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.