Gallucci, N. T., Middleton, G., & Kline, A. (1998).  Intellectually Superior Children and Behavioral Problems and Competence, Roeper Review, 22(1), pp. 18-21.

• “This study evaluated differences in ratings of behavior problems and competence from the Child Behavior Checklist (CBCL) between samples of 78 children with intelligence quotients (IQs) greater than 130 and 62 children with IQs in the average range.” (p. 18)
•  “As predicted, there were no reliable differences for any scales from the CBCL.”
• “The implication of this study is that indications of behavior problems on the CBCL should likely be considered evidence of actual psychopathology rather than sequelae of superior intellectual functioning.”  
• Gifted students who participated in this study were in a residential program for gifted children in Louisiana. Their CBCL ratings were compared to those of gifted students in regular classrooms in Connecticut and to the CBCL scores of children “with average levels of intellectual functioning in regular education classrooms in Connecticut.” (p. 19)
  

Morrison, W. F. (2001).  Emotional/Behavioral Disabilities and Gifted and Talented
Behaviors: Paradoxical or Semantic Differences in Characteristics? Psychology in the Schools, 38(5), pp. 425-431.

• EBD labeled students are referred to as being “dysfunctional, difficult, deviant, disordered, disturbed, disappointing, delinquent, dropout, disruptive, and disorganized – the Destructive D’s.”  (p. 426)
• “The profile of the student labeled EBD has been negative, and leads the individual working with these students to believe in a one-dimensional view that focuses on negative behaviors that often over-shadows potential G/T behaviors of the person.”
• “Historically, the popular profile of the G/T student has concentrated on overtly positive and successful characteristics, and that students in this group share common core traits that could be utilized in classifying other students whom exhibit G/T behaviors.”
• “There continues to be limited access to G/T programming for students with challenging or negative behaviors.”
• “Seeley (1998) stated that: ‘The concept of disabled gifted may appear to be an oxymoron.’” (p. 427)
• Clinical experience has led to a belief that G/T and EBD students share at least 3 characteristics:  academic ability, creative thought, and negative and/or challenging behaviors such as “depression and anger, poor impulse control, conflict in family relations, intense emotions, polarized and hierarchical value systems, and experienced isolation from peers.” 
• “The degree to which any of these characteristics are exhibited by an individual needs to be seen as unique in each case and the presence of any one characteristic, or group of characteristics, does not readily mean the student is EBD, G/T, or twice-exceptional.” (p. 428) 
• Rating scales used to identify EBD students have been lists of negative behaviors and how often these behaviors are seen.  “These scales have been found to be void of context in relation to the behavior exhibited and have failed to identify and/or focus on individual strengths within an individual.”
• There is a “need for professionals in the fields of special and gifted education to develop specific programs to meet the unique needs of [twice-exceptional students].”
• “… the curricula of control in the classrooms have severely restricted the opportunity for the student to exhibit and explore creative thoughts and ideas.”
• The authors suggest that identification should include a “multiple-criteria assessment such as portfolio assessment, teacher recommendations, and observations.” Observers need to look at the context in which behaviors are exhibited, not just the frequency.  Most teachers don’t have training to know what characteristics constitute gifted and/or EBD.

Rizza, M. G. & Morrison, W. F. (2003). Uncovering Stereotypes and Identifying
Characteristics of Gifted Students and Students With Emotional/Behavioral Disabilities, Roeper Review, 25(2), pp. 73-77.

• Premise of article is that teachers are not educated in how to identify characteristics of gifted students and students with emotional/behavioral issues; therefore, students are not referred for services that will benefit them.
• The sample population for this study was 33 graduate and 59 undergraduate students from teacher preparation programs in Colorado and Indiana. The graduate students were all currently employed as teachers:  11 in regular education, 19 in special education, and 3 in gifted education. The undergraduate group was comprised of 90% regular education and 10% special education majors. (p. 74)
• “Students who do not conform to the traditional classroom setting or who have differences in learning styles may exhibit behavior disabilities that are exogenously based (inherent to the personality structure of the individual).” (p. 73)
• “Stereotypical attitudes held by teachers have led to the belief that a person with a disability cannot also be gifted.”
• “There has been inadequate training in the field of education to make teachers aware that characteristics of one exceptionality may overlap with other exceptionalities.”
• Survey instrument used was a list of characteristics that could describe either a gifted child or a child with EBD was used.  Teachers were asked to classify these characteristics as gifted, EBD, both, or neither.
• Charts are in the article with the survey results by characteristic. (pp. 74-75)
• Teachers characterized Gifted Students’ behaviors as:
  (1)  Personal power
  (2)  Independent
  (3)  Corrects teachers
  (4)  High achiever
  (5)  Develops own goals
  (6)  Does well academically
  (7)  Evaluative
  (8)  Admired for abilities
  (9)  Successful
  (10)Loved by teachers
  (11)Admired by peers
• Teachers characterized EBD Students’ behaviors as:
  (1)  Poor self-concept
  (2)  Unaware
  (3)  Explosive
  (4)  Has mood swings
  (5)  Has poor self-control
  (6)  Intermittent attendance
  (7)  Is self-abusive
  (8)  Is disruptive, acts out
  (9)  Adults are angry with them
  (10)Seen as loners, dropouts, dopers, or air heads
  (11)Seen as dangerous and rebellious
  (12)Seen as weird, dumb
  (13)Rebellious
  (14)Peers see them as entertaining
  (15)Viewed as resistive
• Authors considered all of the above behaviors to be characteristic of both gifted students and EBD students.
• Be cautious in interpreting these data.  Sample limitations and data restrictions inhibit generalizing the results to the general population