Overexcitabilities and ADHD in Gifted Adolescents in Jordan: Empirical Evidence

Giftedness and ADHD: A systematic literature review

“…Regarding the socio-emotional aspects, an overlap was also observed between the characteristics of psychomotor and imaginative over-excitability and ADHD symptoms due to the manifestation of similar behaviors of hyperactivity and inattention, which can lead to the establishment of inaccurate diagnoses and, therefore, to the mistaken identification of both giftedness and disorder (Al-Hroub & Krayem, 2020;Rinn & Reynolds, 2012). Nevertheless, it should be noted that, in gifted students, often, these behaviors are related to repetitive activities, or to the school's hardly challenging curriculum, which causes a lack of interest and low task engagement (Leroux & Levitt-Perlman, 2000;Ourofino, 2007).…”

“…In the case of gifted individuals with ADHD, the identification of twice exceptionality can be a very complex process for professionals, families, and teachers, due to the overlap between the imaginative and psychomotor over-excitabilities, characteristic of the gifted, and the symptoms of the disorder (Al-Hroub & Krayem, 2020;Rinn & Reynolds, 2012), as well as the existence of a wide range of possible interactions between the two conditions (Mullet & Rinn, 2015;Zaia et al, 2021). It is nevertheless important to highlight that, in the gifted, the manifestations of these behaviors are commonly related to repetitive and discouraging activities that cause low task involvement and low motivation (Leroux & Levitt-Perlman, 2000;Ourofino, 2007).…”

Doble excepcionalidad: altas capacidades y trastornos del neurodesarrollo. prevalencia en escolares ecuatorianos

“…Por otra parte, en los estudiantes, cuya doble excepcionalidad AC-TDAH no es reconocida, se presentan conflictos frecuentes en el aspecto social, fracaso y bajo rendimiento académico, o problemas comportamentales e hiperactividad 45 . Justamente por esto, muchos son derivados a distintas áreas psicoeducativas con el objetivo de mejorar la atención, corregir la conducta y solventar problemas de aprendizaje 42 , pero su AC no es considerada, situación que provoca una intervención deficiente 35 Con estos antecedentes, el objetivo de este estudio es establecer la prevalencia de la doble excepcionalidad AC-dislexia, AC-discalculia, AC-disortografía, y AC-TDAH, en una muestra aleatoria y probabilística de niños ecuatorianos.…”

“…Inteligencia: Raven Color y Raven General 47 . Para valorar el Coeficiente Intelectual (CI) se utilizó la versión española del test de matrices progresivas de Raven 45 . El test provee estimaciones del factor "g" y de la capacidad deductiva.…”