Articles are listed in descending order by year (most recent first), and then by first author's last name.
Dixson, D.D., Olszewski-Kubilius, P., Subotnik, R.F., & Worrell, F.C. Developing academic talent as a practicing school psychologist: From potential to expertise. Psychol Schs. 2020;57;1582-1595. https://doi.org/10.1002/pits.22363
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students and home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g. universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.
Shaunessy-Dedrick, E. & Lazarou, B. Curriculum and instruction for the gifted: The role of school psychologists. Psychol Schs. 2020;57:1542-1557. https://doi.org/10.1002/pits.22379
The paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given th school psychologists' assessment expertise, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in the meeting the needs of students who are gifted and the school psychologists role tn identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.
Smith, C.K. & Wood, S.M. Supporting the career development of gifted students: New role and function for school psychologists. Psychol Schs. 2020;57:1558-1568-1568. https://doi.org/10.1002/pits.22344
The American ethos that you can be whatever you want to be has not always been a helpful adage for gifted students. Gifted students require career counseling to understand the world of work, and to identify their interests and values in addition to their already-identified talents. Academic planning and career development for gifted students is an important and complex process that requires thoughtful consideration. School psychologists have the skills and abilities to provide valuable career development services to gifted students. The authors explore the unique challenges and career development needs of gifted students and provide suggestions for interventions.
Ottwein, J.K. Working toward equitable gifted programming: The school psychologist's role. Psyhcol Schs. 2020;57:937-945
As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that lack of gifted-specific coursework in teacher preparation programs may sustain ill-informed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture-fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students.
Stephens, K.R. Gifted education policy and advocacy: Perspectives for school psychologists. Psychol Schs. 2020;57:1640-1651. https://doi.org/10.1002/pits.22355
Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is "inclusive stakeholder engagement" (p.3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately-both academically and socio-emotionally. This article will introduce school psychologists to (a)federal and state laws impacting gifted students, (b) the role litigation, due process , and research has in shaping policy, and (c) relevant gifted education policy considerations.
Wood, S., Portman, T.A.A., Cigrand, D.L. & Colangelo, N. School counselors' perceptions and experience with acceleration as a program option for gifted and talented students. Gifted Child Quarterly 54(3), 168-178. https://doi:10.1177/0016986210367940
This article presents findings from a national survey of 149 practicing school counselors who are members of the American School Counselor Association. The survey gathered information on school counselors' perceptions of an experiences with acceleration as a program option for gifted students. Results indicate that, although school counselors' opinions are being solicited in decision making regarding acceleration, they do not possess training and accurate information regarding acceleration. Hence, training and professional development focusing on the research-based practices of acceleration are needed to ensure that school counselors give accurate advice and guidance concerning gifted students' education. Future research is needed to compare and contrast the effectiveness of accelerative decision making between school counselors who are trained and untrained in acceleration programmatic options.
