# data[].attributes.body
Cognitive
- voracious and early reader
-large vocab
- interest in problem solving
Creative
-intuitive
-creative, good sense of humor
Behavioral
-sponataneity
Affective
-empathetic
-emotional depth and intensity
-strong sense of right and wrong

# data[].attributes.body
- varies from state to state based on the definition used
- NJ, HI, VA, MA highest percentage: 9-10% (all these states use the same definition limited to only academic giftedness)
- unknowns for anyone outside of the definitions used,
-misconceptions between the difference between gifted and talented

# data[].attributes.body
Enhanced brain activity, right hemisphere
Increase synaptic activity
Abundant neurons
Increase in prefrontal cortex activity
Alpha wave increase, greater retention between subjects.

# data[].attributes.body
-Gifted brain has greater amounts of gray matter than white. (Gray: hold info, white: transport the info)
-Corpus colosseum, which connects the two hemisphere, is filled with more neural connections in the gifted mind.
-Big picture thinking and top-down processing

# data[].attributes.body
Learns rapidly
Advanced vocabulary
Retains large quantities of information
Long attention span
Observant
Self-motivated

# data[].attributes.body
Independent thinker
Exhibits original thinking

# data[].attributes.body
Processes information in complex ways
Observant
Enjoys hypothesizing
Learns rapidly
Uses a large vocabulary

# data[].attributes.body
-Good memorization ability
-Advanced comprehension
-Acquires basic skill quickly
-Wide area of reading
-High academic success

# data[].attributes.body
- Assumes responsibility
- good judgement and decision making
- likes structure, self-confident, organized

# data[].attributes.body
exhibits precision in movement
well-coordinated
good manipulative skills
high energy level

# data[].attributes.body
good motor coordination
exhibits creative expression
desire for producing "own product"
observant

# data[].attributes.body
-Isolation
-Boredom
-Social interactions
-Behavioral issues
-Various intelligence
-Top down thinking

# data[].attributes.body
-Teachers are realizing that they can accelerate their student's pace, and change the way they teach in areas such as compacting, group work, and pre-teaching above the student's direct grade level
-Teachers can further the student's deep way of thinking with encouragement and accommodations within the classroom
-Summer Programs
-Pull out Classrooms--- When would it be a good time to pull the student out of the ordinary classroom?
-Community schools allowing gifted students to work together in the same environment. Programs within schools such as Minds in the  Making seek community and school involvement.

# data[].attributes.body
Gifted and talented resources directory online
-parents/educators
-students/programs
-subjects

Programs in varying schools ad districts to excel in academics
-Northwestern gifted education
-looking your area

# data[].attributes.body
“Giftedness Defined.” NSGT, www.nsgt.org/giftedness-defined/.

Sandhu, Inderbir Kaur. “What Makes Giftedness?” Brainy Child: All About Child Brain Development.

"What to Expect When You’re Raising a Gifted Child: a handbook for parents of gifted children.” Published by the Ohio Association for Gifted Children

“Examining Prevalence at the Ends of the Spectrum: Giftedness and Disability”

Shriner, James A. and James E. Ysseldyke. "Examining Prevalence at the Ends of the Spectrum: Giftedness and Disability." Remedial & Special Education, vol. 14, no. 5, Sep/Oct93, p. 33.

Linnemeyer, Susan A. and Judith Shelton. "Minds in the Making: A Community Resource Program." Roeper Review, vol. 14, no. 1, Sept. 1991, p. 35. EBSCOhost, chilib.moody.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9608122569&site=ehost-live&scope=site.

“Popular Estimates of the Prevalence of Giftedness and Talent”

Gagne, Francoys and Jean Belanger. "Popular Estimates of the Prevalence of Giftedness and Talent." Roeper Review, vol. 16, no. 2, Dec. 1993, p. 96. EBSCOhost, chilib.moody.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9511241555&site=ehost-live&scope=site.

“Traits of Giftedness.” NAGC, http://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals/traits

Gifted and Talented Resources Directory. MultiView, 2018. http://giftedandtalentedresourcesdirectory.com/

“Is My Child Gifted?” NAGC, http://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals

Heward, William. Exceptional Children. Saddle River: Pearson, 2009.

# data[].attributes.body
Bright
- Knows answers
-works hard to achieve

Gifted- Asks Questions
-Does not have to work hard
-Enjoys self-directed learning
-uses Imagination to experiment