the misdiagnosis of add in gifted children

the misdiagnosis of add in gifted children - Jennifer Clift...

Info iconThis preview shows pages 1–4. Sign up to view the full content.

View Full Document Right Arrow Icon
Jennifer Clift The misdiagnosis of ADHD in gifted children Lewis 11/27/07
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Attention Deficit Hyperactivity Disorder is most commonly diagnosed behavioral disorder in children and is one of the most common reasons children are referred to psychologists and psychiatrists. (Neihart 3, Hartnett, Nelson, and Rinn 2) ADHD is a neurobiological syndrome that effects those with the disorder academically, socially, and emotionally. Impulsivity, inattention, and hyperactivity are the main symptoms of the disorder. Treatment is often administered through means of counseling, educational intervention, and medicinally. Giftedness is defined as students with academic gifts in language or mathematics (Watkins 1). As a result of the immense overlap in characteristics and hard-to-distinguish differences ADHD is often misdiagnosed in gifted students. Misdiagnosis doesn’t only occur by diagnosing a student with ADHD who does not in fact have the disorder, but also by not diagnosing ADHD in gifted students who do have the disorder. Either way the mistake greatly effects the lives of the wrongly diagnosed in an unconstructive manner. As stated before the key characteristics of ADHD are impulsivity, inattention, and hyperactivity. To be able to properly assess both the psychological and physical problems a qualified clinician, (a physician, psychiatrist, psychologist, pediatrician, or a neurologist) should make the diagnosis (Kaufmann, Kalbfleisch, and Castellanos 1). The child being tested must be assessed in several environments. The way the child behaves and performs academically is looked at by giving the child’s teacher rating scales and behavioral checklists. The same method is employed in the home by having the parents of the child fill out similar forms. Social settings are also important ones to consider, and that is generally assessed by questions asked to the child in sessions with the clinician. Tests are administered to the student to obtain the student’s ability compared to the
Background image of page 2
student’s actual performance. Students with ADHD often get in to trouble at school for things such as having difficulty listening to directions, not remaining in their seats, blurting out answers, not following instructions, not keeping attention. Frequently these children have problems in friendships and in their homes as a result of interrupting, talking excessively, not paying attention to conversations, and their generally argumentative attitudes. Mundane tasks can be incredibly difficult for them because they often lose things or forget things. They also tend to be very impulsive, have difficulty considering consequences, and engage in activities that others could easily recognize as dangerous. Individuals with ADHD have an extraordinary need for stimulation. (Baum, Olenchak, and Owen 3) Gifted students are those that possess outstanding abilities in the areas of language or mathematics. These students differ from other students, not only mentally but behaviorally. Avid reading skills are often seen in students classified as gifted. Gifted
Background image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 4
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 10

the misdiagnosis of add in gifted children - Jennifer Clift...

This preview shows document pages 1 - 4. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online