Diversity in domains of development: Research findings and their implications for gifted identification and programming

Abstract

A domain‐specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely‐used categorical model. A research project is described which involved administering several measures in three different domains—Linguistic, Logical/Mathematical, and Social/Emotional—to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, and which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students’ diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain.