What it is may not be what it seems. About the high capacities

Abstract

This study examines the DN-CAS versus WISC to assess gifted children with learning difficulties or conduct disorders (twiceexceptional children). 114 gifted children, from 10 years to 14 years old (female 56%), 54 with learning difficulties, 60 with conduct disorder, were assessed on DN-CAS (PASS) and WISC. Factor analysis showed four PASS factors and one WISC factor. WISC loaded mainly on simultaneous. No other PASS processing was linked with WISC. Correlations showed weak or moderate correlation between CAS and WISC. Simultaneous is the less correlated process and therefore we can infer that it woks more independently. Descriptive statistics showed that simultaneous was the higher score and planning the lower score. On analyzing clusters of PASS processes higher that 115 (+1SD) and 130 (+2SD), simultaneous appears as the most frequently involved. Finally, a particular pattern (”N” pattern) is found as a marker of emotional dysfunction linked to planning. These findings demonstrate a four-factor solution for D-N CAS among the gifted children tested. Only simultaneous appears linked to WISC. A good or excellent simultaneous appears linked to gifted children. The DN-CAS seems to offer an advantageous tool to assess gifted children, mainly in the case of underachievers or disturbed behavior, given that DN-CAS assesses planning, closely related to creativity and metacognition.