Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD

Cornoldi, Cesare; Giofrè, David; Toffalini, Enrico

doi:10.1016/j.intell.2023.101736

Cited by 5 publications

(4 citation statements)

References 56 publications

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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%

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On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD

Holmgren,

Backman,

Gardelli

et al. 2023

Education Sciences

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The gifted education research area is rapidly expanding in Sweden. In the context of very limited research nationally, demands are increasing for steering documents and addressing of student and teacher needs in practice. However, Swedish research on students that are ‘twice exceptional’—students classified as being both gifted and disabled (for instance, through a neurodevelopmental disorder such as ADHD)—is nearly non-existent. In this study, we present an exploratory single case study of a female student in school year seven based on semi-structured individual interviews with the student and her two guardians regarding her educational situation. The data were first inductively coded and triangulated in collaboration between three of the authors. A fourth author later independently and deductively coded one-third of the data based on the previously inductively determined thematic structure and conducted a consensus interrater reliability check, exceeding 85% percent agreement. The three main themes are as follows: (1) multiplex perspectives on academic outcomes and expectations, (2) the intersection between twice exceptionality and academic work, and (3) information and perceptions about twice exceptionality. The results indicate several educational challenges and opportunities for twice exceptional students. Further research is needed regarding twice exceptional students in Sweden.

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Section: Definitions Characteristics and Identificationmentioning

confidence: 99%

Section: Overview and Participantsmentioning

confidence: 99%

On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD

Holmgren,

Backman,

Gardelli

et al. 2023

Education Sciences

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“…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%

Gender Differences in the Wechsler Intelligence Scale for Children in a Large Group of Italian Children with Attention Deficit Hyperactivity Disorder

Giofrè,

Toffalini,

Esposito

et al. 2023

J. Intell.

Self Cite

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Despite being repeatedly investigated in children with typical development, research on gender differences in intellectual abilities in specific groups of children, including children with attention deficit hyperactivity disorder (ADHD), has been scarce. In this paper, we evaluated the performance of a large group of Italian children with ADHD using the WISC-IV. We aimed at investigating the presence of gender differences using a multi-group confirmatory factor analysis approach. Results showed that the WISC is largely gender-invariant. However, some tasks present non-invariant patterns (block design and coding). Differences at the latent level also showed some differences (favoring boys) in the verbal comprehension index. Conversely, differences at the latent level were not found in the full-scale IQ or in the other main indices. These results have theoretical and practical implications.

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Learning disorders and difficulties: From a categorical to a dimensional perspective

Caviola,

Greiff,

Toffalini

2024

Learning and Individual Differences

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Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD

Cited by 5 publications

References 56 publications

On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD

On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD

Gender Differences in the Wechsler Intelligence Scale for Children in a Large Group of Italian Children with Attention Deficit Hyperactivity Disorder

Learning disorders and difficulties: From a categorical to a dimensional perspective

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