Abstract:Background: There is an ongoing debate as to whether attention-deficit hyperactivity disorder (ADHD) in highly intelligent individuals has a similar presentation as in average intelligent individuals. The aim of this study was to examine the cognitive correlates of ADHD in highly intelligent children and adolescents with ADHD. Method: Two independent samples (N = 204 and N = 84) of (1) high intelligence quotient (IQ) (IQ ≥ 120) children and adolescents with ADHD were used, carefully matched on age, gender, ADH… Show more
“…Healey et al investigated the correlation between ADHD and creativity and found that there were no differences in the creative ability of the ADHD and the control group. Furthermore, this study showed that, despite the significant levels of ADHD symptomatology displayed by gifted children, the full criteria for ADHD were not met 18 ; similarly, the connection between ADHD and intellectual giftedness or creativity was not established in another study by Healey et al 28 Likewise, Cadenas et al 19 indicated that the highly intelligent group with ADHD performed at the same level as the average intelligent control group on the Wechsler Intelligence Scale for Children or Wechsler Adult Intelligence Scale-III. Diagnostic methods seemed to modify the associations between ADHD and giftedness.…”
Section: Giftedness and Attention-deficit/hyperactivity Disordermentioning
Objective: Throughout the years, several myths have arisen suggesting that children diagnosed with neurodevelopmental disorders possess unusually high abilities in specific domains, depending on the disorder. On the other hand, special skills and talents in children with neurodevelopmental disorders are most commonly overshadowed by their difficulties and overlooked. The purpose of this systematic review is to examine the association between giftedness and neurodevelopmental disorders. Methods: The related articles published in PubMed, Google Scholar, PsycINFO, and Embase up to December 31, 2020, as well as their reference lists, were reviewed systematically. Results: A total of 6069 studies were scanned, and 32 of them (9904 subjects) were deemed eligible for this systematic review. Studies have supported associations between autism spectrum disorders and music ability. Contradictory results have been published regarding associations between giftedness, attention-deficit/hyperactivity disorder, and specific learning disorders. Diagnostic methods seemed to modify associations between giftedness and neurodevelopmental disorders.
Conclusion:The dearth of the available evidence is prominent. More research is needed to investigate the field of dual exceptionality. Longitudinal studies are needed, addressing methodological challenges pertaining to variability in the definition of giftedness.
“…Healey et al investigated the correlation between ADHD and creativity and found that there were no differences in the creative ability of the ADHD and the control group. Furthermore, this study showed that, despite the significant levels of ADHD symptomatology displayed by gifted children, the full criteria for ADHD were not met 18 ; similarly, the connection between ADHD and intellectual giftedness or creativity was not established in another study by Healey et al 28 Likewise, Cadenas et al 19 indicated that the highly intelligent group with ADHD performed at the same level as the average intelligent control group on the Wechsler Intelligence Scale for Children or Wechsler Adult Intelligence Scale-III. Diagnostic methods seemed to modify the associations between ADHD and giftedness.…”
Section: Giftedness and Attention-deficit/hyperactivity Disordermentioning
Objective: Throughout the years, several myths have arisen suggesting that children diagnosed with neurodevelopmental disorders possess unusually high abilities in specific domains, depending on the disorder. On the other hand, special skills and talents in children with neurodevelopmental disorders are most commonly overshadowed by their difficulties and overlooked. The purpose of this systematic review is to examine the association between giftedness and neurodevelopmental disorders. Methods: The related articles published in PubMed, Google Scholar, PsycINFO, and Embase up to December 31, 2020, as well as their reference lists, were reviewed systematically. Results: A total of 6069 studies were scanned, and 32 of them (9904 subjects) were deemed eligible for this systematic review. Studies have supported associations between autism spectrum disorders and music ability. Contradictory results have been published regarding associations between giftedness, attention-deficit/hyperactivity disorder, and specific learning disorders. Diagnostic methods seemed to modify associations between giftedness and neurodevelopmental disorders.
Conclusion:The dearth of the available evidence is prominent. More research is needed to investigate the field of dual exceptionality. Longitudinal studies are needed, addressing methodological challenges pertaining to variability in the definition of giftedness.
“…Previous studies conducted with children and adolescents have reported a negative association between ADHD symptoms and WM regardless of IQ-score (Cadenas et al, 2020; Rohrer-Baumgartner et al, 2014). Similar findings were observed in studies in adults, although those studies mostly provided indirect support since none explicitly tested the interaction between WM and IQ (Antshel et al, 2010; Brown et al, 2009).…”
Objective This study examined the association between WM and ADHD symptoms in young adults and whether IQ-score influenced this association. Method Data from the 1993 Pelotas (Brazil) Birth Cohort Study were analyzed ( N = 2,845). Working memory and ADHD symptoms were collected at 22 years. IQ was examined at age 18. Poisson regression with robust variance was used to assess the associations between working memory and ADHD symptoms. We also evaluated whether IQ modified associations between working memory and ADHD symptoms. Results Working memory was negatively associated with Inattention symptoms of ADHD. The association between working memory and hyperactivity-impulsivity symptoms of ADHD varied by IQ. Conclusions This study provides new insights to theories about the relationship between WM and ADHD symptoms as well as the development of interventions aimed at improving the performance of WM in ADHD.
“…Attention problems were the most common predictors of functional impairments at school: school progress, additional phone calls to parents due to children's school problems, and performance below ability, including in individuals with high IQ. Also in the Netherlands, the study by Cadenas et al (2020) examined the cognitive correlates of ADHD in highly intelligent children and adolescents with ADHD. Two independent samples (n=204 and n=84) were combined into four groups: (a) children and adolescents with high intelligence quotient (IQ ≥120) and ADHD, (b) control participants with high intelligence, (c) ADHD participants with average intelligence (IQ between 90 and 110), and (d) control participants with average intelligence.…”
Section: Resultsmentioning
confidence: 99%
“…The studies also revealed that the characteristics and symptoms of ADHD manifest similarly in individuals with high and medium intelligence (Cadenas et al, 2020;Katusic et al, 2011;Minahim & Rohde, 2015), which may hinder the identification of giftedness by the family and the school as, in this case, students with high intelligence tend to be recognized only by their manifestation of the attributes of the disorder. In this situation, ADHD generally masks giftedness by increasing the externalization of socio-emotional difficulties and reducing academic performance to medium levels (Mullet & Rinn, 2015).…”
The purpose of this study was to examine the scientific production of empirical articles regarding twice exceptionality – giftedness/ADHD – through a systematic review. The search was carried out in the Portal de Periódicos Capes, SciELO, and PePSIC databases, considering the publications between 2011 and 2021. The terms giftedness, high abilities, ADHD, twice exceptionality, and their counterparts in Portuguese were used as descriptors. We selected 27 articles based on pre-established inclusion criteria. Six categories of studies were identified: socio-emotional factors, interpersonal relationships, identification, inattention and hyperactivity, intelligence quotient, and educational support practices. The conclusion was that by having their individual needs met and school community support, gifted students with ADHD can academically succeed, have a positive self-concept and good interpersonal relationships.
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