Giftedness and ADHD

The Diagnostic and Statistical Manual IV (DSM-IV) defines that children with ADHD exhibit three primary core symptoms: hyperactivity, inattention and impulsivity. Examples are their inability to sit and listen when needed, talking incessantly, difficulty to filter unnecessary distractions, a very short temper and behavior that includes yelling or hitting.

Many children with ADHD tend to manifest these symptoms across multiple occasions and settings. This leads to impaired ability in both ther academic and social life. Furthermore, many of these children exhibit mood and anxiety disorders.

Despite the symptoms being quite distinct to define ADHD, many studies being done lately tend to hypothesize that there is a possibility that some children are being misdiagnosed with ADHD. They could even be gifted. Others may have ADHD but are, at the same time, gifted.

How is giftedness defined in the first place? Former US Commissioner of Education Marland defines gifted and talented students as those identified by qualified professionals to exhibit outstanding abilities and are therefore capable of high performance. He explains that these children may show capability in any of these identified areas, singly or in combination:

1. General intellectual ability or talent. These could be measured by intelligence test scores. Specific areas included are vocabulary, memory, abstract word to knowledge and abstract reasoning.

2. Specific academic aptitude or talent. Students are identified by their outstanding academic or aptitude test scores in one area such as mathematics or language arts.

3. Creative and productive thinking. These are outstanding characteristics of students that include openness to experience, willingness to take risks, preference for complexity, tolerance for ambiguity, positive self-image and ability to be submerged in a task.

4. Leadership ability. This is defined by a child's strong ability to direct individuals or group to a common decision or action. Certain instruments are available to determine strengths of children in being highly confident, being responsible, keen in problem solving situations and to have the ability to readily adapt to new situations.

5. Visual and performing arts.Students can be identified gifted in this area if they exhibit special talents in visual art, music, dancing, drama and related areas.

6. Psychomotor ability. This involves kinesthetic skills and abilities such as practical, spatial, mechanical and physical skills.

The dilemma is this: Some children exhibit behavioral patterns that are symptoms of ADHD, yet they are also considered bright, talented and even gifted. It is being urged that attention be really given in assessing and identifying similarities and differences between two groups. If not, what happens is misidentification in both areas - ADHD and giftedness?

The good news is many are trying to draw the line in distinguishing symptoms of these groups. They have come up with certain guidelines to assist teachers and parents with this dilemma.

1. Individuals with ADHD have poorly sustained attention in almost all situations. Gifted individuals have poor attention, are easily bored, and would resort to daydreaming in specific situations.

2. Individuals with ADHD exhibit diminished persistence on tasks not having immediate consequences, while those who are gifted have low tolerance for persistence in activities or tasks that they find irrelevant.

3. Individuals with ADHD are very impulsive and have poor delay of gratification. For gifted people, judgment lags behind the fast development of their intellect.

4. Individuals with ADHD are inhibited in social contexts, while gifted individuals have intensities that could lead to power struggle with those in authority or power.

5. Individuals with ADHD are more active and restless than any normal child. A gifted individual has high activity level, and may even need less sleep.

6. Individuals with ADHD may have difficulty adhering to rules and regulations. Those who are identified as gifted would often question rules, traditions and customs.

More thorough assessment is truly needed. Misdiagnosis could lead to inappropriate academic placement, and children may receive little academic stimulation. These groups of students have different needs and concerns. Even those identified as gifted with ADHD differ with those regular individuals considered as gifted. The degree of ADHD symptoms (mild, moderate and severe) also play a big role in intervention. What is important is correct diagnosis and placement so that these individuals could maximize their abilities and be productive individuals and citizens later on.