Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis

Mullet, Dianna R.; Rinn, Anne N.

doi:10.1080/02783193.2015.1077910

Cited by 32 publications

(49 citation statements)

References 60 publications

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“…These data are consistent with the findings of previous work regarding the cognitive correlates of highly intelligent individuals with ADHD, although those studies mostly provided indirect support since none explicitly tested the interaction between ADHD and IQ [2,7,22,24]. In a broader context, these results support the validity of the ADHD diagnosis in highly intelligent individuals, a conclusion that others have similarly reached [2,7,9,14,16,20,22,40].…”

Section: Discussionsupporting

confidence: 90%

“…These characteristics resemble those of individuals with ADHD, but are not thought to be indicative of ADHD in these highly intelligent individuals, but rather a consequence of their very fast processing style and mismatch with their environments that are tailored for average intelligent individuals (i.e., and thus understimulating for highly intelligent individuals). As a result, several authors have warned about the danger of misdiagnosis or overdiagnosis of ADHD in the highly intelligent population [10,16,17]. Based on the hypothesis that high intelligence may mimic ADHD without the "true" disorder being present, it can be hypothesized that highly intelligent individuals with ADHD symptoms will not show the cognitive impairments that are usually found in (average intelligent) individuals with ADHD ( Fig.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, it has been argued that the cognitive correlates of highly intelligent individuals with ADHD are similar in type and severity as those in average intelligent individuals with ADHD [7,20] but are easily overlooked when compared to typical (i.e., average intelligent) controls [2]. According to this hypothesis, when ADHD and high intelligence occur together, the high intelligence may compensate/mask the ADHD-related impairments [16,[20][21][22][23]. As a consequence, the cognitive correlates of ADHD in highly intelligent individuals are only observed when compared to highly intelligent controls, yet not when compared to average intelligent controls ( Fig.…”

Section: Introductionmentioning

confidence: 99%

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Cognitive correlates of attention-deficit hyperactivity disorder in children and adolescents with high intellectual ability

Cadenas

Hartman

Faraone

et al. 2020

J Neurodevelop Disord

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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, ADHD severity, and IQ with (2) control participants with high intelligence, (3) participants with ADHD with an average intelligence (IQ 90-110), and (4) control participants with an average intelligence. These samples were selected from the Dutch node of the International Multicenter ADHD Genetics (NeuroIMAGE) and Tracking Adolescents' Individual Lives Survey (TRAILS) cohorts, respectively, in which a large battery of cognitive tasks was administered. Linear mixed models were used to examine the main effects of ADHD and IQ and their interaction on cognitive performance. Results: ADHD-control group differences were not moderated by IQ; mostly equally large ADHD-control differences in cognitive performance were found for high versus average intelligent groups. The small moderating effects found mostly indicated somewhat milder cognitive problems in highly intelligent individuals with ADHD. Overall, highly intelligent children and adolescents with ADHD performed at the level of the average intelligent control children. Conclusions: Our findings indicate the cognitive profile of ADHD is similar in highly versus average intelligent individuals with ADHD, although ADHD-related cognitive deficits may be easily overlooked in the high intelligence population when compared to the typical (i.e., average intelligent) control group.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Cognitive correlates of attention-deficit hyperactivity disorder in children and adolescents with high intellectual ability

Cadenas

Hartman

Faraone

et al. 2020

J Neurodevelop Disord

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“…3. Las altas capacidades y el TDAH interactúan de manera simultánea generando un rendimiento comportamental y académico promedio, reduciendo la probabilidad de identificar cualquier excepcionalidad (Mullet y Rinn, 2015). Adicionalmente, existe un estereotipo marcado sobre las AC, pues, la supuesta perfección académica que se les impone, impide que se considere una dificultad paralela en el aprendizaje (Luque-Parra et al, 2017).…”

Section: Tabla 2: Características Comportamentales Tdah-altas Capacidunclassified

Altas capacidades y tdah: una doble excepcionalidad poco abordada

Álvarez-Cárdenas¹,

Peñaherrera-Vélez²,

Arévalo-Proaño³

et al. 2019

Revista INFAD de Psicología

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RESUMENLa doble excepcionalidad se refiere a la población con un alto potencial intelectual en coocurrencia con algún tipo de trastorno. Una doble excepcionalidad presente en las escuelas es la que combina las altas capacidades con el trastorno por déficit de atención con hiperactividad (TDAH). El objetivo del presente artículo es analizar los estudios empíricos y de revisión de los últimos cinco años, que se han centrado en la doble excepcionalidad, altas capacidades-TDAH, en niños de educación primaria. Se obtuvieron 10 artículos con el tema concreto de investigación. Se establecieron una serie de características y sintomatología claves para el diagnóstico diferencial de esta doble excepcionalidad. Además, se describió el desenvolvimiento de los sujetos con esta condición en los ámbitos social, emocional, familiar y educativo, determinando sus limitaciones en el contexto y los mecanismos de afrontamiento que desarrollan. Finalmente, se identificaron aspectos relevantes de la intervención en esta doble excepcionalidad, planteado los beneficios de terapias alternativas como el Mindfulness. Esta revisión permite identificar la falta de experiencia que existe respecto a este tema, en gran medida por el deficiente abordaje actual desde la comunidad científica, sobre todo en Latinoamérica. Todo ello deja en evidencia la necesidad de intervención a una población poco atendida dentro de las aulas de clase, así como una condición que debe ser estudiada e incluida en la formación de profesionales de la educación. ABSTRACTGiftedness and adhd: a dual exceptionality unattended. Dual exceptionality refers to the population with high intellectual potential in co-occurrence with some type of disorder. A dual exceptionality present in schools is the one that combines giftedness with attention deficit hyperactivity disorder (ADHD). The objective of this article is to analyze the empirical and review studies from the last five years, focused on the dual exceptionality giftedness-ADHD, in primary school children. 10 articles were obtained with the specific research topic. A series of key characteristics and symptomatology were established for the differential diagnosis of this dual exceptionality. In addition, the development of subjects with this condition in the social, emotional, family and educational aspects was described, determining their limitations in the context and the coping mechanisms they develop. Finally, relevant aspects of the intervention in this dual exceptionality were identified, considering the benefits of alternative therapies such as Mindfulness. This review identifies the lack of experience that exists regarding this issue, largely due to the current poor approach from the scientific community, especially in Latin America. All this shows the need for intervention in a population little attended within the classrooms, as well as a condition that must be studied and included in the training of education professionals.

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“…Por ello, no es de extrañar que que muchas características de los alumnos con alta capacidad intelectual se confundan con los síntomas de TDAH (Mullet & Rinn, 2015).…”

Section: Introductionunclassified

Atención e impulsividad en Niños con Alta Capacidad Intelectual y Niños con TDAH

Sierra

Maldonado

González

et al. 2018

EJREP

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Introducción. Comportamientos asociados a la alta capacidad intelectual, como la inatención y respuesta anticipada amenudo se confunden con el trastorno por déficit de atención e hiperactividad (TDAH) y dificultan su identificación. El objetivo del presenta trabajo fue analizar el desempeño de los alumnos con alta capacidad intelectual y alumnos con TDAH en la atención sostenida y la impulsividad.Método. Participaron un total de 25 niños con alta capacidad intelectual, edad promedio 6.15 años y 25 niños con TDAH, edad promedio de 6.96 años, evaluados mediante el Conner’s Continuous Performance Test II for Windows (CPT II). Se ha seguido una metodología ex post facto. Los resultados se analizaron estadísticamente, utilizando el programa SPSS, mediante una prueba t para muestras independientes.Resultados. Se encontraron diferencias significativas en Omisiones, Tiempo de Reacción, Error del Tiempo de Reacción y Tiempo de Reacción a Estímulo al Cambio de Intervalo Entre Estímulo.Discusión y conclusiones. (1) Los niños con alta capacidad intelectual poseen significativamente una mejor consistencia en la velocidad de respuesta, mejor consistencia en los tiempos de reacción en los distintos intervalos inter-estímulo y cometen mayores errores de comisión en comparación con los alumnos con TDAH. (2) Los niños con alta capacidad intelectual ejecutan significativamente más rápido al responder correctamente durante la prueba. Las pruebas de rendimiento como el CPT-II para la medición de la atención y la impulsividad representan una alternativa de evaluación, de diagnóstico diferencial entre estas poblaciones; este proceso debe ser realizado por personal calificado y con experiencia con ambas poblaciones.

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Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis

Cited by 32 publications

References 60 publications

Cognitive correlates of attention-deficit hyperactivity disorder in children and adolescents with high intellectual ability

Cognitive correlates of attention-deficit hyperactivity disorder in children and adolescents with high intellectual ability

Altas capacidades y tdah: una doble excepcionalidad poco abordada

Atención e impulsividad en Niños con Alta Capacidad Intelectual y Niños con TDAH

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