Attention deficit hyperactivity disorder and intellectual giftedness: a study of symptom frequency and minor physical anomalies (original) (raw)
Related papers
Journal of systems and integrative neuroscience, 2016
The childhood onset of the symptom of inattention, often presented along with the symptoms of hyperactivity and/or impulsivity, occurring with severity beyond what is developmentally appropriate, has for decades been a sufficient basis for a psychological or psychiatric diagnosis of Attention Deficit Disorder (ADD) or Attention-Deficit/Hyperactivity Disorder (ADHD). Differences in requirements of symptom severity, symptom combinations, and onset and maturational course of presentation of symptoms has resulted in marked differences in diagnostic prevalence and medical treatment of this group of attention-deficit disorders in children and more recently adults among countries and over the years. The combination of 1) the core aspect of ADD/ADHD being self-control behaviors typical of an individual of younger age, 2) the diagnostic guides allowing for the possibility of change and/or disappearance of some or all symptoms with maturation, and 3) the evolution of the view of these disorders as having valid diagnosis-and treatment-worthy presentation in adulthood, leads to an interesting question, "To what extent is ADD/ADHD a developmental delay versus a lifelong dysfunction?" This manuscript reviews research findings on the neural basis of attention-deficit disorder or disorders across childhood and into adulthood, with the goal of shedding light on the neurological, maturational, and epigenetic influences over the projection of attention-deficit disorder(s).
Attention Deficit Hyperactivity Disorder (Adhd)
2013
The childhood onset of the symptom of inattention, often presented along with the symptoms of hyperactivity and/or impulsivity, occurring with severity beyond what is developmentally appropriate, has for decades been a sufficient basis for a psychological or psychiatric diagnosis of Attention Deficit Disorder (ADD) or Attention-Deficit/Hyperactivity Disorder (ADHD). Differences in requirements of symptom severity, symptom combinations, and onset and maturational course of presentation of symptoms has resulted in marked differences in diagnostic prevalence and medical treatment of this group of attention-deficit disorders in children and more recently adults among countries and over the years. The combination of 1) the core aspect of ADD/ADHD being self-control behaviors typical of an individual of younger age, 2) the diagnostic guides allowing for the possibility of change and/or disappearance of some or all symptoms with maturation, and 3) the evolution of the view of these disorders as having valid diagnosis-and treatment-worthy presentation in adulthood, leads to an interesting question, "To what extent is ADD/ADHD a developmental delay versus a life-long dysfunction?" This manuscript reviews research findings on the neural basis of attention-deficit disorder or disorders across childhood and into adulthood, with the goal of shedding light on the neurological, maturational, and epigenetic influences over the projection of attention-deficit disorder(s).
Examination of the Relationship Between Giftedness and ADHD Symptoms During Educational Processes
When compared to their peers, gifted children have more advanced skills in terms of intelligence, creativity, and leadership. Those gifted children need to be supported by special programs that will improve their skills. When the relevant literature is analyzed, it is seen that several symptoms of gifted children are also the symptoms of the children who have Attention Deficit Disorder with Hyperactivity (ADHD). Thus, the possibility of occurrence of confusion between these two during the diagnosis is indicated. Still, there are some findings which show that a child who has ADHD can be a gifted child; and yet children having ADHD would not use their talents in an efficient way. For this reason, they need to be supported with special services. From this standpoint, the aim of this study is to determine the gifted students and revealing the relation between mentioned talents and ADHD. In connection with this, during the research on high school students, The Multiple Intelligences Developmental Assessment Scale is used for determination of the superior talents; and to determine whether the students have any symptoms of ADHD or not Wender Utah Rating Scale is used. The data collected from the analysis suggested that there is a connection between mathematical intelligence and ADHD symptoms. Keywords: Gifted Children, ADHD, Education, Mathematical Intelligence, Multiple Intelligence
Neuroscience of attention-deficit/hyperactivity disorder: the search for endophenotypes
Nature Reviews Neuroscience, 2002
Research on attention-deficit/hyperactivity disorder (ADHD), a highly prevalent and controversial condition, has, for the most part, been descriptive and atheoretical. The imperative to discover the genetic and environmental risk factors for ADHD is motivating the search for quantifiable intermediate constructs, termed endophenotypes. In this selective review, we conclude that such endophenotypes should be solidly grounded in the neurosciences. We propose that three such endophenotypes -a specific abnormality in reward-related circuitry that leads to shortened delay gradients, deficits in temporal processing that result in high intrasubject intertrial variability, and deficits in working memory -are most amenable to integrative collaborative approaches that aim to uncover the causes of ADHD. ment of an objective diagnostic test. These single-cause theories have appealed to psychological constructs such as response inhibition 12 , regulation of arousal/activation 13 and delay aversion (the avoidance of delay, often expressed as the choice of smaller, earlier rewards over larger, later rewards) 11 . These theories have clearly
ADHD and Giftedness: A Neurocognitive Consideration of Twice Exceptionality
Applied Neuropsychology: Child, 2012
Current models of cognition and behavioral diagnosis emphasize categorical classification over continuous considerations of function and promote the ''differential diagnosis'' of various conditions according to observational criteria. However, an overemphasis on a purely behavioral, categorical approach to understanding human function fails to address the comorbidity of different disorders and does not include a consideration of overlapping levels of function, from ''pathological'' through ''normal,'' to ''gifted'' or exceptional. The frequent co-occurrence of ''gifted'' and ''pathological'' function is thus difficult to understand from a corticocentric and purely behavioral and observational point of view. This article reviews ''giftedness'' in relation to the diagnosis of attention-deficit hyperactivity disorder, coexistence of which is termed ''twice exceptional.'' It additionally considers problems in assessing these functions using current neuropsychological tests and methodologies that are presumably based upon a corticocentric model of cognition.
Clinical Psychology Review, 2001
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed disorder in children today with estimated prevalence rates falling between 3 and 5% of children (American Psychiatric Association, 1994). From inception, research has focused on studying varying facets of this disorder with initial efforts primarily focusing on treatment outcome. However, prominent efforts have been made in recent research efforts to shed light on the etiology of this disorder. Such research has discovered the contribution of genetic inheritance, as well as environmental factors that lead to the development of this disorder. Furthermore, studies using neurological and neuropsychological assessment measures have implicated the involvement of various parts of the brain. This article critically reviews this body of research in light of its impact on the current specific neuropsychologically based etiological theories, as well as the most beneficial directions for future research.
Diagnosis of Hyperactivity Disorder in Gifted
2008
Gifted and Talented International Volume 22 Number 2: December 2007 Abstract Attention Defi cit/Hyperactivity Disorder (AD/HD) is often reported in gifted children. Several authors, however, suggest that gifted children, in fact display AD/HD-like behaviors, especially at school due to boredom resulting from academically understimulating environments. In order to clarify this issue, a study was conducted on 37 gifted children based on four different observational assessments of hyperactivity disorder (father, mother, teacher, child), using the Conners Rating Scale Revised. The main results show that teachers at school observe less hyperactivity disorder than parents at home, and their perception is similar to that of the children. These fi ndings underline the importance of understanding hyperactive behavior situationally, i.e., in the context of the relational dynamics arising between a child expressing him or herself through a particular behavior and an environment that perceives ...
Functional neurology
Background. The results of twin and sibling studies suggest that executive functioning is a prime candidate endophenotype in attention deficit hyperactivity disorder (ADHD). However, studies have not assessed the co-segregation of executive function (EF) deficits from parents to offspring directly, and it is unclear whether executive functioning is an ADHD endophenotype in adolescents, given the substantial changes in prefrontal lobe functioning, EF and ADHD symptoms during adolescence.