Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders

Paul, Beljan; Webb, James T.; Amend, Edward R.; Web, Nadia E.; Goerss, Jean; Olenchak, F. Rick

doi:10.1080/15332276.2006.11673478

Cited by 23 publications

(19 citation statements)

References 4 publications

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“…Some researchers have raised the possibility that this association could mean that the hyperactive, impulsive, and inattentive behaviors, shown by gifted individuals, are secondary to psychomotor overexcitability rather than pure indications of ADHD (Silverman 1993;Karpinski et al 2018;Piechowski and Colangelo 1984). A significant consequence has been the failure to diagnose ADHD (when it is really present) among children who are gifted and/or the incorrect dual diagnosis of ADHD and giftedness (Beljan et al 2006;Mullet & Rinn, 2015). The validity of the ADHD diagnoses among individuals who are gifted has additionally been questioned.…”

Section: Giftedness and Attention Deficit-hyperactivity Disordermentioning

confidence: 99%

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gomez

Stavropoulos

Vance

et al. 2019

Int J Ment Health Addiction

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The present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children-Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths and Weaknesses of ADHD-Symptoms and Normal Behavior Scale dimensionally assessed inattention and hyperactivity/impulsivity variations. Compared to the gifted/ADHD group, the ADHD group had higher scores for inattention and comparable scores for hyperactivity/impulsivity. For most symptoms, the ADHD groups (gifted or not) rated higher than the non-ADHD groups (control and gifted without ADHD). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii) gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on these symptoms when diagnosing ADHD among children with high intelligence.

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Section: Giftedness and Attention Deficit-hyperactivity Disordermentioning

confidence: 99%

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gomez

Stavropoulos

Vance

et al. 2019

Int J Ment Health Addiction

View full text Add to dashboard Cite

show abstract

“…Gifted individuals experience conflicts with authoritarian figures, compete with siblings and peers, and display emotional reactions very deeply and intensely as they generally have an idealistic characteristic about social and moral issues (Beljan, Webb, Amend, Web, Goerss and Olenchak, 2006). Their inner conflicts and worries that arise from being a gifted person can cause them to have conflicts with family or friends at school and work (Grobman, 2009).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

High-achieving adults’ opinions on their educational lives and suggestions about educating gifted students

DEMİRKAYA¹,

Özdiyar²,

Gürlen³

2021

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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The purpose of this study is to infer suggestions to improve the quality of educational services provided to gifted students based on the high-achieving adults' educational experiences and opinions. High-achieving adults reflected on their school experiences, the problems they faced with and their struggles as students, and they stated their suggestions related to the educational services that should be provided to gifted students. The research data were gathered through phenomenological design. The study group was composed of eight high-achieving individuals from Turkey. The data were gathered through semi-structured interview forms. The content analysis method was used to analyze the data of the study. High-achieving adults stated that they were not provided with the required support and guidance from their administrators, teachers, families, and environments in order to realize their potentials. They suggested that the instruction should be differentiated through the individual needs of gifted students, and varied instructional methods should be used in order to sustain the multi-faceted development of gifted students.

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“…To support the inclusion of all students, including students with diverse gender identities, grouping by gender should be avoided. Alternatives include grouping students using birthdays, numbering students or by using the initial letters of their names (New Zealand Ministry of Education Te Kete Ipurangi, n.d. [248]).…”

Section: Seating Arrangementsmentioning

confidence: 99%

Building capacity for inclusive teaching

Brussino

2021

OECD Education Working Papers

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Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.EDU/WKP(2021)13  5 Unclassified Table of contentsAcknowledgements .

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Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders

Cited by 23 publications

References 4 publications

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

High-achieving adults’ opinions on their educational lives and suggestions about educating gifted students

Building capacity for inclusive teaching

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