A theoretical and pragmatic application of paradigmatic behaviorism: screening and identification of high potential/underachievers currently in regular education

Abstract

The purposes of the present investigation were (1) to provide the field of high potential/underachievers with a unified theory that is heuristic in its manner of explaining current phenomena and in anticipating potential problems, (2) to suggest a practical device for screening of the low-incidence, high potential/underachieving population with the goal of better serving these individuals, and (3) to delineate important ramifications of the present analysis. As a result of the application of a paradigmatic-behavioral approach (Staats, 1963, 1975) to the underidentification problem of high potential/underachievers, an experiment was conducted with the purpose of developing a screening strategy and device. The investigation involved comparing three groups of subjects: (1) high potential/underachievement, (2) high potential, and (3) regular education. These groups were contrasted on four psychometric measures of "achievement" based on the Stanford Achievement Test series: (1) Total Listening Comprehension, (2) Total Reading, (3) Total Language, and (4) Total Math. In addition, a discriminant analysis was conducted on the subjects with high potential/underachievement and those in regular education. The results of these analyses were consistent and supportive of the paradigmatic-behavioral predictions: (1) High potential/underachievers scored higher on the Total Listening Comprehension composite as compared to an average of the Total Reading, Total Language, and Total Math scores; the reverse relationship existed for the students who were high potential and those from regular education. (2) On the Total Listening Comprehension measure, children from regular education scored significantly lower than the high potential/underachievers and the high potential. (3) In contrast, for the average of the Total Reading, Total Language, and Total Hath scores, the high-potential group performed significantly higher than both the high-potential/underachieving and regular-education samples. (4) Overall, the high-potential group scored significantly higher than the high-potential/underachievers and the subjects from regular education. (5) Of the four Total tests, the discriminant analysis revealed that the Total Listening Comprehension composite contributed the most to predicting group affiliation. A 88% "hit rate" was obtained. The analysis concluded with the implications and advantages of unified positivism and paradigmatic behaviorism. Specific to this investigation was the development of a practical screening device. Broader ramifications were discussed.