Reversing the Underachievement of Gifted Middle School Students

Abstract

Underachievement often begins in middle school for gifted students. Unfortunately, there is no single intervention that will ameliorate underachievement for all gifted students. To date, interventions aimed at reversing the underachieving behaviors of gifted middle school students have been inconsistent and inconclusive. To create an effective plan to reverse gifted underachievement, the field of gifted education must look closely at the research-based practices of special education. Functional Behavioral Analysis (FBA) is a viable way to accomplish this task. A team of individuals invested in the student’s success first target the source(s) of the student’s underachieving behavior, and then, together, they develop an individualized intervention plan. Although there is no magical cure for underachievement, steps can be taken to help middle school gifted students become achievers. This article will explore who the middle school gifted underachiever is and why he or she may begin to underachieve, review interventions that have been researched for this population, and provide a step-by-step plan for the reversal of gifted underachievement at the middle school level.