Ability to communicate ideals and feelings by verbal and nonverbal students:

• Has command of a large vocabulary
• Uses words fluently and creatively
• Dramatizes through use of body language and facial expressions
• Is quick to respond
• Demonstrates a flair for dramatic or oral presentations
• Is eager to relate experiences
• Expresses ideas with clarity

Ability to interpret ideas and feelings communicated through verbal and non verbal means:

• Is sensitive to the thoughts and ideas of others
• Can interpret body language or facial expressions
• Displays sympathy or empathy towards others
• Appears sensitive to the discrepancy of behavior in others
• Appraises quickly and frankly new and unfamiliar people or situations

Adaptive behaviors characteristics of cultural group:

• Displays a keen sense of humor
• Demonstrates survival skills by manipulating positive forces and overcoming negative forces in the environment
• Is resourceful and can come up quickly with an alternative
• Possesses a sense of adventure
• Shows a degree of flexibility when situations call for a change
• Accepts responsibility for actions

Heightened interest in the arts:

• Demonstrates an awareness of an appreciation for the environment
• Is involved in a variety of hobbies or has a broad range of interests
• Appreciates various music and art forms
• Reads avidly in a wide area of subjects
• Uses color and form dramatically or uniquely in art

Physical Capability and adaptablity:

• Has fewer physical and sensory defects or has compensated adequately for whatever defects are present
• Is physically robust, stronger and healthier in appearance
• Has well-developed psychomotor skills
• Has received recognition for physical accomplishments
• Displays a great deal of energy and vitality

Emotional and Social Leadership:

• Manifests self-confidence
• Has a position of leadership within cultural groups
• In uncontrolled situations, assumes authority naturally
• Displays emotional maturity
• Demonstrates social ingenuity
• Is generally gregarious, outgoing and friendly
• Has an individualistic personality that stands out from the group

Appropriate application of convergent/divergent processes:

• Arrives at a logical conclusion based on given information
• Sees the plausible yet unique alternatives of a given situation
• More adept at selecting, organizing and retrieving information
• Able to expand information beyond what is given
• Displays a keen sense of historical time and can sequentially organize information
• Pays close attention to detail in the analysis process
• Can transfer learning readily from one situation to the next
• Is able to formulate the similarities/differences, the comparison/contrasts, and the causes/effects of objects, ideas and situations

Persistence or commitment to task:

• Establishes goals that are realistic although challenging
• Demonstrates determination in the fulfillment of goals; tenacity
• Is self-disciplined, independent
• Displays persistent curiosity
• Has a long attention span

Energetic response to challenging experiences:

• Produces works that have a freshness, vitality, and uniqueness
• Often initiates the search for information
• Desires to learn rapidly
• Creates new ideas, substances, processes, and mechanical devices (inventor)
• Is willing to take a risk of failure in new or unfamiliar situations

Ability in process-oriented curriculum:

• May excel in science and math or other process-related curriculum
• Seems aware of aspects in the environment that go unnoticed by others
• Displays some amount of skepticism with new ideas or situations
• Asks appropriate, thought-provoking questions
• Evaluates carefully based on accurate observation

*Adapted from Alexander-Muia Behavioral Checklist