Institute for the Study of Advanced Development Past, Present and Future


Institute for the Study of Advanced Development
Past, Present and Future
Created in 1986, Institute for the Study of Advanced Development (ISAD) is a nonprofit research corporation, dedicated to uncovering the abilities of underserved populations, studying advanced development in children and adults, and fostering undeveloped potential in women. While giftedness is most often equated with eminence, ISAD redefines giftedness as advanced development throughout the lifespan. In early childhood, it manifests as rapid progression through developmental milestones, unusual capacity for abstract thought, creative imagination and heightened sensitivity. Advanced development in adults involves the deepening and strengthening of one’s values, broadening of one’s scope of responsibility, consciousness of the meaning of one’s existence, concern for others and commitment to service.  
ISAD was approved as a public nonprofit corporation August, 1987. Every year, the President’s Report outlines the activities related to ISAD’s mission, according to the following categories: study and support of giftedness, training, research, publications and presentations, as well as scholarships offered for services. The reports are posted on our website: 
In 1989, ISAD launched an official publication, Advanced Development, providing an international forum on higher human values: e.g., empathy, responsibility, integrity, authenticity, moral courage. Advanced Development is the first psychological journal on adult giftedness; it publishes articles on theory, research, therapy, case studies of moral exemplars, inner experiences of the gifted, as well as poetry, art and book reviews. Advanced Development is listed in Psychological Abstracts and all articles undergo blind review by three reviewers. Advanced Development birthed a new discipline: counseling of gifted adults. There are now counselors and coaches of the gifted globally.
ISAD has created and validated several instruments to measure advanced development (see Appendix A) and has conducted a considerable amount of research. In 1995, Dr. Linda Silverman donated Gifted Development Center (GDC) to ISAD, which offers assessment of children and adults, consultations, counseling, presentations and publications. The mission of Gifted Development Center is consistent with the mission of ISAD, enabling the collection of data on advanced development in children. The merger of GDC and ISAD was misunderstood by IRS. By 2018, more than 6,500 children had been assessed and parent permissions to conduct research had been obtained for most cases. To date, data on 1,188 cases, each with 212 variables, have been entered in a data analysis program. This data base is available for graduate students and researchers. In 2013, Dr. John Wasserman and his doctoral student, Thaiphi Bui, conducted the first study with ISAD’s data. Dr. Wasserman and Dr. Frank Falk, our Director of Research, developed comprehensive guidelines for use of the data bank.
Gifted Development Center (GDC/ISAD) has become an international leader in assessment of gifted children, specializing in gifted children with learning disabilities (twice exceptional), who are underserved in school. Linda Silverman constructed the concept of the visual-spatial learner to promote understanding of the twice exceptional, indigenous groups, artists, musicians, mathematicians, designers, engineers, empaths—all of whom have strong right hemispheric gifts. She published Upside-Down Brilliance: The Visual-Spatial Learner in 2002 (DeLeon Press), 25,000 copies of which are now in circulation globally. ISAD developed and validated the Visual-Spatial Identifier, with assistance of two grants from the Morris S. Smith Foundation. The instrument was translated into Spanish and research has been conducted with numerous culturally diverse populations. Most current research is with Native Americans. The visual-spatial construct has been incorporated into standardized measures of intelligence in the major IQ tests: the Wechsler and Stanford-Binet scales. 
Five books were released in 2013 by ISAD associates as resources for understanding advanced development. Giftedness 101, by Linda Silverman, (Springer), has been translated into Swedish and Korean. Picture it! Teaching Visual-Spatial Learners, by Betty Maxwell and Crystal Punch, provides techniques for teachers. Off the Charts: Asynchrony and the Gifted Child, by Christine Neville, Michael Piechowski, Stephanie Tolan and The Columbus Group (Royal Fireworks Press) won The Legacy Book Award. “Mellow Out,” They Say: If I Only Could (2nd ed.), by Michael Piechowski (Royal Fireworks Press) synthesizes research on overexcitabilities and spiritual giftedness. Peace Within, Peace Between by Linda Leviton (Science & Behavior Books) describes learning styles of the gifted and provides a blueprint for family harmony.
In 2013, Indigenous Students Leap Ahead (ISLA) was established as a special project of ISAD to train Native American educational leaders in visual-spatial and culturally relevant teaching methods. Two grants were obtained by ISAD to support the work of ISLA. ISAD designed the admission requirements for Hope Academy, an inner-city program for culturally diverse, economically challenged preschoolers, and provides low cost testing to applicants.
Bobbie Gilman, Associate Director of GDC/ISAD, leads the National Association for Gifted Children Special Interest Group on Assessment of Giftedness (NAGC Assessment SIG). In 2013, NAGC adopted a position statement, composed under Bobbie Gilman’s direction, insuring that gifted children with learning disabilities have access to comprehensive assessment. During that year, Bobbie spearheaded the publication of “Critical Issues in the Identification of Gifted Students with Co-existing Disabilities” (SAGE Publications) by the NAGC Assessment SIG.
Linda Silverman keynoted the World Council for Gifted & Talented Conference and Gifted Children Denmark Conference in 2013; both presentations are available on YouTube. In addition, she gave keynote addresses in Tasmania, Arizona, Colorado, Nebraska and Washington. Steven Haas and Jerry Lassos keynoted the Wyoming Indian Education Conference. Linda Silverman established a $1,000 Mary Parkinson scholarship fund in Tasmania for a teacher to receive advanced training in gifted education. Linda Silverman and Kim Boham established a $1,000 annual Leta Hollingworth scholarship fund for a Nebraska teacher of the gifted. ISAD’s International Network of Child-Centered Advocates was expanded to include Denmark and Canada, along with current members from Australia, New Zealand, Hong Kong and The Philippines.
GDC/ISAD received a $20,000 challenge grant at the end of 2014 to locate and assess gifted children of poverty. We launched a new website to promote understanding of the inner experience of giftedness. We created and refined a Checklist for Recognizing Twice Exceptional Children. This checklist was published in 2018 in the book, Twice Exceptional, edited by Scott Barry Kaufman (Oxford University Press.) It is being revised for publication in two books in 2019.  We developed a new method of comprehensive assessment, combining Qualitative and Quantitative Assessment (QQA) and piloted this method in the Bay Area, CA. It is particularly helpful for identifying twice exceptional children. QQA was introduced to psychologists in Grande Prairie, Alberta, Canada in Sept. 2014.
Three ISAD staff members participated in the 11th International Dabrowski Congress in Alberta, Canada in 2014. Linda Silverman delivered a keynote address on, “Empathy: The Heart of Dabrowski’s Theory,” available on YouTube; it was published in Advanced Development in 2016. ISAD began collaboration with Gifted Resource Center of New England on a study of empathy in gifted children with AD/HD and Asperger Syndrome. Three ISAD staff members contributed a chapter on learning styles to a book published in The Netherlands and Linda Silverman contributed to a handbook published in Brazil. 
ISAD created a scholarship committee in 2015. Two of the scholarship recipients were African immigrants. One was offered a full scholarship to the Logan School for Creative Learners based on our assessment. We arranged for the other child, who hopes to become a doctor, to receive a pro bono audiological evaluation at Able Kids Foundation in Ft. Collins, CO, and an ear filter for central auditory processing disorder, a hidden disability discovered during his testing.
Pearson Assessments contracted with ISAD in 2015 to orchestrate a national study on the performance of highly gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The data will serve as a basis for creating extended norms for the WISC-V to more accurately assess highly, exceptionally and profoundly gifted children. Earlier, Pearson contracted with ISAD to collect data to create extended norms for the WISC-IV, enabling highly gifted children to be identified for the Davidson Young Scholar Program. Bobbie Gilman and Linda Silverman influenced the development of two new composite scores on the WISC-V designed, in part, for the gifted. They appear in Technical Report #1, posted on Pearson’s website, August, 2015. 
The Columbus Group, an alliance of professionals who forged the definition of giftedness as asynchronous development, officially became an affiliate of ISAD in 2015. Rosemary Cathcart, Founding member of ISAD’s International Network of Child-Centered Advocates, hosted a symposium for The Columbus Group in Auckland, New Zealand in April, 2015. Linda Silverman and Deirdre Lovecky presented on “Moral sensitivity, empathy and compassion.” The Columbus Group Method of Qualitative Assessment was introduced at this conference. It is a combination of the Annemarie Roeper Method of Qualitative Assessment and qualitative instruments developed at GDC/ISAD (Characteristics of Giftedness Scale, Overexcitability Inventory for Parents, Introversion/Extraversion Continuum, and the Checklist for Recognizing Twice Exceptional Children). 
Linda Leviton, Anne Beneventi and Linda Silverman conducted a half-day APA-approved continuing education course on Qualitative and Quantitative Assessment at the 2015 Supporting Emotional Needs of the Gifted (SENG) international conference. Bobbie Gilman organized a half-day APA credit-bearing course at SENG on Recognizing Hidden Twice-Exceptionality. 
Linda Silverman presented on empathy in Colorado in March and in North Carolina in August, 2015. She was interviewed for an extensive article in Sun Magazine and videotaped for a documentary film on the needs of gifted children: The G Word. Both interviews took place in the Bay Area, CA.
Eve Law Wen Her and Fatimah Haron administered ISAD’s Giftedness in Adults Rating Scale to 263 Malaysian adults with bachelor’s degrees. Results published in Advanced Development in 2016 indicated that this instrument predicted scores in creativity and ethical reasoning. The study further established the reliability and predictive validity of the adult gifted rating scale. 
In 2016, ISAD hosted a Leta Hollingworth Summit to create a website and documentary film about gifted education’s founder. Family members of Dr. Hollingworth were invited to view a draft of the website, add original letters and photos, and provide consent for the project.
Dr. Michael Piechowski received the Lifetime Achievement Award from SENG and the Annemarie Roeper Award for Global Awareness from NAGC, both in 2016.
Several of ISAD’s staff presented at the 12th International Congress on Dabrowski’s Theory in Alberta in 2016. Frank Falk, Linda Silverman and Paul McGaffee gave a signature session on “Dabrowski’s Interest in the Gifted,” using primary source materials obtained from psychologist, Paul McGaffee, who worked with Dr. Dabrowski. The Dabrowski Study Group in Denver was reinstated after the conference.
ISAD co-sponsored a workshop on “Teaching Visual-Spatial Learners” in 2016 in Adams 12 Five Star Schools. Linda Silverman offered a keynote address at this workshop. She also delivered a keynote address and 8 other presentations at a conference in The Netherlands. These presentations were videotaped and are available on YouTube.
On November 19, 2016, Linda Silverman developed a Gifted Index for the WISC-V [later named the Expanded General Ability Index (EGAI) by Pearson Assessments]. Data were collected throughout 2017 at GDC/ISAD and Gifted Resource Center of New England; they were presented at the NAGC conference in 2017 in Charlotte, NC, by WISC-V author, Susan Raiford, and Linda Silverman. Dr. Raiford is currently constructing Technical Manual #5 for this new index.
Throughout 2017, Bobbie Gilman orchestrated the first large-scale national study of gifted children’s performance on the WISC-V, involving 390 cases from 7 sites. The data were used as the basis of the NAGC Position Statement, “Use of the WISC-V for Gifted and Twice Exceptional Identification.” The highest mean score for the sample was the Verbal Expanded Crystallized Index (133.77), developed in part for identifying the gifted by the test constructor, Susan Raiford. The second highest mean was the Expanded General Ability Index (“Gifted Index”) (133.13) created by Linda Silverman. The lowest score for the sample was the Processing Speed Index (106), clearly showing that gifted children do not demonstrate their abilities well on timed tests. The NAGC Position Statement states that the Full Scale IQ score (which includes Processing Speed) should not be used to exclude children from gifted services. This policy will have wide-ranging impact on the selection of underserved gifted children.
In April of 2017, Linda Silverman and Dr. Lynn Hellerstein presented a course for optometrists on The Impact of Vision Therapy on IQ at the College of Optometrists in Vision Development (COVD) 47th Annual Meeting. Linda Silverman received the Making Vision Therapy Visible Award at COVD, in Jacksonville, FL.  In May, Dr. Colin Kageyama, an optometrist from Campbell, CA, and Anne Beneventi, ISAD affiliate in Portola Valley, CA, met with ISAD staff to explore the possibility of studying a new method Dr. Kageyama has devised for improving low visual processing speed scores in gifted children. 
Anne Beneventi received the Lifetime Achievement Award from SENG in Naperville, IL, August, 2017.  Linda Silverman and Anne Beneventi gave a joint keynote address at an international conference in Oviedo, Asturias, Spain, in June. Linda Leviton delivered the opening plenary address at the 48th Annual International Learning Resources Network in Oregon. She also offered two workshops for continuing education credits. Linda Silverman introduced The Gifted Index to Canadian psychologists in Edmonton, Alberta in a workshop in April. Bobbie Gilman, Linda Silverman, Chris Wells and Steve Haas presented sessions at the NAGC conference. Linda Silverman presented at the Closing General Session of the conference.
Chris Wells, ISAD’s Director of Qualitative Research, made three trips to Wisconsin to interview Michael Piechowski and conducted two recorded interviews for her 2017 NAGC presentation honoring Dr. Piechowski’s contributions to Dabrowski’s theory. Dr. Wells created an archive of Dr. Piechowski’s work. She also collected data from the GDC/ISAD data bank for her doctoral dissertation on The Experience of Parenting Stress on Parents of Twice-Exceptional Children and published an article on “The Primary Importance of the Inner Experience of Giftedness” in Advanced Development.
Frank Falk published a study on “Personality, Intellectual Ability and the Self-Concept of Gifted Children: An Application of PLS-SEM” in an edited volume on Partial Least Squares Modeling. Michael Piechowski published a theoretical analysis of Dabrowski’s theory in Roeper Review.
Linda Silverman was asked to serve on the advisory panel of the Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-V). Earlier, she served on the advisory panel of the Stanford-Binet Intelligence Scale, Fifth Edition (SB-5). Test constructors seek guidance from Linda Silverman and Bobbie Gilman in the development of individual IQ tests used in the identification of gifted and twice-exceptional children and adults.
ISAD created a new organization in 2017 to further child-centered gifted education. The inaugural meeting of the Child-Centered Collective was held in Colorado, October 27th-29th. A second meeting with more individuals was held in conjunction with the NAGC conference in Charlotte, NC, November 12th.
This year, ISAD began development of several significant research projects. 
In April, 2018, members of ISAD’s Child-Centered Collective (a group of 14) traveled to Denmark from the US, Canada and Greece, to obtain training on The World Game, a 100-year-old projective test, to determine if it can be used as an inexpensive, nonverbal measure of intelligence to identify young, culturally diverse, economically disadvantaged gifted children. Participants received certification in this methodology. Children are given engaging materials and asked simply to build a village. The sophistication of the village indicates advanced cognitive development. A Danish study with 200 gifted children suggests that The World Game holds promise as a new method of identifying giftedness qualitatively. After the training, the participants administered The World Game to children who did not do well on IQ tests to obtain additional information for selection to gifted programs and schools. Cross-cultural studies using The World Game with young gifted children in Denmark, Greece and the US are anticipated.
The Helios School in Sunnyvale, CA has been employing Qualitative Assessment (QA) for the selection of gifted students since its inception 12 years ago. QA is conducted in the child’s home by ISAD affiliates, Anne Beneventi and Linda Leviton. Parents complete ISAD’s instruments. In 2018, Dr. Patti Wilczek, Head of School, initiated collaboration with ISAD on the validation of QA through IQ tests, as well as the development of a program to train practitioners in the QA method. A study of the predictive validity of QA and a training program are planned for 2019.
Dr. Colin Kageyama in Campbell, CA began collaborating with ISAD in 2018 on the development of a research project to demonstrate the effectiveness of a new method of improving Processing Speed scores in gifted children with visual processing deficits. ISAD will provide pre- and post-testing on the WISC-V of Dr. Kageyama’s clients, and the results will be entered and analyzed under the direction of ISAD’s Director of Research, Dr. Frank Falk.
ISAD initiated a study in 2018 to validate the Characteristics of Giftedness Scale, which has been used for nearly 40 years with 6,500 children at GDC/ISAD. The instrument is used to identify children for gifted programs in several school districts, and as part of the assessment process by clinicians in the United States, Hong Kong, The Philippines and Australia. Cross-cultural studies are planned.
ISAD conducted the first training workshop for the Clinical Interpretation of Overexcitability Instruments in 2018. One person participated via Internet from Greece. Participants received licenses to administer and interpret the OEQ-II and OIP-II. More overexcitability training workshops are planned for 2019.
A Gifted Women’s Symposium in Westminster, CO, and a Gifted Mamas Retreat in Steamboat Springs, CO, were hosted by ISAD in 2018. These events were well-received. Participants will receive questionnaires about their experiences as gifted women for the book, I’m Not Gifted, I’m Just Busy, in preparation by Linda Silverman. Additional events to assist gifted women’s self-realization are planned for 2019 and 2020.
Several ISAD staff members presented at the International Congress on Dabrowski’s Theory in Naperville, IL in 2018 on research on overexcitability and Advanced Development journal. ISAD’s International Network of Child-Centered Advocates was expanded to Greece. Linda Silverman developed a new model of ranges of giftedness and presented it at the Global Gathering of the Triple Nine Society: “At What Point Does Water Become Steam?” This model will serve as the basis of research to determine the level at which quantitative differences in intelligence become qualitative differences. 
Interviewed for NAGC’s Legacy Project, Linda Silverman was honored at NAGC in 2018 as an influential leader in gifted education. NAGC approved and posted the position statement, “Use of the WISC-V for Gifted and Twice Exceptional Identification.”  Bobbie Gilman organized a signature session with several members of the NAGC Assessment SIG on the new position statement. Chris Wells and Steve Haas also presented at NAGC. Dr. Wells was appointed Director of Qualitative Research at ISAD and Archivist. She has collected and compiled all of Michael Piechowski’s published and unpublished papers.
Three important publications were released in 2018. Bobbie Gilman and Dan Peters wrote the lead chapter for Scott Barry Kaufman’s book, Twice Exceptional (Oxford University Press), ”Finding and Serving Twice Exceptional Students,” which includes ISAD’s Checklist for Recognizing Twice Exceptional Children. Linda Silverman wrote the chapter, “Assessment of Giftedness,” for Handbook of Giftedness in Children (2nd ed.) (Springer) and “Hidden Treasures: Twice Exceptional Children” for The SAGE Handbook of Gifted and Talented Education (Sage, London). 
Bobbie Gilman completed and submitted the second edition of her award-winning book on parent advocacy for gifted children. It will be published in 2019. Linda Silverman wrote the lead article in the first Nordic journal on giftedness: “Why Egalitarian Societies Need Gifted Education,” for an issue in 2019. She was interviewed for Legacy Lifestyle, and her photo appeared on the cover of the December issue. 
The impact of GDC/ISAD’s work can be seen in how it has changed children’s lives. A child from England we assessed in 2018 is the first student the school has ever allowed to skip a grade. An impoverished African refugee is thriving on a full scholarship to the Logan School for Creative Learners. Twice exceptional children are gaining access to gifted services throughout the United States, and overcoming their disabilities through auditory, visual and sensory integration interventions. Visual-spatial learners, particularly in indigenous groups, are now recognized throughout the globe and are receiving differentiated teaching methods.
In 2019, ISAD will begin testing Dr. Kageyama’s patients in January to determine if his vision therapy intervention improves processing speed and other composites on the WISC-V intelligence scale. This is anticipated to be a 4-year project.
ISAD’s Characteristics of Giftedness Scale will be validated in 2019. Caelan Darnell, Frank Falk and Linda Silverman will compose the article and the results will be submitted for publication. Cross-cultural comparisons with Hong Kong, Australia, The Philippines, The Netherlands, Greece and various centers in the United States that employ the Characteristics of Giftedness Scale will be explored between 2020 and 2023.
Bobbie Gilman will lead the NAGC Assessment SIG in writing up the performance of 390 gifted children from 7 sites on the WISC-V. The study will be submitted for publication in 2019.
Frank Falk and Chris Wells are currently conducting a study of gifted children with AD/HD and overexcitabilities. Results will be compared with data collected in Turkey by Erin Hough, under Frank Falk’s direction, described in “Overexcitabilities and ADHD: Profile of Gifted Turkish Students.” The results will be analyzed in 2020 and submitted for publication. 
Susan Raiford, Deirdre Lovecky, Linda Silverman and Caelan Darnell will write an article introducing the Gifted Index of the WISC-V and describing data collected on the new index. This is a joint project of ISAD, Gifted Resource Center of New England and Pearson Assessments. The study will be submitted for publication in 2020.
A joint research project will be undertaken from 2020 to 2023 by ISAD and Able Kids Foundation in Ft. Collins, CO, to determine the effect of an ear filter that synchronizes the timing of the two ears on IQ scores of gifted children with Central Auditory Processing Disorder. Results will be submitted for publication by 2023.
ISAD will validate The Columbus Group Method of Qualitative Assessment (QA) and design a training program in QA for practitioners. This project is anticipated to involve 3 years.
A series of training programs are planned for the next five years to license clinicians in the clinical administration and interpretation of the overexcitability instruments.
ISAD’s Checklist for Recognizing Twice Exceptional Children will be revised in 2019 and published in Bobbie Gilman’s Empowering Gifted Minds and Deirdre Lovecky’s Different Minds. Over the next five years, ISAD plans to collect data to validate the checklist. 
The Giftedness in Adults Rating Scale will be used in more studies from 2020 to 2023 and a paper will be published on its reliability and validity by 2023.
ISAD is sponsoring the next Dabrowski Congress in Denver in 2020. Chris Wells, Tina Harlow and Joi Lin are the organizing committee. Presentation proposals will be sought internationally and will undergo blind review. ISAD will collaborate with Supporting Emotional Needs of the Gifted (SENG) to provide APA-approved continuing education credits for all presentations given by psychologists.
Advanced Development journal will publish an issue in 2019, followed by a special issue guest edited by Willem Kuipers, author and gifted coach in The Netherlands. Three issues of the journal are anticipated between 2019 and 2023.
Bobbie Gilman’s revision of Empowering Gifted Minds will be released in 2019. Linda Silverman’s I’m Not Gifted, I’m Just Busy will be published in 2022.
ISAD will continue to add cases to the data bank. Data from ISAD’s data bank will be analyzed by doctoral candidates and post-doctoral students. Numerous published articles based on this research are expected to ensue over the next five years.
A major goal of ISAD is to create a research and training center with an archive of all books and journals in the field of gifted education, as well as unpublished papers and studies on Dabrowski’s theory and the psychology of giftedness. The extensive libraries of Michael Piechowki, Linda Silverman, Frank Falk, Nancy Miller, Michele Kane, and others who have primary source material, have been promised for this archive. ISAD has amassed the largest data bank in the world on gifted and twice exceptional children, which needs to be housed in a permanent facility for future research, with the information protected. (See Appendix B for the plans for the ISAD campus.) We plan to offer pre- and post-doctoral fellowships to researchers.
ISAD has been limited in the amount of public support available due to the IRS designation as a private nonprofit, a decade after it was established as a public nonprofit.  Once we regain public nonprofit status, we will be eligible to receive funds from agencies such as Fidelity Charitable and Colorado Gives, which can only donate to organizations with public nonprofit status.
ISAD intends to apply for federal grants to support our research. The National Science Foundation (NSF) may be willing to fund research demonstrating the effectiveness of certain interventions for central auditory processing disorder or visual processing deficits. 
Until we have been reclassified as a public nonprofit agency, ISAD will seek donations from former clients who have been helped by our services, as well as from friends who have supported ISAD in the past.
Instruments Developed by ISAD
  1. Abbreviated Developmental Questionnaire
  2. Analysis of Teaching Strategies for Gifted/Talented Teachers
  3. Are You Twice Exceptional?
  4. Are You Visual-Spatial? (with Betty Maxwell)
  5. Is Your Child Visual-Spatial? (with Betty Maxwell)
  6. Assessing Research Skills in Students
  7. Characteristics of Bilingual Gifted Children Scale
  8. Characteristics of Giftedness in Children Scale
  9. Characteristics of Giftedness in Children Scale—Teacher Form
  10. Characteristics of Introversion in Adults Scale
  11. Characteristics of Introversion in Children Scale
  12. Developmental Record Form
  13. Developmental Questionnaire
  14. Diagnostic Checklist of Writing Disability
  15. Giftedness in Adults Rating Scale
  16. Hope Center Parent/Community Questionnaire for Gifted Preschool Children
  17. Intake Interview Form
  18. Interview for the Identification of Gifted/Talented Pupils
  19. Introversion/Extraversion Continuum
  20. The Kids’ Guide to Introversion and Extraversion
  21. The Kids’ Guide to Overexcitabilities
  22. Overexcitability Questionnaire II
  23. Overexcitability Inventory for Parents
  24. Overexcitability Inventory for Parents-II
  25. Overexcitability Questionnaire for Children
  26. Parent Checklist for Identifying Giftedness
  27. Parent Nomination Form for Gifted Students
  28. Checklist for Recognizing Twice Exceptional Children (with Bobbie Gilman, Deirdre Lovecky & Betty Maxwell)
  29. Peer Nomination Form for Creatively Gifted Adolescents
  30. Personal Characteristics Scale (with Dr. Karen Rogers)
  31. Rating Scale for High IQ Visual-Spatial Learners
  32. Research Project 160+ Questionnaire 
  33. Silverman/Waters Checklist of Giftedness
  34. Student Interview Form
  35. Student Product Evaluation Form 
  36. Student Self-Nomination Form 
  37. Teacher Checklist of Characteristics of the Gifted
  38. Teacher Nomination Form for Gifted Students
  39. The Visual-Spatial Identifier (Observer Report)
  40. The Visual-Spatial Identifier (Self-Report)
Appendix B
Institute for the Study of Advanced Development Campus 
Institute for the Study of Advanced Development (ISAD) is a center that emphasizes positive psychological health and self-actualization—the realization of human potential.  The Institute is needed to explore who we are, who we are becoming, and how we can use our creative power to enhance life for everyone on our planet.
ISAD was envisioned in November of 1984 as an alternative institution of higher education.  Similar to universities, the three-fold mission of the Institute is teaching, research and service.  However, ISAD has a markedly different structure dedicated to growth of all individuals involved within a non-hierarchical framework.  Students and faculty work together as equals rather than students being subordinate to professors.
Coursework will focus on human growth and development of potential. Graduate level coursework will be offered, summer programs to certify teachers to respond effectively to the social, emotional, and spiritual aspects of giftedness, as well as courses on parenting, parent advocacy and workshops for the corporate sector.
Courses and workshops include:
  • Emotional development
  • Social psychology
  • Research methods
  • Statistics
  • Gender studies
  • Cultural diversity
  • Psychology of giftedness
  • Counseling the gifted and talented
  • Emotional giftedness
  • Dabrowski’s Theory of Positive Disintegration
  • Psychosynthesis
  • Developing creativity
  • Theoretical perspectives of advanced development in adults
  • Identifying and teaching visual-spatial learners
  • Assessment of giftedness
  • Parenting gifted children
  • Parent advocacy
  • Understanding the emotional development of the gifted
  • Differentiating instruction for gifted children
  • Incorporating brain research in education
  • Extra intelligence in the work force
  • Talent identification and development in corporations
We also intend to host conferences and retreats similar to those offered at Esalen Institute in California and the Omega Institute for Holistic Studies in New York.  
This campus will include:
  • main building(s)
  • permanent co-housing
  • temporary housing
  • dining facility
  • conference facilities
  • sanctuary
  • library and archive
  • recreation center
  • gardens
  • space to allow expansion (100 acres of land)
In the main building or buildings, we will need:
  • a coordinating office for the office manager
  • offices for director, co-director, senior staff director, director of research, bookkeeper
  • 4 testing rooms
  • 2 counseling rooms
  • 2 research rooms
  • waiting room
  • 2 small seminar rooms for 12 students
  • 2 large classrooms for 30 students
  • space for testers to complete reports
  • storage space for Advanced Development journals, books, client files, research files
  • a theater for video courses with seating for 100
  • a small kitchen
We are seeking seed monies to hire a fund raiser and mount a capital campaign.  We would like the campus to be situated in Colorado, possibly Broomfield County.
Gifted Development Center (GDC) has been in operation for 40 years, since 1979; it was donated to the Institute for the Study of Advanced Development (ISAD) in 1995.  It is essentially the service arm of ISAD, providing assessment, counseling, advocacy and consultation to the gifted community worldwide.  ISAD began as a research institute in 1986, studying giftedness, advanced development in adults and undeveloped potential in women. The Institute has published a refereed psychological journal, Advanced Development, since 1989.  Several of the key individuals have Ph.D.s and have taught at the graduate level at major universities in psychology, sociology and education.  For the last 25 years, this organization has been attracting fine minds from all over the world to receive advanced training. Creating a permanent campus for this advanced education is the logical next step.
GDC/ISAD has achieved global distinction as the standard of excellence:
  • in the assessment of giftedness, profoundly gifted children, and twice-exceptional learners (gifted children and adults with learning disabilities);
  • for originating the construct of the visual-spatial learner; 
  • for redefining giftedness as asynchronous development;
  • for initiating the discipline of counseling gifted adults through its professional journal, Advanced Development
  • for influencing the testing industry to create IQ tests with higher ceilings;
  • for training psychologists in the latest methods of assessment through workshops, symposia, postdoctoral work, externships and internships;
  • for conducting research on comparative methods of assessment; identification of visual-spatial learners; introversion and extraversion; overexcitabilities; comparison of intelligence in siblings; the impact of chronic early ear infections on IQ scores; self-concept of mildly, moderately and highly gifted children; the effect of vision therapy on IQ scores; the incidence of sensory processing disorders in the gifted; visual-spatial abilities of Native Americans; and the development of the profoundly gifted;
  • for collecting the largest data base (1000+) of children above 160 IQ;
  • for establishing that the number of brilliant females equals the number of brilliant males;
  • for creating instruments to study visual-spatial learners; overexcitabilities; introversion and extraversion; profound giftedness; adult giftedness, etc.;
  • for contributing new knowledge to the field through books, articles and Advanced Development journal;
  • for keynote addresses throughout the world and offering a Speakers’ Bureau of popular presenters;
  • for promoting advocacy for the gifted.