In search of a middle ground: the dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder

Graham, Linda J.; Tancredi, Haley

doi:10.1080/13632752.2019.1609248

Cited by 18 publications

(17 citation statements)

References 54 publications

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“…Whereas teachers, parents, and other professionals may perceive a gifted underachiever’s inattention to be a choice or a behavior that is under a student’s control, they are more likely to perceive inattention emanating from ADHD as outside of the student’s control. Formally recognizing attentional difficulties “can provide educationally relevant information that can help teachers to understand which barriers exist and how they impede the learning of particular students” (Graham & Tancredi, 2019, p. 297).…”

Section: Literature Reviewmentioning

confidence: 99%

Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students

McCoach

Siegle

Rubenstein

2020

Gifted Child Quarterly

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Much has been written about the relationship of giftedness and attention-deficit/hyperactivity disorder (ADHD), as well as the relationship between ADHD and underachievement. The present study examined whether students who were identified as gifted underachievers were more likely to manifest symptoms of ADHD, as measured by the ADHD-IV. Over half of the gifted underachievers met the screening criteria for ADHD based on teacher reports, and almost 30% of the gifted underachievers met the screening criteria for ADHD based on parent reports. Most of these students had elevated scores on the inattention scale. The prevalence of inattention was over 2 times as high as the prevalence in the norming sample using the teacher rating scales and over 5 times as high as the prevalence in the norming sample using the parent rating scales. Although parents and teachers rated students similarly on the hyperactivity scale, teachers rated students as more inattentive than parents did. However, elevated parent ratings of inattention negatively predicted students’ self-regulation, goal valuation, and self-efficacy. Self-regulation was most strongly related to inattention. We cannot know whether the gifted underachievers with high inattention scores have undiagnosed ADHD. However, our results suggest that a substantial percentage of gifted underachievers exhibit attentional problems at home, and that these attentional problems are severe enough to merit further examination.

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Section: Literature Reviewmentioning

confidence: 99%

Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students

McCoach

Siegle

Rubenstein

2020

Gifted Child Quarterly

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“…However, achieving recognition of a learning difficulty or disability could also be disadvantageous for some students. For example, the difficulty or disability may not fall into a funded category, and Graham and Tancredi (2019) recently explored the "dangers" of diagnosis, described here in the context of ADHD.…”

Section: Learning Difficulties and Disabilities Influencing Learningmentioning

confidence: 99%

“Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school

Merga

2019

English in Education

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Struggling literacy learners are typically low achievers with poor engagement in literacy learning, and the gap between struggling and capable students widens as children move through the years of schooling. Literacy research and interventions for struggling literacy learners typically focus on the primary school years. The 2019 Supporting Struggling Secondary Literacy Learners mixedmethods project collected qualitative data on teacher perceptions of the barriers experienced by their struggling literacy learners in Australian mainstream secondary English classrooms. Recurring barriers included literacy skill gaps and English as an additional language status, absenteeism, home factors, student attitudes and engagement, school and systems factors, and learning difficulties and disabilities influencing learning. This project found high agreement with diverse individual and group level barriers, and diverse learner barriers were negatively associated with perceived adequacy of time to meet the needs of struggling literacy learners.

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“…A longitudinal analysis of the alignment between children's… Another important discrepancy emerged where teachers expressed concerns about students yet reported many of these children as not receiving any support. A common view among Queensland teachers, including those participating in this study, is that students require a departmentally verified diagnosis in one of six limited categories of disability-intellectual impairment, physical disability, sensory disability, speech language impairment, or autism spectrum disorder-in order to receive additional support (Graham & Tancredi, 2019). This is a widely-held, yet false belief, that runs counter to international human rights and national antidiscrimination legislation, which entitles children with any type of disability-whether diagnosed or imputed-across Australia to support in the form of reasonable adjustments (Graham, Tancredi, Willis, & McGraw, 2018).…”

mentioning

confidence: 99%

A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided

et al. 2020

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In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers' reported concerns and types of support provided through Grades 1, 2 and 3. Results show a significant decline in composite scores relative to age norms over time, with children achieving significantly lower in phonemic decoding than word recognition at the subtest level. Five group trajectories were identified: children who achieved average or above average scores across all 3 years (n = 64), children who consistently bordered on average (n = 11), children who achieved below average in Grade 1 but who then achieved average or above in Grade 2 or Grade 3 (n = 7), children who achieved average or above in Grade 1 but then declined to below average in Grade 2 or Grade 3 (n = 10), and children who achieved below average across all 3 years (n = 26). Appropriately, teachers' concerns were highest for students in the groups that improved, declined or remained persistently below average. However, analysis of the focus of teachers' concerns and the supports they said were provided to the children in these three groups suggests that teachers are not always accurate in their interpretation of children's presenting characteristics, resulting in the misalignment of support provision.

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In search of a middle ground: the dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder

Cited by 18 publications

References 54 publications

Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students

Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students

“Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school

A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided

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