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Twice Exceptional: ADHD and Giftedness

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Joey is a bright, happy, healthy, and somewhat excitable 10 year old boy. He has been identified as gifted and has an IQ of about 165. He has also been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). He is receiving Special Education services at his school for what has been labeled an Emotional Disability. He has a hard time maintaining friendship with children his own age and sometimes keeps to himself and refuses to interact with the children in his class. He has a difficult time expressing his emotion in appropriate ways and finds it difficult to maintain appropriate boundaries when it comes to relationships with other people. In this paper we will discuss whether emotional disabilities, like Joey’s, could be because of ADHD, if it has more to do with the gifted label and high IQ, or if it could be a combination of both, and how common this really is. Are children with high IQ’s more likely to have a difficult time maintaining friendships and finding appropriate ways to express emotions? Too often parents, teachers, and others put too much focus on a gifted child’s academic achievement and not enough on their emotional wellbeing (Bailey, 2011). Maybe we just spend too much time focusing on how they perform academically and we do not really understand the emotions that these children deal with. Or, perhaps there is a relationship between ADHD and having a high IQ that has not been fully examined yet. ADHD is a cognitive developmental disorder that affects approximately 3-7% of school aged children in the United States (Gupta & Kar, 2010). It is usually described as high activity, increased impulsivity, and attention problems that affect the child in more than ... ... middle of paper ... .... Exceptionality, 10(2), 77-91. Bell, Allison S. (2010). A Critical Review of ADHD Diagnostic Criteria: What to Address in the DSM-V. Journal of Attention Disorders, 15(1),3-10. Gupta, Rashmi & Kar, Bhoomika (2010). Specific Cognitive Deficits in ADHD: A Diagnostic Concern in Differential Diagnosis. Journal of Child and Family Study, 19,778-786. Hartnett, D. Niall, Nelson, Jason M., & Rinn, Anne N. (2004). Gifted or ADHD? The Possibilities of Misdiagnosis. Roeper Review, 26(2), 73-76. Kuss, Kathleen D. (2007). Smart Kids With Learning Difficulties. Journal for the Education of the Gifted, 30(3),396-403. Reis, Sally M. & Renzulli, Joseph S. (2009). Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences. Gifted Child Quarterly, 53,233-235.

In this essay, the author

  • Describes joey as a bright, happy, healthy, and somewhat excitable 10 year old boy with an iq of about 165. he is receiving special education services at his school for what has been labeled an emotional disability.
  • Argues that emotional disabilities, like joey's, could be because of adhd, if it has more to do with the gifted label and high iq, or a combination of both.
  • Describes adhd as a cognitive developmental disorder that affects approximately 3-7% of school aged children in the united states.
  • Explains that adhd is diagnosed based on behavioral observations by parents, teachers, and clinicians. parents and teachers report these observations subjectively, so there may be discrepancy in actual behaviors observed.
  • Explains that there are two subtypes in the dsm-iv, inattentive and hyperactivity-impulsivity. the child would be diagnosed with one or the combined type if they show at least six symptoms in both categories.
  • Explains that if a child meets all of these criteria, they can be diagnosed with adhd. rating scales, parent and teacher observations, direct observation, and school records are used.
  • Explains that misdiagnosis is common with adhd because of the difficulty of diagnosis. other disorders show symptoms similar to adhd, such as autism and giftedness.
  • Explains that gifted students' behaviors could resemble impulsive behavior, but it could also be due to their curiosity and desire to learn and explore. children who are gifted but not identified can often spend much of their day in school being bored waiting on classmates to finish their work.
  • Explains that little is known about the comorbidity of adhd and giftedness, reflected by the lack of available research in the field.
  • Explains that the first study to look at the presence of adhd in children with high iq's was reported in 2007 (cordeiro et al., 2011).
  • Opines that gifted students with disabilities (eg. adhd) need more feedback and support from their teachers.
  • Opines that most states do not have guidelines for children that are gifted/talented and have a disability. while most students are screened for giftedness in elementary school, the process will miss many students that have adhd.
  • Opines that gifted children need more assistance in the classroom than students who are either gifted or have adhd. there are many attributes of these exceptional children that we should promote and encourage, like optimism, courage, and a sense of control.
  • Cites american psychiatric association (apa) diagnostic and statistical manual of mental disorders (4th edition).
  • Cites baum, susan m., olenchak, f. richard, allison s. bell, rashmi & kar, bhoomika.
  • Analyzes hartnett, niall, nelson, jason m., and rinn, anne n. (2004). gifted or adhd? the possibilities of misdiagnosis.
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    • Attention Deficit Hyperactivity Disorder (ADHD)
      explanatory essay
      Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attention deficit hyperactivity disorder: an inattentive type and a combined type. The symptoms of ADHD can be classified into three categories: inattention, hyperactivity, and impulsivity. This behaviour stops ADHD sufferers from focussing deliberately on organising and completing a specific task that they may not enjoy, learning new skills or information is proved to be impossible. An example of such behaviour is recognised by the report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behaviour. Such behaviour can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem. (National Institute of Mental Health 1999) There are also secondary symptoms which are associated with ADHD, such as learning disorders, anxiety, depression and other mood disorders, tic disorders, and conduct disorders. (Spencer, Biederman, and Wilens 1999 in Monastra V, Monastra D, George, 2002)

      In this essay, the author

      • Explains that attention deficit hyperactivity disorder affects 3 to 5 percent of children, with persistence of symptoms into adolescence and adulthood.
      • Explains that stimulant drugs are widely used to treat the symptoms of adhd, such as methylphenidate, dextroamphetamine and pemoline.
      • Explains the effectiveness of atomoxetine, a stimulant drug used for the treatment of attention-deficit hyperactivity disorder.
      • Explains that another trial on the topic of treatment of attention deficit hyperactivity disorder has included five newest food and drug administration (fda) approved stimulant agents — concerta, metadate cd, ritalin la, adderall xr, focalin.
      • Explains that innovative technology has fuelled the development of new release mechanisms and isolation of active enantiomer components with the hopes of enhancing the duration of action and improving the safety and effectiveness of stimulant agents.
      • Explains that concerta was the first extended relief or long-lasting drug available for the sufferers of adhd. metadate cd is the second stimulant drug on the market.
      • Compares the characteristics of newly approved psychostimulants based on age and over 6 years. the recommended daily dose is 54 mg 60 mg.
      • Explains that ritalin la uses the spheroidal oral drug absorption system (sodas) technology producing the same effect as a normal stimulant taken at four-hour intervals.
      • Explains that the final experiment that researches the treatment of attention deficit hyperactivity disorder focuses on the combining effects of stimulant therapy, such as ritalin, eeg biofeedback, and the parenting style.
      • Explains that research is done to improve conditions and quality of life for those suffering from attention deficit hyperactivity disorder. stimulant therapy can be conveniently taken once a day. alternative treatments are available.
      • Cites brown university child and adolescent behavior center's report that fda approves new nonstimulant treatment for adhd.
      • Cites michelson, albert j. allen, joan busner, charles casat, david dunn, christopher kratochvil, jeffrey newcorn, f. randy sallee, r. bart sangal, keith saylor, scott west, douglas kelsey,
      • Explains the effects of stimulant therapy, eeg biofeedback, and parenting style on the primary symptoms of attention-deficit/hyperactivity disorder.
      1686 words
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    • The Overdiagnosis of ADD/ADHD
      analytical essay
      Sciutto MJ, Eisenberg M. Evaluating the evidence for and against the overdiagnosis of ADHD. J Atten Disord. 2007;11:106-113.

      In this essay, the author

      • Explains that hyperactivity, compulsivity, and inattention are symptoms of attention deficit hyperactivity disorder, which is the most widely diagnosed mental-illness in children.
      • Explains that teachers, administration, and doctors want stimulants to make a child more manageable, or well-behaved. medications for add/adhd are controlled substances and should not be given to any child without asking the question, "is this the only option?"
      • Cites the american academy of pediatrics: changes in practice and characteristics of pediatricians: 2000 v 1993. early diagnosis is central to new adhd guidelines.
      • Evaluates the evidence for and against the overdiagnosis of adhd in the united states elementary school population.
      905 words
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    • The Importance Of Giftedness In Education
      argumentative essay
      Most people have some idea of learning disabilities, typically dyslexia, and most people know about giftedness, or “geniuses”. The public tends to dissociate the two, thinking that brilliant people never really have trouble learning and that people with learning disabilities have lower intellectual ability. While these can be true to an extent, they are stereotypes, pure and simple. A learning disability and giftedness can most definitely exist in the same individual. These individuals are called twice-exceptional, or 2e, meaning that they have two exceptionalities: giftedness and a learning disability . 2e individuals are quite unique and may require different learning strategies from their peers with only one exceptionality. Different social

      In this essay, the author

      • Explains that the public tends to dissociate learning disabilities and giftedness from each other.
      • Explains that students who are twice-exceptional are incredibly brilliant yet typically aren't able to perform at the level of which they are capable. the researchers surveyed and interviewed fourteen students in grades five through college who had been identified as gifted and with some sort of disability.
      • Compares the two treatments of 2e individuals in the articles. the first study focused solely on twice-exceptional individuals, while the second study did a comparison of individuals with zero, one, or two exceptionalities.
      • Explains that the two articles share some similarities. both articles survey the perceptions of the twice-exceptional students themselves, not their parents or teachers, which provides an interesting perspective that is rare in the literature.
      • Analyzes how students' exceptionalities hinder them from reaching their full potential, specifically in terms of diagnosis and accommodations.
      1745 words
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    • Diagnosis For ADHD
      opinion essay
      The existence and diagnosis of ADHD has subjective nature because, as our book says, “No valid, independent test for ADHD exists.” The diagnosis for ADHD is quantified by doctors and psychiatrists who rely upon the observations and opinions of the people who care for the child being “evaluated”. Observations and opinions themselves are subjective because each person inevitably has their own personal biases and unique viewpoints which will lead them to define a child’s characteristics or behaviors in a certain way.

      In this essay, the author

      • Explains that the existence and diagnosis of adhd has a subjective nature because there is no valid, independent test for adhd. the diagnosis is quantified by doctors and psychiatrists based on the observations and opinions of the people who care for the child.
      • Explains that there are an incredible amount of determining variables which occur simultaneously in the observer, the child and the physical environment itself.
      • Opines that the evaluation process does its best to draw accurate guidelines for adhd. for example, the guidelines in our textbook say that there must be a persistent pattern of inattention and/or hyperactivity that persists over six months.
      • Opines that they have respect for parents and caregivers who are trying to help a child who sees as having this disorder.
      362 words
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