation of educational programs that cater to the unique needs of gifted children by offering them appropriate challenges.

The Limitations of IQ Tests

IQ tests primarily focus on measurable cognitive skills and do not capture all dimensions of giftedness, such as creativity, emotional intelligence, or specific talents. Gardner (1983) proposes a broader view of intelligence through his theory of multiple intelligences, which includes aspects not measured by IQ tests, such as interpersonal and intrapersonal skills.

These tests are also influenced by various biases, such as socio-cultural and environmental factors. According to Helmreich and Staw (1974), cultural and socio-economic differences can affect performance on IQ tests, potentially distorting the evaluation of the true intellectual abilities of children from diverse backgrounds and favoring certain groups over others. It is also well known that factors such as motivation, patience, clear understanding of what is being asked, concentration, mood, and many other things can easily affect the score by a few points, and the expert’s interpretation is also crucial. It is easy to "create gifted individuals" in an economic model where parents are the prescribers and have expectations to fulfill. The market for tests, not just the WISC but also those for evaluating hypersensitivity or hyper-emotivity, raises questions about the economic and social stakes, which I will not address here.

Finally, the tendency to focus solely on IQ test results can lead to reductionism, ignoring the full range of an individual’s abilities and talents. IQ tests do not measure passion, creativity, emotionality, worldview, sociability, relationships with others, motivation, or commitment to specific areas, all of which are also important aspects of giftedness. Silverman (2013) warns against a narrow interpretation of IQ scores, emphasizing that they should not be the sole criterion for evaluating intellectual potential.

Recommendations for Parents Toward a Complete Evaluation

To achieve a more comprehensive evaluation of giftedness, it is recommended to combine IQ tests with other assessment methods:

1. Integrate Qualitative Assessments: Incorporating qualitative assessments, such as behavioral observations, interviews with parents and teachers, and evaluations of creativity and sociability, can provide a more complete picture of a child’s potential or difficulties.

2. Adopt a Multidimensional Approach: Considering multiple intelligences and specific talents can help better understand an individual’s potential. Gardner’s (1983) theory of multiple intelligences offers a framework for evaluating a broader range of skills.

3. Long-Term Evaluations and Regular Follow-Ups: These can provide a more accurate perspective on a child’s intellectual abilities and developmental needs, allowing for adjustments in educational interventions.

In conclusion, while IQ tests offer significant advantages for evaluating giftedness, they also have important limitations. A complete and accurate evaluation of giftedness requires integrating IQ test results with other assessment methods, taking into account the varied dimensions of intellectual potential and socio-cultural factors. This holistic approach better supports the development of gifted children and allows for tailored interventions to meet their specific needs.

References:

1. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
2. Helmreich, R. L., & Staw, B. M. (1974). The Influences of Cultural and Socioeconomic Factors on IQ. American Psychologist, 29(4), 295-306.
3. Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A Developmental Model for Differentiating Giftedness and Talent from Disability and Other Conditions. Prufrock Press Inc.
4. Silverman, L. K. (2013). Giftedness 101. Springer Publishing Company.
5. Sternberg, R. J. (2001). The Triarchic Theory of Intelligence. In Handbook of Intelligence (pp. 257-279). Cambridge University Press.
6. Wechsler, D. (2008). Wechsler Intelligence Scale for Children (WISC-IV). Pearson.

Giftedness is a complex phenomenon that can sometimes coexist with various psychological or developmental disorders, such as the well-known ADHD (Attention Deficit Hyperactivity Disorder), ASD (Autism Spectrum Disorders), or learning disabilities, to name a few. The simultaneous presence of these conditions can complicate the identification of giftedness, leading to risks of misdiagnosis or misunderstandings about the child’s needs. Hence, the importance of precise evaluation and tailored interventions.

Understanding the Overlap

The overlap between giftedness and certain psychological or developmental disorders is well documented. For example, a child with both giftedness and ADHD might show intense concentration on subjects that interest them while experiencing significant attention difficulties in other areas. Similarly, a gifted child with ASD may demonstrate exceptional abilities in certain domains while encountering major issues in communication and social interactions. According to Baum et al. (2014), this overlap can make it difficult to determine whether the child’s behavior is due to their giftedness, an associated disorder, or a combination of both.

Studies such as those by Ziegler and Stoeger (2010) have emphasized the importance of recognizing twice-exceptional children (also known as "2e") and the need for a nuanced understanding of the interaction between these conditions. These children often require differentiated support that addresses both their cognitive strengths and their difficulties, a need that can sometimes be overlooked when one aspect (either giftedness or disorder) is prioritized over the other.

Key Distinctions Between Giftedness and Associated Disorders

Making the distinction between giftedness and associated disorders involves a careful evaluation of the child's behavior across different contexts and over an extended period. Here are some key distinctions to consider:

1. Cognitive and Academic Performance: Gifted children generally exhibit advanced cognitive abilities and often excel in specific academic areas. However, if a child shows uneven academic performance—excelling in some subjects while struggling in others—this may indicate the presence of a learning disability or another condition. Assouline et al. (2006) suggest that a comprehensive evaluation, including IQ tests and achievement tests, can help identify discrepancies that may signal co-occurring conditions.

2. Behavioral and Emotional Regulation: While gifted children may exhibit intense emotional responses and a strong sense of justice, these behaviors should be distinguished from dysregulations observed in disorders such as ADHD or mood disorders like Bipolar Disorder. For instance, emotional intensity in a gifted child often stems from heightened sensitivity and moral concerns, whereas emotional outbursts in a child with ADHD may be linked to impulsivity and difficulties in emotional control. Silverman (2002) stresses the need to differentiate these underlying causes to provide appropriate support.

3. Social Interaction and Communication: Gifted children may sometimes experience social difficulties of various kinds, especially if they are intellectually advanced compared to their peers. However, persistent communication difficulties, such as those seen in children with ASD, are more indicative of a developmental disorder rather than a mere consequence of giftedness. According to Gauvrit (2014), while both groups may face social challenges, the nature of these difficulties—whether related to understanding social cues or finding intellectual peers—should guide the diagnosis.

4. Attention and Concentration: Although toddlers' attention spans are generally limited, gifted children may focus intensely and for extended periods on topics that interest them. This ability to maintain attention, typically on intellectually stimulating activities, contrasts with their tendency to quickly lose interest in tasks they find monotonous or unengaging. A study published in Gifted Child Quarterly (2004) highlights that this sustained concentration is often accompanied by unusual self-discipline, allowing them to delve into complex topics at a young age. In Switzerland, Baillod and Broillet (2018) also observed that gifted children display unusual concentration during specific activities, as previously mentioned in another article.

Diagnostic Challenges

Diagnosing giftedness in the presence of associated disorders presents several challenges. A major issue is the risk of misdiagnosis, where signs of a disorder may be confused with characteristics of giftedness or vice versa. For example, a highly creative child who resists structured tasks might be misdiagnosed with oppositional defiant disorder, when they might simply be expressing a divergent thinking style. Conversely, a gifted child with ADHD might have their attention difficulties overlooked due to their high cognitive abilities.

In their European study, Baillod and Broillet (2018) argue that a holistic approach to diagnosis is essential. This involves not only standardized tests but also qualitative assessments, including observations in various contexts, interviews with parents and teachers, and evaluations of the child’s emotional and social functioning. Such a comprehensive approach helps avoid the pitfalls of oversimplification and ensures that both the strengths and specific needs of the child are addressed appropriately.

Recommendations for Professionals and Parents

Given the complexity of distinguishing between giftedness and associated disorders, several strategies can be recommended:

1. Comprehensive Evaluation: Use a combination of quantitative tests (e.g., IQ tests, achievement tests) and qualitative methods (e.g., behavioral observations, interviews) to obtain a full picture of the child’s abilities and challenges.

2. Multidisciplinary Approach: Collaborate with a team of professionals, including psychologists, educators, and medical practitioners, to ensure that all aspects of the child’s development are considered.

3. Ongoing Monitoring: Regularly re-evaluate the child’s development to adjust educational and therapeutic interventions as needed. Children’s needs may change over time, especially as they face new academic and social challenges.

4. Personalized Interventions: Develop individualized education plans (IEPs) or similar plans that address both the child’s cognitive strengths and their areas of difficulty. This may include acceleration in certain subjects, as well as support for emotional regulation or social skills.

5. Parental Involvement: Engage parents as active partners in the evaluation and intervention process. Their understanding of the child’s behavior at home and in everyday situations is valuable for accurate diagnosis and effective support.

Making the distinction between giftedness and associated disorders is a complex and lengthy process that requires careful attention to the child’s overall development. By recognizing the potential for overlap between these conditions and adopting a comprehensive, multidisciplinary approach, professionals can better identify and support the unique needs of gifted children who also face developmental or psychological challenges. Early and accurate identification is crucial for providing these children with the tailored support they need to thrive both academically and emotionally.

References:

1. Baum, S. M., Schader, R. M., & Owen, S. V. (2014). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students. Prufrock Press Inc.
2. Ziegler, A., & Stoeger, H. (2010). Excellent talent development. Waxmann Verlag.
3. Assouline, S. G., Colangelo, N., & VanTassel-Baska, J. (2006). A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration.
4. Silverman, L. K. (2002). Counseling the Gifted and Talented. Love Publishing Company.
5. Cross, T. L. (2004). The social and emotional lives of gifted kids: Understanding and guiding their development. Prufrock Press Inc.
6. Gauvrit, N. (2014). Les surdoués ordinaires. PUF.
7. Baillod, J., & Broillet, A. (2018). Détection précoce du haut potentiel intellectuel. Éditions Universitaires Européennes.

The early recognition of giftedness, or high intellectual potential, in young children is crucial for ensuring they receive appropriate support for their development, and particularly for anticipating and understanding their needs as soon as possible. Early indicators of giftedness often emerge before school age, manifesting through behaviors and abilities that distinguish these children from their peers. Below are some distinctive signs of giftedness in young children, drawing on both European and international research.

Advanced Linguistic Development

One of the earliest indicators of giftedness is frequently a rapid and sophisticated development of language skills. Gifted children tend to acquire language earlier than average, using a rich vocabulary and complex grammatical structures quite quickly. This phenomenon has been documented in numerous studies, notably by Silverman (2013), who highlights that these children are capable of forming complete and structured sentences at a very young age. In Europe, Terrassier (2009) confirms this observation, noting that these children also show a marked interest in early reading and are sometimes able to decode texts well before the typical age for learning to read.

Intense Curiosity and Insatiable Thirst for Knowledge

Intense curiosity is another characteristic trait of young gifted children. Unlike their peers, these children constantly ask complex questions and seek to understand the world around them in depth. They are not satisfied with simple answers and demonstrate a continuous desire to explore subjects usually considered too advanced for their age. Cross (2004) identifies this thirst for knowledge as a fundamental marker of giftedness, noting that these children can conceptualize abstract ideas very early, an early indicator of their critical thinking and problem-solving abilities. In France, Gauvrit (2014) also emphasizes this curiosity, pointing out that high-potential children often exhibit a remarkable aptitude for understanding complex mathematical or scientific concepts from a young age.

Exceptionally Developed Memory

An extraordinary memory is frequently observed in young gifted children. These children display an ability to retain information, events, and details with a precision that far exceeds what is expected for their age. This memorization ability facilitates their rapid learning and allows them to accumulate a wide range of knowledge from a very young age. Freeman (2001) highlights that this exceptional retention is often one of the first signs that alert parents and educators to the child’s high intellectual potential. In Germany, Ziegler and Stoeger (2010) corroborate these observations, noting that gifted children not only have an excellent memory but also know how to use it effectively to solve complex problems.

Sustained Concentration and Attention

While the capacity for concentration is generally limited in very young children, gifted children can focus for prolonged and intense periods on subjects that interest them. This ability to maintain attention, typically on intellectually stimulating activities, contrasts with their tendency to quickly lose interest in activities they find monotonous or unengaging. A study published in Gifted Child Quarterly (2004) highlights that this sustained concentration is often accompanied by an unusual level of self-discipline, enabling them to delve into complex subjects at an early age. In Switzerland, Baillod and Broillet (2018) also observed that intellectually gifted children show an unusual focus during specific activities.

Heightened Emotional Sensitivity

Heightened emotional sensitivity is frequently cited as a distinctive trait of young gifted children. This characteristic manifests as deep empathy and an ability to perceive and react intensely to the emotions of others. According to Silverman (2002), this emotional sensitivity is often coupled with intellectual and creative depth, making these children particularly receptive and introspective individuals. However, this same sensitivity can also make these children more vulnerable to negative emotional stimuli, necessitating appropriate psychological support to help them manage their emotions healthily. Pérez and Beltrán (2016) emphasize that this increased sensitivity can be challenging, as it exposes gifted children to a higher risk of anxiety disorders, requiring tailored intervention. These children may tend to react very strongly to frustration or injustice, leading to intense emotional outbursts.

Other Early Indicators

Beyond the already mentioned signs, other indicators can also signal giftedness in young children. Some gifted children exhibit overflowing creativity, demonstrating a fertile imagination and an ability to invent complex stories or create detailed artwork. Others may show early aptitude in mathematics, such as the ability to understand and manipulate numerical concepts well before the expected age. Precocity in symbolic play, where the child uses objects to represent something else, is also an important indicator, highlighting advanced abstract thinking. They may also quickly grasp the functioning of certain mechanisms, such as locks or stroller safety buckles, which, while not symbolic, demonstrate an impressive desire for understanding and problem-solving at this age.

Research and clinical observations emphasize the importance of early detection, allowing for the implementation of personalized support strategies that foster the development and well-being of these young children.

References:

1. Silverman, L. K. (2013). Giftedness 101. Springer Publishing Company.
2. Terrassier, J. (2009). Les enfants surdoués : les différentes formes de la précocité. Éditions ESF.
3. Cross, T. L. (2004). The social and emotional lives of gifted kids: Understanding and guiding their development. Prufrock Press Inc.
4. Gauvrit, N. (2014). Les surdoués ordinaires. PUF.
5. Freeman, J. (2001). Gifted Children Grown Up. David Fulton Publishers.
6. Ziegler, A., & Stoeger, H. (2010). Excellent talent development. Waxmann Verlag.
7. Gifted Child Quarterly. National Association for Gifted Children.
8. Baillod, J., & Broillet, A. (2018). Détection précoce du haut potentiel intellectuel. Éditions Universitaires Européennes.
9. Pérez, J., & Beltrán, M. (2016). El niño superdotado: características y orientación. Editorial La Muralla.
10. Silverman, L. K. (2002). Counseling the Gifted and Talented. Love Publishing Company.

Giftedness, or high intellectual potential, refers to intellectual abilities that are above average. A gifted child may exhibit distinct behaviors and abilities that require special attention for their full development. Diagnosing giftedness, whether typical or atypical, homogeneous or heterogeneous, relies on a thorough evaluation. IQ tests are primary tools, but for atypically gifted children, additional assessments are often necessary. These evaluations may include neuropsychological tests, behavioral observations, and detailed interviews with parents and teachers. As J. Terrassier notes in Les enfants surdoués: "It is crucial to discern high intellectual abilities despite any potential comorbidities or behavioral challenges."

1. Early Signs of Giftedness

The signs of giftedness can appear as early as infancy and are often recognizable through specific behaviors.

1. Advanced Language Development: A gifted child may begin speaking earlier than average, with a rich vocabulary and complex grammatical structure. They may also show an interest in complex subjects from a young age.

2. Intense Curiosity and Thirst for Knowledge: High-potential children frequently ask questions, explore abstract concepts, and seek to understand topics in depth.

3. Exceptional Memory: A strong ability to retain detailed information, events, or facts with great precision is often observed in gifted children.

4. Ability to Concentrate: Despite a tendency to be inattentive in certain situations, a gifted child can intensely focus on subjects they are passionate about, sometimes for extended periods.

5. Emotional Sensitivity: High emotional sensitivity is common. These children react intensely to their own emotions as well as those of others and are often very empathetic.

2. Challenges in Identifying Giftedness

Recognizing giftedness is not always straightforward, as it can manifest in different ways.

1. Heterogeneity of the Profile: Not all gifted children present a homogeneous profile. For instance, a child may excel in mathematics while struggling with reading, or vice versa. This can make diagnosis more challenging.

2. Compensatory Behaviors and Misunderstandings: Some gifted children may exhibit negative behaviors such as rebellion or underachievement, especially if they are not adequately stimulated.

3. Overlap with Other Diagnoses: Giftedness can coexist with conditions such as ADHD or Autism Spectrum Disorders (ASD). This can complicate the diagnosis, as the characteristics of these conditions may mask or be confused with giftedness.

3. The Diagnostic Process

Diagnosing giftedness requires a methodical approach, including psychometric tests and qualitative evaluations.

1. Initial Interview and Anamnesis: The diagnostic process often begins with an in-depth interview with the parents to explore the child’s developmental history and behaviors at home and school.

2. Psychometric Tests: Several standardized tests can be used to assess a child's intelligence:

   • WISC-V (Wechsler Intelligence Scale for Children – 5th Edition): This is the most commonly used test to assess the IQ of children aged 6 to 16. It measures various cognitive abilities, including verbal and non-verbal reasoning, working memory, and processing speed. An IQ score above 130 is generally indicative of giftedness.

   • WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence – 4th Edition): This test is designed for children aged 2 years and 6 months to 7 years and 7 months. It assesses the same domains as the WISC-V but is adapted for younger children. However, its effectiveness is not always conclusive, and experience shows that a child might not be identified by this test but could be diagnosed with a WISC the following year.

   • KABC-II (Kaufman Assessment Battery for Children – 2nd Edition): This test is used to assess children aged 3 to 18 years, particularly those with language or learning difficulties. It focuses on cognitive skills and information processing.

   • Stanford-Binet (5th Edition): This test, which can be used from the age of 2, also assesses IQ and is sometimes used to diagnose giftedness.

   However, these tests have their limitations. Current methods for diagnosing giftedness, primarily based on IQ tests, are also criticized for their lack of nuance. These tests do not always capture creative, emotional, or practical talents. Additionally, they may be culturally biased and not accurately reflect the potential of children from diverse backgrounds. Howard Gardner, in his book Frames of Mind: The Theory of Multiple Intelligences, argues that intelligence is multidimensional and that IQ tests can only reflect part of it. Furthermore, a child may not perform well on the test day due to anxiety or other contextual factors.

3. Qualitative Evaluation: In addition to psychometric tests, a qualitative evaluation based on behavioral observations, discussions with teachers, and analysis of the child's schoolwork can provide a more comprehensive understanding of their abilities.

4. Report and Recommendations: After the evaluation, the professional provides a detailed report with recommendations for necessary educational adaptations, such as program enrichment or grade acceleration. They may also suggest extracurricular activities to stimulate the child in areas where they excel.

As Linda Silverman highlights in her book Giftedness 101, IQ is just one measure among others. Evaluations should also include qualitative observations, interviews with the child and their parents, as well as analyses of school performance and social behaviors. Silverman emphasizes that the diagnosis should be holistic, considering emotional and creative aspects, which are often overlooked but crucial for fully understanding the potential and profile of a gifted individual.

Conclusion

Identifying and diagnosing giftedness in a child is a crucial step in providing them with an environment that meets their specific needs. The signs of giftedness can be subtle or pronounced, and an accurate diagnosis by qualified professionals is essential to understanding the child’s profile and supporting them appropriately. Careful monitoring by parents, in collaboration with educators and specialists, helps create the conditions conducive to the gifted child's intellectual and emotional flourishing.

The question of giftedness has garnered exponential interest in recent years within the fields of psychology and education, as well as in the media. The distinctions allowing for a split into two groups—typical and atypical gifted individuals—are debated, yet they are presented on blogs and personal development sites as self-evident without ever being questioned. For readers needing an introduction, although it is not the focus of this article, gifted individuals are generally defined as those with exceptionally high intellectual abilities compared to the norm, identified through an IQ test showing a score above 130, with only this test being considered by institutions. However, this definition encompasses a wide range of profiles with a multitude of characteristics that are more developed in some individuals than in others or are simply absent. We will address some of these characteristics. They are therefore classified into two main categories: typical and atypical gifted individuals. This article aims to examine this distinction in depth, critique its relevance, and analyze the specific support targeting this classification.

Typical and Atypical Distinction

The distinction between typical and atypical gifted individuals is primarily based on behavioral characteristics, specific talents or gifts, and cognitive performance. Typical gifted individuals exhibit relatively balanced intellectual, emotional, and social development without other associated specificities. It is sometimes suggested that they generally perform well in the traditional school system, are often socially well-adjusted, and show emotional stability. Jean-Charles Terrassier (Terrassier, 1981), a French psychologist, significantly contributed to the popularization of this distinction with his concept of "dyschrony." In contrast, atypical gifted individuals, or "dysynchronous," are characterized by significant gaps between their intellectual development and their emotional or social development. This dyschrony can lead to adaptation difficulties, emotional disorders, or behavioral issues. However, Franck Ramus (2017) reports no worse academic results for gifted individuals compared to the general population and does not discuss this in terms of typical or atypical profiles. Therefore, there is no study today that affirms that one gifted profile performs better academically than another.

According to Terrassier, atypical gifted individuals often struggle to find their place in a school and social environment that does not understand or support their specific needs. Atypical gifted individuals may have characteristics that mask their giftedness. They may exhibit uneven development profiles, with exceptional talents in some areas while facing difficulties in others. These individuals may also present learning disabilities, behavioral problems, or neurodevelopmental conditions such as ADHD or autism spectrum disorders. The complexity of their profile often makes diagnosis and support more challenging. Ellen Winner, in "Gifted Children: Myths and Realities," emphasizes that these children may be misunderstood and underestimated in traditional educational systems. Alain Kermadec (Kermadec, 2010) in his book "Les surdoués et les autres" also notes that atypical gifted individuals are often misdiagnosed with behavioral or learning disorders due to the apparent incongruity between their intellectual abilities and their academic performance. Olivier Revol (Revol, 2014), a neuropsychiatrist, also points out that these children often go unnoticed in the traditional educational system because their talents are masked or overshadowed by their challenges.

This distinction also poses challenges and questions regarding its validity, implications, and utility, but most importantly, it raises the question of how to support atypical gifted individuals who score below 130 on their IQ test and are therefore not recognized by the educational system and thus do not receive adequate support.

Limits of This Distinction

The distinction between typical and atypical gifted individuals is not without controversy. Several researchers, practitioners, and authors question the rigidity of this classification, arguing that it does not faithfully reflect the complexity and diversity of gifted profiles. Critics argue that the typical/atypical dichotomy can lead to stereotypes and misunderstandings, thus hindering a nuanced understanding of the needs of gifted individuals.

According to Howard Gardner (Gardner, 1983), an American psychologist known for his theory of multiple intelligences, giftedness is a complex phenomenon that cannot be reduced to rigid categories. Gardner specifies that each individual possesses a unique set of abilities and skills that manifest in various ways. This perspective challenges the notion that gifted individuals can be easily classified as typical or atypical, emphasizing instead the need for individualized approaches for each gifted child.

Alain Sotto, in "Les enfants intellectuellement précoces," cites several authors who critique the binary division between typical and atypical gifted individuals. For instance, American psychologist Linda Silverman (Silverman, 2012), known for her work on high-potential children, emphasizes that the diversity of gifted profiles requires a more flexible and inclusive approach. She also suggests that each gifted child presents unique characteristics that cannot be captured by simple categories and indicates that the focus should be on understanding individual needs rather than rigid classification.

Moreover, the profiles of gifted individuals can fluctuate over time and depending on environmental and educational contexts (Terrassier, 2007). This dynamic perspective suggests that the typical/atypical classification may be too static and not account for the rapid changes in needs and abilities during childhood and adolescence. While this binary classification helps to conceptualize the diversity of gifted characteristics, it does not do justice to the complexity of personalities and needs.

The Challenge of Support

Educational programs and psychological interventions designed specifically for typical gifted individuals are also subject to criticism. While these programs aim to address the specific needs of different gifted profiles, their effectiveness and relevance are often questioned.

Programs for typical gifted individuals generally focus on academic enrichment and intellectual challenges. However, as noted by French psychologist Olivier Revol (Revol, 2014), these programs may neglect the emotional and social needs of children, particularly those who do not easily adapt to traditional school expectations. It is even more important for atypical gifted individuals to benefit from more holistic educational approaches that take into account their emotional and social development in addition to their intellectual abilities. This is where coaching becomes crucial.

In parallel, programs designed for atypical gifted individuals, which often emphasize emotional and social support, may sometimes lack academic rigor. James T. Webb (Webb, 2016), an American psychologist and author of several books on giftedness, argues that these programs may inadvertently lower academic expectations for these children, not providing them with the intellectual challenges they need to fully develop. Webb underscores the importance of balancing emotional and social support with stimulating academic opportunities for all gifted children, regardless of their profile.

Finally, the typical/atypical distinction can sometimes lead to standardized interventions that do not account for the individual needs of each child. French psychologist Arielle Adda (Adda, 2003), specialized in giftedness, emphasizes that interventions must be personalized and flexible, tailored to the unique characteristics of each child. The rigidity of programs based on classifications can limit the effectiveness of interventions and may not adequately address the needs of gifted individuals.

Conclusion

The distinction between typical and atypical offers an interesting perspective on the diversity of gifted profiles, but the rigidity of this classification can limit a nuanced understanding of children's needs and hinder the effectiveness of educational and psychological interventions. It is crucial to recognize the complexity and diversity of gifted characteristics and to develop flexible and individualized approaches to meet their specific needs. Ongoing research and multidisciplinary perspectives are essential to improve our understanding and support for high-potential children, enabling them to thrive both academically and socially.

Franck Ramus (2017), in his blog "Ramus Méninges," critiques prevailing ideas about gifted individuals and highlights studies showing that most high-potential children perform better academically than average, contradicting the myth of widespread suffering among them. However, for atypical gifted individuals, academic and social challenges may be more pronounced, requiring additional attention and support.

This is where coaching comes into play, offering comprehensive support that goes beyond the rigid limits of traditional educational or psychological approaches. Personalized coaching allows for:
1. Adaptation of Learning Methods:Gifted children sometimes have a unique learning style closely tied to their intrinsic motivation, which is not always present in conventional schooling. Coaching can identify and adapt teaching methods that suit each child best, ensuring more efficient knowledge acquisition.
2. Emotional and Social Support: Gifted individuals may face emotional and social difficulties. Coaching provides a safe space to address these issues and find solutions, fostering emotional development.
3. Development of Non-Cognitive Skills: Beyond academic skills, coaching can help children develop abilities such as time management, organization, finding meaning to spark motivation, conflict resolution, critical thinking, rigor, creativity, etc.
4. Flexibility and Individualization: Unlike traditional approaches, coaching is flexible and adapts to the individual needs of each child, allowing for changes that are felt even within the family sphere.

A holistic and tailored approach can significantly enhance their academic and personal experience, helping them reach their full potential without being limited by traditional educational frameworks. I offer these services only for French speakers to ensure a perfect understanding of cultural elements; I cannot settle for approximations.

References

- Adda, A. (2003). L’enfant doué : L’intelligence réconciliée. Paris: Odile Jacob.
- Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
- Kermadec, A. (2010). Les surdoués et les autres. Paris: L'Harmattan.
- Silverman, L. K. (2012). Giftedness 101. New York: Springer.
- Revol, O. (2014). On m'avait dit que j'étais trop sensible.
- Terrassier, J.-C. (2007). Les enfants surdoués ou la précocité embarrassante. Paris: ESF Éditeur.
- Webb, J. T. (2016). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults. Scottsdale: Great Potential Press.
- Winner, E. (1996). Gifted Children: Myths and Realities. Basic Books.
- Ramus, F. (2017). La pseudoscience des surdoués. Blog Ramus Méninges. Retrieved from: https://www.ramus-meninges.fr/2017/02/03/la-pseudoscience-des-surdoues/

There is a type of communication that severely hinders problem-solving within the intimacy of the family circle or close relationships. It can be referred to as circular communication, representing the manipulation of dialogue and it’s detailed in another article.

There is an undeniable reality: to resolve issues, one must first discuss them. The issue of communication needs to be delved into deeply, as it is where the majority of problems lie. During the discussion, it is crucial to be in a dynamic of delving into the question, the subject, the problem at hand, and to listen and understand the other person.

In an ideal situation of openness to different ways of thinking, this could go somewhat like this: One must have some knowledge or information to justify their position. If one has an opinion on something without any knowledge, without having thought about it, and without having informed themselves or conducted research, they need to be aware of this and thus receive and analyze the other person's arguments, who might have done this work, including reflection.

If both have knowledge on the subject, it is then a matter of hearing the other person's arguments, which must be relevant to the specific subject at hand and preferably mention a credible and validated source, not based on beliefs. After hearing them, one should reflect on, question, and verify their validity to evaluate whether or not they should be taken into account. If at the moment, one does not want to simply accept the other person's arguments due to a lack of knowledge, it is, of course, possible to say, okay, I understand, I will also conduct research on the question on my end and get back to you later.

The other person should not try to muddy the waters by presenting stupid arguments to dilute or blur the discourse, and arguments unrelated to the subject, consciously or not, so that the discussion does not focus on the fact that this argument is unrelated to the discussion. This exhausts the interlocutor willing to move forward and wastes time, preventing the resolution of the situation or even the exploration of the problem.

This is in the hope of achieving mutual understanding and a consensus, or even solutions. In short, each party has intelligently listened to the other and has sought to present truly relevant arguments based on facts or "sorts" of evidence.
This is in an ideal situation, which is far from the norm in terms of communication and even more so in conflictual communications.