| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 89 === The purposes of this study were to develop ”The Gifted Traits Checklist for Preschool Children” to screen the intellectually gifted preschoolers, and to compare the results of using different models for identifying preschool gifted children. The researcher also collected teachers'' opinions on the screening standard and assessment tools.
The subjects were 110 four to six years old kindergartners. Three tests were administered for identifying the gifted children. They were TONI，Easy-and-Quick Intelligence Scale for Children（EQISC）, and WPPSI-R. The Gifted Traits Checklist for Preschool Children（GTCPC）was filled by parents and teachers separately to screen the gifted children. Three different models of identification were compared.
The results were as follows：
I. The inter-item consistency （Cronbach α）of the GTCPC is .85 ~.96. No significant difference of the scores getting on the GTCPC between boys and girls was found. But there was significant difference of the scores getting on the GTCPC（Teacher Verse）between group age 4 and group age 5（p<.01）.
II. Significant correlations among the scores getting on TONI，EQISC, and WPPSI-R（p<.01）were found. The correlations among verbal scales were more significant than those among performance scales.
III. Significant correlations between teachers and parents’ rating on the GTCPC and IQ scores（p<.05）were found.
IV. Teachers’ rating for preschool gifted children on the GTCPC were higher than those of their non-gifted counterpart（p<.01）. But no significant difference between the two groups on parents’ rating was found. Thus, teachers’ nomination on the gifted was more accurate than parents’.
V. Different identification models for preschool gifted children produced different results. At the screening stage, combing group intelligence test result and teachers’ observation could increase the opportunities entering to the candidate pool. At the identifying stage, using WPPSI-R as the assessment instrument can find more gifted preschoolers than EQISC does.
VI. Teachers suggested imply multi-assessments to identify gifted preschoolers. To find more gifted children, combing group intelligence test result and teachers’ nomination and lowering the standards to +1SD at the screening stage, and using individualized intelligence test with more sub-scales at the identifying stage was believed to be the most reasonable approach among three different identifying models.
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