Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD. Data were gathered from 112 children, aged 6 to 18, identified as having high cognitive ability (IQ of 120, 91st percentile, or above); 54 participants also met diagnostic criteria for ADHD. Despite having similar IQs, gifted students with ADHD had lower scores on measures of self-esteem, behavioral self-concept, and overall happiness than gifted students without a comorbid diagnosis. Among all participants, children had higher reported overall happiness than adolescents. Professionals working with gifted students with ADHD should be aware of the potential for coexisting self-esteem difficulties and, if warranted, address these issues in educational and clinical environments.

Escitalopram did not produce greater changes than placebo in panic responses or in ventilatory abnormalities seen during CO2 exposure. Future studies concerning the effects of antidepressants on responses to CO2 challenge should use a placebo-controlled design.

The aim of the present research is to find out the effect of role-playing on total self-concept score of students suffering from ADHD (attention-deficit hyperactivity disorder). Participants of this study were 120 children divided into two groups of 60. The first group included ADHD children, and the second group were normal children. The participants in the second group were randomly selected among the students of a primary school. The research instruments were ADHD Questionnaire (Tavakoli, 1380), Piers-Harris Children's Self-Concept, and Scale Role-playing scenarios & Clinical interview. The data gathered through the questionnaires were analyzed by the t-test. This is the indicator of a positive effect of role-playing on self-concept of the students with or without ADHD.