Doppeldiagnosen und Fehldiagnosen bei Hochbegabung

Webb, James T.; Amend, Edward R.; Beljan, Paul; Webb, Nadia; Kuzujanakis, Marianne; Olenchak, F. Richard; Goerss, Jean

doi:10.1024/86048-000

Cited by 6 publications

(8 citation statements)

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“…In the literature, some studies have suggested IGC would have inherent characteristics similar to ADHD, such as inattention problems (Alloway & Elsworth, 2012; Hartnett et al., 2004; Lee & Olenchak, 2015; Webb et al., 2005). Attentional difficulties were mostly observed by parents and teachers (Rommelse et al., 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Some authors affirm IGC would have a higher prevalence rate of having attention deficit hyperactivity disorder (ADHD) than the general population (Chae et al., 2003; Karpinski et al., 2018; Rommelse et al., 2016, for a discussion). This prevalence may be overestimated, because IGC would have similar behaviors than ADHD (Alloway & Elsworth, 2012; Webb et al., 2005). High intelligence would be inherently related to characteristics indicative of ADHD such as inattention problems (Hartnett et al., 2004; Lee & Olenchak, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Alerting, orienting, and executive control in intellectually gifted children

Aubry

Bourdin

2021

Brain and Behavior

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Alerting, orienting, and executive control in intellectually gifted children

Aubry

Bourdin

2021

Brain and Behavior

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“…Historically it developed that the research of gifted people was focused on intellectual and academic aspects. Only recently, the emphasis began to be placed on personal factors [11,12].…”

Section: Discussionmentioning

confidence: 99%

Gifted Students’ Personal Features Comparative Analysis Depending on Style Preferences in Painting

Zaitseva¹

2018

Helix

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The result description of an empirical research of identity features of art gifted students depending on their style preferences in painting is presented in article. The comparative and correlation analysis revealed reliable differences on indicators of scales of lying and hypochondria in Mini-Mult questionnaire; on an indicator of a scale of neuroticism Eysenck Personality Questionnaire; on the 2nd Luscher color test position. The comparative and correlation analysis allows characterizing the gifted students preferring style of painting by large dabs as the people who were more closed and sensitive. They are insufficiently frank and seek to look better at least in the own eyes. The students preferring style of painting by small dabs are characterized by tendency to exaggerate the shortcomings and shortcomings of other people, from here problems in the interpersonal relations and, as a result, problems with socialization.

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“…For more than 30 years, it has been observed that giftedness and an LD/DD can mask each other as giftedness can compensate for the LD/DD (Baum, 1989;Hughes, 2011;Maddocks, 2018;Webb et al, 2016). LD/DD can mask giftedness as well as setting a teacher's focus on the LD/DD without realizing that the learner might be very talented in the domains that are not affected by the LD/DD.…”

Section: Mis-and Missed-diagnosesmentioning

confidence: 99%

“…Scientific research shows that there are no universal interventions suitable for all twice-exceptional learners (2e learners) (Foley-Nicpon & Chandler, 2018;Maddocks, 2020;Neihart, 2008;Schultz, 2012;Webb et al, 2016;Willart-Holt et al, 2013). These studies all emphasize the uniqueness of individual learner profiles and therefore advise customizing interventions as a response to their educational needs (Ronksley-Pavia, 2015).…”

Section: Introductionmentioning

confidence: 99%

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

van Gerven

2023

Journal for the Education of the Gifted

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This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.

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Doppeldiagnosen und Fehldiagnosen bei Hochbegabung

Cited by 6 publications

References 0 publications

Alerting, orienting, and executive control in intellectually gifted children

Alerting, orienting, and executive control in intellectually gifted children

Gifted Students’ Personal Features Comparative Analysis Depending on Style Preferences in Painting

Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners

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