Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study
We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilit...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-05-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/5/610 |
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| author | Benna S. Haas Laura S. McCorkle Thomas W. Connors Erin R. FitzPatrick Michael S. Matthews Julianna Willis |
| author_facet | Benna S. Haas Laura S. McCorkle Thomas W. Connors Erin R. FitzPatrick Michael S. Matthews Julianna Willis |
| author_sort | Benna S. Haas |
| collection | DOAJ |
| description | We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to do well, (c) enjoying the company of adults and peers, and (d) experiencing difficulties regulating emotions. Further, three themes from parents of young typically developing children were also included as a comparison: (a) demonstrating academic strengths, (b) connecting with others, and (c) experiencing difficulties regulating emotions. These themes provide a first step in informing classroom teachers, counselors, and psychologists about young children’s social, emotional, and behavioral needs and matching them with appropriate educational programming and intervention options. This paper also includes implications of the findings and suggestions for further research to maximize young children’s gifts, talents, and exceptionalities. |
| format | Article |
| id | doaj-art-b147eb5bb1de433e9792072e42a2d364 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-b147eb5bb1de433e9792072e42a2d3642025-08-20T01:56:27ZengMDPI AGEducation Sciences2227-71022025-05-0115561010.3390/educsci15050610Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot StudyBenna S. Haas0Laura S. McCorkle1Thomas W. Connors2Erin R. FitzPatrick3Michael S. Matthews4Julianna Willis5Department of Educational Studies, College of Education, Purdue University, West Lafayette, IN 47906, USADepartment of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USADepartment of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USADepartment of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USADepartment of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USADepartment of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USAWe conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to do well, (c) enjoying the company of adults and peers, and (d) experiencing difficulties regulating emotions. Further, three themes from parents of young typically developing children were also included as a comparison: (a) demonstrating academic strengths, (b) connecting with others, and (c) experiencing difficulties regulating emotions. These themes provide a first step in informing classroom teachers, counselors, and psychologists about young children’s social, emotional, and behavioral needs and matching them with appropriate educational programming and intervention options. This paper also includes implications of the findings and suggestions for further research to maximize young children’s gifts, talents, and exceptionalities.https://www.mdpi.com/2227-7102/15/5/610parentsgiftedhigh abilityyoung childrenbehavioral and emotional development |
| spellingShingle | Benna S. Haas Laura S. McCorkle Thomas W. Connors Erin R. FitzPatrick Michael S. Matthews Julianna Willis Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study Education Sciences parents gifted high ability young children behavioral and emotional development |
| title | Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study |
| title_full | Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study |
| title_fullStr | Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study |
| title_full_unstemmed | Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study |
| title_short | Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study |
| title_sort | parent perspectives of behavioral and emotional development of young high ability children a pilot study |
| topic | parents gifted high ability young children behavioral and emotional development |
| url | https://www.mdpi.com/2227-7102/15/5/610 |
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