Strengths | Possible Problems |
Acquires/retains information quickly | Is impatient with others; dislikes basic routine |
Is inquisitive; searches for significance | Asks embarrassing questions; is excessive in interests |
Has intrinsic motivation | Is strong-willed; resists direction |
Enjoys problem-solving; able to conceptualize, questions teaching procedures. abstract, synthesize | Resists routine practice |
Seeks cause-effect relations | Dislikes unclear/illogical areas (e.g., traditions or feelings) |
Emphasizes truth, equity, and fair play | Worries about humanitarian concerns |
Seeks to organize things and people | Constructs complicated rules; is often seen as bossy |
Has large, facile vocabulary; advanced, broad information | May use words to manipulate; often is bored with school and age-peers |
Has high expectations of self and others | Is intolerant, perfectionistic; may become depressed |
Is creative/inventive; likes new ways of doing things | May be seen as disruptive and out of step |
Concentrates intently; has long attention span and persistence in areas of interest | Neglects duties or people during periods of focus; resists interruption; is stubborn |
Demonstrates sensitivity, empathy; has desire to be accepted by others. |
Is sensitive to criticism or peer rejection |
Has high energy, alertness, eagerness | Is frustrated with inactivity; may be seen as hyperactive. |
Is independent; prefers individualized work; reliant input; nonconforming |
May reject parent or peer or self |
Has diverse interests and abilities; is versatile | May appear disorganized or scattered; frustrated over lack of time |
Has strong sense of humor | Peers may misunderstand humor; may become “class clown” for attention |
Adapted from Clark (1992) and Seagoe (1974)