2023
DOI: 10.1016/j.intell.2023.101736
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Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD

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Cited by 5 publications
(4 citation statements)
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“…This mix of combinations implies that twice exceptionality has a multifaceted nature [8]. Some researchers use abbreviations to distinguish between different forms of twice exceptionality such as 'G/LD' (gifted with learning disabilities) [21], '2e-ADHD' [22], or 'G/T/SLD/ADHD' [6] (p. 208), and some researchers use the phrase 'alphabet children' [23] to refer to 2e children. This multitude of possible combinations also means that it is particularly difficult to draw true generalizations regarding 2e students.…”
Section: Definitions Characteristics and Identificationmentioning
confidence: 99%
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“…This mix of combinations implies that twice exceptionality has a multifaceted nature [8]. Some researchers use abbreviations to distinguish between different forms of twice exceptionality such as 'G/LD' (gifted with learning disabilities) [21], '2e-ADHD' [22], or 'G/T/SLD/ADHD' [6] (p. 208), and some researchers use the phrase 'alphabet children' [23] to refer to 2e children. This multitude of possible combinations also means that it is particularly difficult to draw true generalizations regarding 2e students.…”
Section: Definitions Characteristics and Identificationmentioning
confidence: 99%
“…High IQ is considered one out of several commonly used giftedness identifiers [16], and ADHD is considered one out of several described disabilities included in twice exceptionality definitions [13,15,20]. In the terms of Cornoldi et al [22], the student in our study would be called '2e-ADHD'. As noted earlier, the diversity within the group of 2e students implies difficulties in drawing true generalizations about the entire group.…”
Section: Overview and Participantsmentioning
confidence: 99%
“…Children with ADHD show a very typical profile in the WISC as they are very often characterized by lower performance in tasks measuring processing speed and working memory, while at the same time having relatively higher performance on other tasks ( Mayes and Calhoun 2006 ; Cornoldi et al 2023 ; Thaler et al 2013 ). However, research on gender differences in the WISC in children with ADHD is less abundant.…”
Section: Introductionmentioning
confidence: 99%
“…Therefore, some crucial questions related to gender differences in the intellectual functioning of children with ADHD have not yet received a clear response. For example, Cornoldi et al ( 2023 ) found that the proportion of children with ADHD who were intellectually gifted was higher in boys than in girls. Furthermore, on the opposite side, we do not know the extent to which the specific gender differences found in the typical population are also present in children with ADHD.…”
Section: Introductionmentioning
confidence: 99%