No abstract

This study compared the academic and learning characteristics of students with (a) Attention Deficit/Hyperactivity Disorder (AD/HD), (b) giftedness, and (c) giftedness with AD/HD, and examines specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with AD/HD and giftedness in general and special settings.

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and AD/HD as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with AD/HD and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and AD/HD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with AD/HD rather than serve a protective function. The findings suggested that AD/HD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed.