ADHD and Giftedness: A Neurocognitive Consideration of Twice Exceptionality (original) (raw)
Related papers
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. Seventyseven adults displaying IQ scores above the 98th percentile were assessed using the Adult SelfReport 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 total MPA score was significantly associated with ADHD (p o 0.001). In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288). Conclusions: The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted) children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms.
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
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 ...
Diagnosis of hyperactivity disorder in gifted children depends on observational sources
2007
Abstract Attention DeficiVHyperactivity Disorder (ADIHD) is often reported in gifted children. Several authors, however, suggest that gifted children, in fact display ADIHD-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.
Gifted Child Quarterly, 1998
According to Gordon (1990), far too many high ability students arc referred for problems with impulsivity, hyperactivity, and sustaining attention. Several important issues, rarely discussed in the literature on attention deficits, offer alternative hypotheses for the increasing incidence of hyperactivity and attention problems of gifted youngsters. These include theories on emotional development and excitability of gifted students (Dabrowski, 1938; Piechowski & Colangelo, 1984), evidence of unchallenging curricula for high ability students (Reif, 1993), implications of the multiple intelligences paradigm (Gardner, 1983), and adult reaction to students' extreme precocity (Rimm, 1994). These issues are examined in light of Barkley's theory of inhibition as it relates to the manifestation of ADHD. The issues represent environmental conditions that may cause or influence ADHD-like behaviors in high ability students. Diagnostie and intervention strategies are suggested to counte...
CONTRIBUCIONES A LAS CIENCIAS SOCIALES
Over the past few years, there has been an increasing social and academic interest in questions which concern the Attention Deficit Hyperactivity Disorder (ADHD), High Abilities/Giftedness (HA/GD) and Dual exceptionality. In this context, this article elucidates the conception of six Higher Education Institutions (HEI) Psychology students on the identification, forwarding and multi-professional assistance of children who present ADHD, HA/GD and Dual exceptionality. By a semi-structured interview script consisting of 17 questions, it aimed to understand: the students characterized the researched profiles; how they would technically structure psychological evaluation and assistance; how they would perform with such profiles in a multi-professional team; and how they would conducted, when necessary, the referrals to multi-professional assistance facilities. For the survey of answers, the Collective Subject Discourse analysis was applied. Thus, it can be stated that students expressed ...
1999
This brief paper on gifted children with attention deficit hyperactivity disorder (AD/HD) focuses on the special educational needs of this population. Emphasis is on four major conclusions: (1) gifted children with AD/HD differ from average children with AD/HD in cognitive, social, and emotional variables (e.g., the gifted child is likely to show high level functioning in at least one academic area and is more likely to show developmental asynchrony); (2) gifted children with AD/HD differ from other gifted children (e.g., they have more difficulty completing work assignments and lack behavioral self-control; (3) assessment of gifted children needs to be done by those knowledgeable about both giftedness and AD/HD (e.g., misdiagnosis is likely and such children need to be evaluated in comparison with gifted peers in a stimulating environment); and (4) recommendations about Individualized Education Program or Section 504 planning need to consider both AD/HD problems and the effects of being gifted (e.g., these children may need acceleration at the same time they need to learn metacognitive skills to support more advanced achievement). (DB) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 11This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality.
In this article, Hanna David discusses the education of gifted students who have attention deficit disorders. in most cases the giftedness of AD(H)D children is determined "de facto" by their exceptional performance or achievements, as is the case for gifted adults, rather than as "potential for excellence," as is usually the case for children (Ziv, 1990). The article tells the story of two 5-year olds gifted children, one with ADHD and the other with ADD. with