A Parent's Inquiry

Recently, I received a question from a mother in Southwestern Australia. Her profoundly gifted daughter was not performing to expectations in school, despite having a wide circle of friends. The mother noted that her child did not exhibit the characteristics typically associated with exceptionally gifted children, as described in my books and articles. Although she had not yet read my latest publication, she had gleaned valuable insights from my Medium posts regarding personality types and the behaviors of gifted children in educational settings.

Often, a child's personality type can indicate that they are in an unsuitable environment for their abilities. This scenario is not exclusive to girls; boys can experience similar situations. I advised her to determine her daughter’s personality type to assist in addressing her concerns.

She accessed resources linked in my writings, which offer affordable or free personality assessments, such as those found at www.personalitypage.com. My recent book, The 5 Levels of Gifted Children Grown-Up: What They Tell Us (July 2023), incorporates personality insights into the interactions between parents, children, and educational institutions throughout most of its latter sections. This was a pivotal moment: her daughter's underachievement might stem from her unique perspective on the world.

Children are often not evaluated for the third letter in the F-T (Feeler-Thinker) continuum. Her daughter was classified as an ENxP, which can pose challenges in educational contexts. The ideal solution is to enroll her in programs that cater to exceptionally or profoundly gifted students.

While awaiting the personality assessment results from the parent, I reflected on how sometimes the testing process itself can be flawed.

What Can Go Wrong in Gifted Testing

I unintentionally sparked a quiet controversy in Southwestern Australia when I presented to a group of parents with children who had been identified as highly to profoundly gifted through testing. This occurred in February 2010, and I stayed in the community for nearly a month. As I passionately delivered my presentation, I was unaware of what the audience was anticipating. I presumed their focus was on my earlier book, Losing Our Minds: Gifted Children Left Behind (2005), which was reissued in 2009 as 5 Levels of Gifted: School Issues and Educational Options. My host had invited me due to the content of that book.

Upon arrival, I discovered that many parents were concerned about their children's underachievement and behaviors that did not align with the expectations set forth in my writings. It was surprising to me that few parents in attendance could reconcile their children's high test scores with their apparent lack of characteristics typical of profoundly gifted individuals.

My host family was among those affected. As we drove back from the event, she delicately hinted that the parents were grappling with significant underachievement issues and needed assistance to improve outcomes for their gifted children. Before my presentation, she had been enthusiastic, suggesting there must be something special in their community given the number of gifted families.

I Attempted to Understand the "Massive Underachievement" Dilemma

Still not grasping the full extent of the issue, I suggested that some children may choose to blend in rather than stand out. I also discussed how schools that predominantly serve college-bound families may not highlight the unique traits of gifted children, as they are surrounded by peers of similar abilities. My host's daughter attended such an institution. However, I remained skeptical that profound giftedness could be so commonplace.

Common Identification Tests for Giftedness

I further explored the types of assessments used by local specialists. The primary evaluator employed the Wechsler tests, which remain reputable and valid. During my visit, I brought along the Stanford-Binet 5 test materials, prompting my host to arrange for her daughter to undergo retesting.

I conducted the assessment using the Stanford-Binet 5 (SB5) and had the family complete the necessary intake documents. The parents took the Myers-Briggs Type Indicator® (MBTI®), while the children completed the Murphy-Meisgeier Type Indicator for Children® (MMTIC®). The family’s personality profile did not appear to contribute to the underachievement. Although the girl was sociable and had many friends, her type preference likely did not correlate with her academic struggles.

Her results placed her in the highly gifted, Level Two range, with scores in the low 130s. For context, standardized assessments like the Stanford-Binet 5, Wechsler Tests, and Iowa Tests of Basic Skills designate scores over 145 as exceptionally to profoundly gifted, with children in that range fitting into Levels Four and Five in my classification system.

For those intrigued, researching "out-of-level" testing can reveal methods to navigate "hitting the ceiling" issues that often complicate evaluations. Notably, one relevant paper is titled The Increasingly Important Role of Off-Level Testing in the Context of the Talent Development Perspective.

What If the Assessment Was Inaccurate?

After sharing her daughter's retest score, my host's family experienced a significant upheaval. The revelation was difficult for both them and me. However, in a matter of days, she informed her daughter's school of the new results, and they collaborated to transition her back into classes with age-appropriate peers. She also reached out to other parents of children who had been identified as profoundly gifted, leading them to seek re-evaluations. In every instance, the second scores were notably lower than the initial tests, with one boy scoring a perfectly average 100. Out of more than a dozen children I retested, only one exhibited a personality type that could explain their underachievement. None matched the high score of my host's daughter, and regrettably, the atmosphere between us soured for the remainder of my visit.

How Did This Occur?

A commonality emerged among the families seeking retests: they had all used the same two-person team for their assessments. In Australia, only licensed psychologists can administer intelligence tests, creating a potentially problematic scenario. The United States is moving toward similar regulations, though some states allow practitioners with different credentials.

Upon returning to the U.S., I contemplated how to address these concerns. My connections in the Australian gifted education community, formed through my participation in the Belin-Blank Center's annual gifted conference at the University of Iowa, prompted me to share my findings with a professor of Gifted Education from Eastern Australia. During a conference meal, I recounted my experiences in Southwestern Australia.

Upon hearing my story, she abruptly questioned my qualifications, stating, "Are you a licensed psychologist?" When I replied negatively, she cut me off and left. I was stunned.

Since that encounter, I have no further information on this issue. However, it is evident that some individuals seek out practitioners who can help their children achieve gifted status. A recent case in Florida involved a preschool owner who falsely claimed many of her students qualified for gifted admission, resulting in her imprisonment.

Essential Considerations in Testing

Throughout my career, I have engaged in various normative studies within gifted populations. My doctoral studies included ten courses in Test & Measurement and eight in Psychology, all conducted in person at respected institutions such as the Universities of Virginia, Northern Colorado, and Minnesota. Unlike many countries, Australia generally does not require coursework for doctoral degrees, which may explain the discrepancies in testing practices. Such realities underscore the importance of ensuring that those conducting assessments are adequately trained.

This video features Dr. Deborah Ruf discussing her insights on giftedness and the challenges some children face in educational settings.

In this video, Dr. Deborah Ruf elaborates on the Five Levels of Gifted and how they impact children's development and educational pathways.