Teacher preparation programs (TPPs) can equip pre-service teachers (PSTs) with skills to implement evidence-based reading interventions with fidelity by engaging PSTs in carefully designed clinical experiences with feedback via coaching. To individualize support and facilitate a responsive approach to feedback centered on PSTs’ levels of fidelity, first, this study examined the impact of a multilevel coaching intervention on PSTs’ fidelity of implementation of an evidence-based reading intervention during a tutoring clinical experience. Second, this study examined PSTs’ perceptions of the feasibility, effectiveness, and future impact of the multilevel coaching intervention. Results of a single-case, multiple baseline across participants design indicated a functional relation between the multilevel coaching intervention and PSTs’ fidelity, inclusive of both structural and process dimensions. Furthermore, PSTs found the multilevel coaching intervention to be socially valid, indicating the intervention was feasible, effective, and impactful on their future teaching experiences. Major implications for teacher preparation and coaching support include (a) providing PSTs with authentic clinical experiences, inclusive of coaching support, when implementing EBPs; (b) viewing fidelity as a multidimensional construct that can inform coaching support and teacher practices; and (c) enhancing TPPs with experiences that impact PSTs’ perceptions about their own ability to teach reading.

We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to do well, (c) enjoying the company of adults and peers, and (d) experiencing difficulties regulating emotions. Further, three themes from parents of young typically developing children were also included as a comparison: (a) demonstrating academic strengths, (b) connecting with others, and (c) experiencing difficulties regulating emotions. These themes provide a first step in informing classroom teachers, counselors, and psychologists about young children’s social, emotional, and behavioral needs and matching them with appropriate educational programming and intervention options. This paper also includes implications of the findings and suggestions for further research to maximize young children’s gifts, talents, and exceptionalities.

We investigated three specific aptitude measures (the Test of Mathematical Abilities for Gifted Students, the Screening Assessment for Gifted Elementary and Middle School Students, and the Raven's Coloured Progressive Matrices) that have been promoted for the identification of students for gifted services. Using a quantitative, descriptive, correlational design, we examined the proportion of students that would be identified using each test with a sample of approximately 100 students in grades K–3 attending a public school in the southeastern United States. Kendall's Tau correlations among these assessments ranged from .16 to .37, revealing moderate positive relationships that suggest that these three measures may reflect different yet overlapping constellations of traits or aptitudes. These findings offer further support for the use of multiple pathways for identification of gifted and advanced learning abilities.