Gifted Children with ADHD

Research findings thus far are mixed. Some research indicates that gifted ADHD children, who has been positively identified, are more impaired than other ADHD children. This suggests the possibility that we may be missing gifted children with milder forms of ADHD.

Other research shows that high ability can mask ADHD. The researchers also found that attention deficits and impulsivity often depress test scores and high academic performance which many schools used to identify "giftedness". Another problems is that teachers often focus on the disruptive behaviors of gifted ADHD pupils and are blind to their high ability.

These shortcomings are a concern because early intervention services is important for academic and social success. Gifted children with ADHD whose disorder is only identified later risk developing learned helplessness and underachievement.

ADHD children whose giftedness are not recognized tend not to receive the kind of educational services they deserved. Hence, it is often recommended that children who fail giftedness' test but are later diagnosed to have ADHD must be retested.

Generally, children with ADHD lag behind their age peers in terms of emotional and social maturity by about two to three years. This applies to gifted ADHD children as well. This finding is important in terms of educational placement.

Gifted children who does not have ADHD tend to have similar cognitive, social, and emotional development rate compared to children two to four years older than children of their age. When they are placed with other gifted children without ADHD, gifted children with ADHD may have problems coping with the maturity of their classmates as they tend to be ill prepared for it.

In addition to that, gifted children without the disorder tend to have little patience for the emotional and social immaturity of children who are gifted but suffers from ADHD.

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