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

Wiener, Judy; Webb, James T.; Amend, Edward R.; Webb, Nadia; Goerss, Jean; Paul, Beljan; Olenchak, F. Richard; Subhi, Yamin Taisir; Neber, Heinz; Sandra, K. Linke; Hava, E. Vidergor

doi:10.1080/15332276.2011.11673601

Cited by 28 publications

(21 citation statements)

References 3 publications

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“…Ultimately, transdisciplinary factors must inform giftedness identification and/or diagnoses that recognizes the strengths and challenges of gifted individuals while underscoring necessity of appropriate support and resources to help them thrive (Subtonic et al, 2011). A misdiagnosed, unidentified, or non-diagnosed person (Mendaglio & Peterson, 2002;Webb et al, 2005) could very well end up imprisoned, exploited, or worst: dead (e.g., Jimi Hendrix, Tupac Shakur, Jim Morrison, Kurt Cobain). Additionally, Kraemer (2003) has described both sensitivity and specificity concerns related to diagnosing disorders that are informative.…”

Section: Discussionmentioning

confidence: 99%

Giftedness as Disorder: Examining the Dimensionality of the Debate

Elton¹

2023

IJLD

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Determining what must be included in a common description for what constitutes disorder is a crucial task for resolving the debate over whether giftedness is a disorder, and if ethics/responsibility demands its inclusion in the Diagnostic and Statistical Manual (DSM). Without a clear and agreed-upon definition of what constitutes a disorder, it is difficult to make meaningful comparisons between different conditions or to assess the relative costs and benefits of including certain conditions in future DSM editions. Moreover, it is important to establish clear criteria for what constitutes a disorder non-illness (DNI) and disorder underlying-illness (DUNI) as spectral in the context of mental health, education, and intelligence research, drawing on the insights and expertise of researchers, clinicians—including the gifted. By doing so, we can promote a more productive and evidence-based conversation around the inclusion of giftedness in the DSM and whether giftedness demands heightened, and just attention, which would invigorate the perspectives of social inclusion and social acceptance thereby. Using thematic analysis to evaluate arguments has contributed to the suggestion that a resolution to this argument already exists.

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Section: Discussionmentioning

confidence: 99%

Giftedness as Disorder: Examining the Dimensionality of the Debate

Elton¹

2023

IJLD

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“…The present results suggest that sleep Stage N1 may be a key aspect of sleep that differentiates some behavioural characteristics shown by the CBCL results. More light (N1) sleep would lead to more externalising manifestations because: (a) GC are prone to react overly as they perceive events more sharply than their peers (Webb et al, 2016), and (b) the asynchrony between their intellectual and emotional development prevents them from appropriately regulating their heightened emotional arousal (Terrassier, 2009). In short, GC are tired due to high proportion of non‐restorative sleep, so they are more likely to express their fatigue through externalising manifestations.…”

Section: Discussionmentioning

confidence: 99%

“…Gifted children (GC) are also thought to exhibit developmental asynchrony (intellectual development faster than emotional or biological development), which can be a challenge because unexpected social and emotional needs may arise from their asynchronous developmental profile (Webb et al, 2016). Indeed, GC often exhibit problematic or maladaptive behaviours, which can be described as interfering with the capacity to act in one's own best interest, e.g., avoidance, withdrawal, and aggression (Rojahn et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Association between sleep and problematic behaviours in gifted children: a polysomnographic study

Bastien

Théoret

2022

Journal of Sleep Research

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Summary Neurological uniqueness, maladaptive behaviours, as well as atypical sleep patterns are reported to be defining characteristics of giftedness, but this has received little empirical support. We studied the polysomnography recorded sleep of gifted and typically‐developing children together with features of maladaptive behaviours. The association of sleep macrostructure and sleep instability with maladaptive behaviours was also investigated in gifted children. In all, 19 gifted children (74% boys) and 17 typically‐developing children (76% boys) aged 6–12 years were studied. Giftedness was identified using Renzulli's three‐factor definition. The microarousal index, number of awakenings, and number of Stage shifts between sleep stages throughout the night were computed as sleep instability parameters. Maladaptive behaviours were assessed using the Child Behaviour Checklist. We found significantly more Stage N1 and less Stage N3 in gifted children compared to typically‐developing children. More Stage N1 sleep was correlated with more externalising problems and less Stage N3 sleep was correlated with more internalising problems. Gifted children also displayed more rapid eye movement (REM) sleep, but this was not significantly correlated with behavioural scales. Gifted children displayed two opposing trends of sleep instability: more instability involving N1 sleep and less instability involving N2, N3 and REM sleep. More total Stage shifts were correlated with more internalising and externalising problems. The results of this study provide initial evidence of polysomnography‐based characteristics of giftedness. Further studies are needed to explore common pathways linking sleep alterations and maladaptive behaviours in children with giftedness.

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“…The assessment of gifted people with ADHD is particularly complex since some symptoms of ADHD are similar to behavioural characteristics of gifted children (Kalbfleisch & Iguchi, 2007;Nelson et al, 2006). The attention of the gifted is not focused on the content which does not interest them; often when something is boring and insufficiently stimulating, they can "wander" with their thoughts (Webb et al, 2005). Gifted people also have difficulty sitting still, waiting in line, and generally have more energy, as do children with ADHD, and the chance of misdiagnosis is high (Hartnett et al, 2004;Webb & Latimer, 1993;Webb et al, 2005).…”

Section: Gifted Students With Adhdmentioning

confidence: 99%

Gifted Students with Disabilities / Daroviti učenici s teškoćama

Cvitković,

Stošić

2022

Croatian Journal of Education

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Gifted children with disabilities, or twice-exceptional students, differ from both gifted children and children with disabilities. Twice-exceptional students are students who show the potential for high achievement or creative productivity in one or more areas, and manifest one or more difficulties. The access to education and support that this group of children needs differ significantly from the approach and support that others need. This paper presents the results of research related to the characteristics, recognition and support for gifted students with learning disabilities, ADHD, and autism spectrum disorder. Key words: giftedness; gifted students with disabilities; disabilities. --- SažetakDarovita djeca s teškoćama odnosno dvostruko izuzetni učenici razlikuju se i od darovite djece i od djece s teškoćama. Dvostruko izuzetni učenici su oni učenici koji pokazuju potencijal za visoka dostignuća ili kreativnu produktivnost u jednom ili više područja te također očituju jednu ili više teškoća. Pristup obrazovanju i podrška koju treba ova skupina djece bitno se razlikuje od pristupa i podrške koju trebaju ostali. U ovom su radu prikazani rezultati istraživanja koji se odnose na karakteristike, prepoznavanje i pružanje podrške darovitim učenicima s teškoćama učenja, ADHD poremećajem i poremećajem iz spektra autizma. Ključne riječi: daroviti učenici s teškoćama; darovitost; teškoć.

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

Cited by 28 publications

References 3 publications

Giftedness as Disorder: Examining the Dimensionality of the Debate

Giftedness as Disorder: Examining the Dimensionality of the Debate

Association between sleep and problematic behaviours in gifted children: a polysomnographic study

Gifted Students with Disabilities / Daroviti učenici s teškoćama

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