Examination of the Relationship Between Giftedness and ADHD Symptoms During Educational Processes (original) (raw)
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Revista brasileira de psiquiatria, 2015
OBJECTIVE To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. METHODS Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven's Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self-Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs). Thirty-nine children (grades 1-5) exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV) as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV). RESULTS In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the t...
(1) Background: Executive functioning is a concept that suggests a scheme of relationship between brain-mind and behavior, through a plan and control of individuals actions on tasks and context. This work is an approach to the study between relationship of abilities (flair) and the execution, between cognitive development and executive functioning as intelligence and creativity and reading writing learning association. The objective is trying to give a definition of neuropsychological profile of Gifted Students; (2) Methods: We studied 20 Gifted Student assessments by a school counselor, under some characteristics as having greater than 125 IQ. The age range was 6:8 to 11:8 from Primary School. Instruments were WISC-V. BRIEF-2 and TTCT; (3) Results: We observed a positive correlation between IQ and Inhibition, that would keep relation with behavioral mechanism (guide work, autonomy, impulse control, ...) of students to develop cognitive and metacognitive abilities as going in-depth in habits, skill, and strategies of intellectual work in the classroom; (4) Conclusions: There is a distance between executive functioning and IQ. Correlations, considering our sample, would express a halfway association between both variables. Association that would be explained for the connection or underlying cognitive mechanism in some factors of variables.
BRAIN. Broad Research in Artificial Intelligence and Neuroscience
In this article, the concept of giftedness in children of different ages, its types and characteristics, the basics of diagnosis and methods of development of factors contributing to intellectual abilities were studied. In this context, quite a lot of opinions and worldviews of thinkers of different historical eras, including Plato, Confucius and others, were analyzed regarding the definition of the concept of giftedness in children. The neurophysiological features of mental thinking were also investigated. It was concluded that giftedness is a unique combination of abilities that are the result of neurophysiological processes, which is a prerequisite for achieving certain successes or certain achievements in a certain activity. Thanks to such unique features, the child differs from others in a certain way. Giftedness is some unique feature of children, which is determined by the neurophysiological features of the body's development. The relevance of such topics is extremely imp...
PSYCHOLOGICAL ASPECTS OF GIFTED CHILDREN
2013
Giftedness is a multidimensional phenomenon that despite numerous studies and different approaches remains underexplored. It is known that there is different views about gifted children in psychological theory and practice. Giftedness represents general intellectual ability, general creative ability, productive and creative ability, the sum of specific skills, the ability of thinking, specific area of intelligence and creativity. Gifted child is a child who has above average skills and specific characteristics, which play an important role in the growth, development and education of these children. Researchers confirm the importance of early socialization, family and the primary teachers in the continually development of the gifted child on intellectual, social, emotional and somatic plan. It is known that e gifted child has specific characteristics and properties, such as originality, individuality, emotional stability, a high degree of intellectual capacity, independence, verbal fluency, perfectionism. Development and manifestation of creativity in gifted children depends of their cognitive component, personality traits, motivation. Gifted child early showed a specific interest in a particular area. This kind of child has a positive self-image, high self-esteem, self-confidence, high goals, a sense of self-worth, greater independence which manifests across the non-conformism and initiative. Every child deserves the special attention of parents, school and society, especially a gifted child which is a child with special needs about their average ability and special educational needs.
Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs) across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socio-economic development index (SEDI) of Turkey as declared by Ministry of Development (MD) which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155). Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants. Key words: Gifted and talented students, multiple intelligence domains, science and art centres.
The objective of this work is examination of co-ordinance amongst assessments of logical-mathematical giftedness with young primary school students, made by four groups of evaluators: teachers, parents, coevals and self-evaluators. Teachers of 11 primary schools selected at the area of Republic Srpska were assigned to follow Instructions for Nomination and select most capable students of Years Three and Four, who would be directly involved in the research. An evaluation of logical-mathematical giftedness was performed on a sample of 151 named students, using an instrument created for the needs of this research. The results have shown a high level co-ordinance in evaluation of logical-mathematical giftedness between teachers and students and between parents and coevals, which leads to a conclusion that there is a scientific justification to innovate the teaching process while working with gifted students at primary schools, by applying a questionnaire developed for evaluation of logical-mathematical giftedness to be done by teachers, parents, students and coevals. This work allows a space for forming data bases on evaluations of students' abilities, in order to plan the next step which would be creating a predictive model based upon likelihood and expectations as to the possibility of identifying giftedness.
2014
Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs) across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socioeconomic development index (SEDI) of Turkey as declared by Ministry of Development (MD) which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155). Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants.
Learning Characteristics of Boys with Attention Deficit/Hyperactivity Disorder and/or Giftedness
1997
This study investigated the different characteristics of nine fourth-grade boys, three boys with attention deficit hyperactivity disorder (ADHD), three boys with giftedness, and three boys with ADHD and giftedness. Information reported by teachers, parents, and the children were analyzed using an embedded, multiple-case design, with constant comparative procedures within and across groups. The children's characteristics, academic performances, optimal learning conditions, and effective accommodations are evaluated. Results found: (1) giftedness did not offer protection from the negative outcomes associated with ADHD, including failing to produce relative to expectations or starting and staying with assignments; (2) giftedness did confer specific benefits related to talent (free reading, mental mathematics, social skills, memory, creativity) and to liking specific subject areas; and (3) strong preferences for social stimulation for students with ADHD (with and without giftedness) and a lack of knowing how to achieve social and participation goals. Thus, markers for students with ADHD were found to be preferences for group learning, dislike of most homework, difficulties following directions, and difficulties persisting and getting stared in routines and in long-term projects. Recommendations are made for academic accommodations for children with ADHD. (Contains 24 references.) (CR)
Giftedness responds in people from infancy through adulthood. Although research has recognised the early years in a gifted child's future development and learning as critical, preschool teachers and school psychologists of this population have limited knowledge about the expression and special characteristics of giftedness at this stage of development. Due to the fact that gifted children have special learning and cognitive abilities, it is important for teachers to recognize these characteristics at an early stage, and then design and implement gifted intervention programs. Additionally, the enrollment of gifted children in conventional classrooms that do not follow any kind of gifted educational program as for the teaching style, pose risk factors for inhibiting the development of their talents and the experience of positive emotions. Further, many gifted children exhibit even from preschool age feelings of frustration, boredom, low self-esteem, under-achievement and other negative characteristics, that may be the result of their asynchronous development or are due to the inability of school to identify their special abilities and support them with gifted pedagogical methods.
Educational Services for Gifted Students with ADHD: Reality, Challenges and Prospects
Journal of Educational and Social Research
Gifted students with Attention Deficit Hyperactivity Disorder (gifted/ADHD) show complex characteristics, which lead some schools in Saudi Arabia to refer them to gifted programs. Some other schools refer them to learning difficulties (LD) programs due to the spread of LD programs in contrast to the lack of ADHD ones, the overlap of some characteristics between LD and ADHD, and their joint occurrence in a large proportion of students. Thus, this study seeks to explore teachers’ perspectives of the reality, challenges and prospects of educational services provided for gifted/ADHD in gifted and LD programs. The participants in the study were 108 teachers, in addition to three directors of the departments of special and gifted education. The mixed methods approach was used which includes a questionnaire for the teachers and semi-open interviews with the directors of the departments. Results showed inadequacy of educational services provided to gifted/ADHD which due to the absence of th...