Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes

Guénolé, Fabian; Speranza, Mario; Louis, J.; Fourneret, Pierre; Revol, Olivier; Baleyte, Jean–Marc

doi:10.1016/j.ejpn.2015.03.006

Cited by 17 publications

(12 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although giftedness, defined in terms of IQ, is often seen as contributing positively to higher levels of educational and professional achievements (Bergman et al 2014), some authors have suggested that (under some conditions) it can lead to emotional, behavioral, and social problems (Blaas 2014;Cross and Cross 2015;Guénolé et al 2015). Generally, such poor outcomes have been explained in terms of overexcitability (Silverman 1993;Karpinski et al 2018;Piechowski and Colangelo 1984) as described in Dabrowski's theory of positive disintegration (Dąbrowski 1967;Dąbrowski 1972).…”

Section: Giftedness and Attention Deficit-hyperactivity Disordermentioning

confidence: 99%

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gomez

Stavropoulos

Vance

et al. 2019

Int J Ment Health Addiction

View full text Add to dashboard Cite

The present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children-Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths and Weaknesses of ADHD-Symptoms and Normal Behavior Scale dimensionally assessed inattention and hyperactivity/impulsivity variations. Compared to the gifted/ADHD group, the ADHD group had higher scores for inattention and comparable scores for hyperactivity/impulsivity. For most symptoms, the ADHD groups (gifted or not) rated higher than the non-ADHD groups (control and gifted without ADHD). Findings appeared to indicate that (i) ADHD is a valid diagnosis among children who are gifted, (ii) gifted children might tend to be less inattentive than non-gifted ADHD children, and (iii) ADHD-gifted children appear to differ from the non-ADHD-gifted children with regard to specific hyperactive and impulsive behaviors. The practical implication of these findings is that clinicians may wish to focus on these symptoms when diagnosing ADHD among children with high intelligence.

show abstract

Section: Giftedness and Attention Deficit-hyperactivity Disordermentioning

confidence: 99%

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gomez

Stavropoulos

Vance

et al. 2019

Int J Ment Health Addiction

View full text Add to dashboard Cite

show abstract

“…Indeed, many HIQ children cases are referred to pediatric or child neuropsychiatry departments for socio-emotional problems such as anxiety, social withdrawal, low self-esteem, excessive perfectionism (Guignard et al, 2012), deficit of attention and/or school underachievement (Guénolé et al, 2015). In contrast, other HIQ children, corresponding better to the “talented” or “gifted” appellation, seem to be well adapted to their environment.…”

Section: Introductionmentioning

confidence: 99%

“…On one hand, the homogeneous HIQ profile (Hom-HIQ) usually presents quite well-controlled behavior and successful curriculum. On the other hand, the heterogeneous HIQ profile (Het-HIQ) can show emotional and social maladjustment as well as learning troubles that can be related to a “dyssynchrony syndrome” (Terrassier, 2009; Guénolé et al, 2015). Such heterogeneity, also called “developmental asynchrony” by Alsop (2003) and Silverman (2011), can be detected by the Wechsler's IQ test.…”

Section: Introductionmentioning

confidence: 99%

Hemispheric Differences in White Matter Microstructure between Two Profiles of Children with High Intelligence Quotient vs. Controls: A Tract-Based Spatial Statistics Study

et al. 2017

Self Cite

View full text Add to dashboard Cite

Objectives: The main goal of this study was to investigate and compare the neural substrate of two children's profiles of high intelligence quotient (HIQ).Methods: Two groups of HIQ children were included with either a homogeneous (Hom-HIQ: n = 20) or a heterogeneous IQ profile (Het-HIQ: n = 24) as defined by a significant difference between verbal comprehension index and perceptual reasoning index. Diffusion tensor imaging was used to assess white matter (WM) microstructure while tract-based spatial statistics (TBSS) analysis was performed to detect and localize WM regional differences in fractional anisotropy (FA), mean diffusivity, axial (AD), and radial diffusivities. Quantitative measurements were performed on 48 regions and 21 fiber-bundles of WM.Results: Hom-HIQ children presented higher FA than Het-HIQ children in widespread WM regions including central structures, and associative intra-hemispheric WM fasciculi. AD was also greater in numerous WM regions of Total-HIQ, Hom-HIQ, and Het-HIQ groups when compared to the Control group. Hom-HIQ and Het-HIQ groups also differed by their hemispheric lateralization in AD differences compared to Controls. Het-HIQ and Hom-HIQ groups showed a lateralization ratio (left/right) of 1.38 and 0.78, respectively.Conclusions: These findings suggest that both inter- and intra-hemispheric WM integrity are enhanced in HIQ children and that neural substrate differs between Hom-HIQ and Het-HIQ. The left hemispheric lateralization of Het-HIQ children is concordant with their higher verbal index while the relative right hemispheric lateralization of Hom-HIQ children is concordant with their global brain processing and adaptation capacities as evidenced by their homogeneous IQ.

show abstract

“…Hoy en día, la etiqueta de superdotado/a se define, generalmente, como aquel/ aquella persona que posee un coeficiente intelectual igual o superior a 130 (Guénolé et al, 2015;Rosenberg et al, 2010;Yildiz & Altay, 2021). Son estudiantes que, generalmente, muestran un mayor desarrollo en habilidades lingüísticas e intelectuales, altos niveles de curiosidad y especial interés en preguntas existenciales y científicas (Sanchez et al, 2022), además de un alto nivel de pensamiento abstracto, perfeccionismo, creatividad, imaginación y rendimiento académico (Rosenberg et al, 2010).…”

Section: Resultados 31 Surgimiento De Estereotipos Estigmatización Y ...unclassified

Los Efectos Negativos Del Uso De La Etiqueta De Superdotación: Una Revisión Narrativa1

ZAÑARTU,

PÉREZ-SALAS

2023

Rev. bras. educ. espec.

View full text Add to dashboard Cite

RESUMEN La etiqueta de superdotado/a es un arma de doble filo, ya que implica simultáneamente privilegio y estigma: por un lado, se asocia con un mayor estatus, pero por otro, como cualquier otra etiqueta o categoría diferenciadora, tiene el riesgo de separar de la “normalidad” a los individuos, tanto física como psicológicamente. Con el objetivo de determinar los efectos del uso de la etiqueta de superdotación en los/as estudiantes, se trabajó con un método de revisión narrativa. A partir de los hallazgos, se plantea que la utilidad de la etiqueta de superdotación es marginal y, más bien, el proceso de etiquetamiento de la superdotación tiene efectos negativos en la identidad del individuo etiquetado, en sus formas de afrontamiento, en sus relaciones sociales e incluso, en su experiencia escolar, debido a que el uso de la etiqueta, los estereotipos y el estigma derivados de ellos, llevan a la sobreexigencia de su entorno y a la exclusión de los círculos naturales de pares cuando se imponen programas educacionales especializados.

show abstract

Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes

Cited by 17 publications

References 81 publications

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?

Hemispheric Differences in White Matter Microstructure between Two Profiles of Children with High Intelligence Quotient vs. Controls: A Tract-Based Spatial Statistics Study

Los Efectos Negativos Del Uso De La Etiqueta De Superdotación: Una Revisión Narrativa1

Contact Info

Product

Resources

About