Sleep Characteristics and Socio-Emotional Functioning of Gifted Children

Bastien, Laurianne; Théoret, Rachel; Gagnon, Katia; Chicoine, Marjolaine

doi:10.1080/15402002.2021.1971984

Cited by 8 publications

(4 citation statements)

References 51 publications

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“…However, this may be representative of what is found in the general population: children with HIQ are at risk of sleep disorders [ 17 ]. A recent study found that this risk is increased by 4.67 times in children with higher intellectual potential [ 39 ].…”

Section: Discussionmentioning

confidence: 99%

Sleep and Psychosocial Characteristics of Children with Narcolepsy According to Their Intellectual Profile: A Case–Control Study

Thieux

Zhang

Marcastel

et al. 2022

JCM

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Adequate intellectual abilities are a protective factor for psychosocial adjustments in chronic disorders. The main objective of this study was to assess the cognitive abilities, sleep, and psychosocial characteristics of children with narcolepsy compared to controls, according to their intellectual profile. Children underwent a polysomnography, completed an intellectual ability assessment, and filled out standardized questionnaires. The group with an intelligence quotient (IQ) in the area of high intellectual potential (high IQ, HIQ) consisted of 25 children with narcolepsy (HIQ-N, 40% boys, median age 11.5 years, 48% with obesity, 60% under treatment) and 25 controls (HIQ-C, 68% boys, median age 11.7 years). Compared to HIQ-C, HIQ-N had a lower perceptual reasoning index and fewer conduct disorders. The group with an IQ in the normal range (NIQ) consisted of 22 children with narcolepsy (NIQ-N, 55% boys, median age 12.1 years, 59% with obesity, 64% under treatment) and 21 controls (NIQ-C, 68% boys, median age 10 years). NIQ-N presented the same intellectual profile as NIQ-C but reported more school difficulties. In children with HIQ, those with narcolepsy appear to have a different cognitive profile than controls. NIQ seems to predict a greater impact of narcolepsy on daily-life functioning.

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Section: Discussionmentioning

confidence: 99%

Sleep and Psychosocial Characteristics of Children with Narcolepsy According to Their Intellectual Profile: A Case–Control Study

Thieux

Zhang

Marcastel

et al. 2022

JCM

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“…In early childhood, gifted children would still be distinguished by extraordinary memory capacities [23,24]. Other cognitive or functional characteristics, for example, early humor [25], a curiosity trait [5,7,8,26,27], or a different sleep [28][29][30], also appear to distinguish these children, although they deserve further study. Scientific literature supports the concept of asynchronous development in gifted children, where their cognitive development is very advanced compared to their socio-emotional development which is either normalized or similar to that of their peers [6,7,31,32].…”

Section: The Gifted Children: Elements Of Consensus About What Charac...mentioning

confidence: 97%

Feelings about School in Gifted and Non-Gifted Children: What Are the Effects of a Fine Art Program in Primary School?

Sanchez

Blanc

2023

Education Sciences

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There is a consensus about the benefits of an artistic activity on health and well-being. In France, a gifted child is considered a special needs student for whom enrichment is advocated. Therefore, this study examines the extent to which a whole-class art enrichment program delivered to both gifted and non-gifted children benefits both student populations with respect to their school well-being. The art program was implemented in classrooms over the course of an entire school year (during the COVID-19 pandemic). The self-report French version of the Feelings About School scale (i.e., FAS) was completed in three steps (i.e., before, mid-program, and after) by a sample of gifted and non-gifted children benefiting from the program. The FAS scores of those students were also compared at the end of the school year with those of students who did not participate in the art program. Despite the pandemic context that requires caution in drawing definite conclusions, this study supports that (i) the fine arts practice is a lever of development, (ii) the sanitary situation was detrimental for elementary school students, and (iii) better adaptive capacities were exhibited by gifted children in this context.

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“…In particular, these children would present an advanced rate of development before the age of one year, both in terms of motor and verbal acquisitions ( Vaivre-Douret 2011 , 2019 ). In addition, the observation of the gifted child’s sleep, which seems to be different ( Bastien et al 2021 ; Bergès-Bounes and Calmettes-Jean 2006 ; Revol and Bléandonu 2012 ), can also serve as an indicator. Furthermore, gifted children will often demonstrate a curiosity trait, with early and strong interests centered on existential questions (e.g., Lubart 2006 ; Romand and Weismann-Arcache 2018 ; Terrassier 2009 ; Winner et al 1997 ).…”

Section: Introductionmentioning

confidence: 99%

Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?

Sanchez

Blanc

2022

J. Intell.

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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.

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Sleep Characteristics and Socio-Emotional Functioning of Gifted Children

Cited by 8 publications

References 51 publications

Sleep and Psychosocial Characteristics of Children with Narcolepsy According to Their Intellectual Profile: A Case–Control Study

Sleep and Psychosocial Characteristics of Children with Narcolepsy According to Their Intellectual Profile: A Case–Control Study

Feelings about School in Gifted and Non-Gifted Children: What Are the Effects of a Fine Art Program in Primary School?

Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?

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