MELISSA SIMPSON

DESLIE THOMAS

“Howard's teachers say he just isn't working up to his ability. He doesn't finish his assignments, or just puts down answers without showing his work; his handwriting and spelling are poor. He sits and fidgets in class, talks to others, and often disrupts class by interrupting others. He use to shout out the answers to the teachers' questions (they were usually right), but now he day-dreams a lot and seems distracted. Does Howard have Attention Deficit Hyperactivity Disorder (ADHD), is he gifted, or both?” (Latimer)

Many people see giftedness and ADHD as mutually exclusive. They do not understand that when a child is diagnosed with ADHD, he or she may still benefit from a talented and gifted program. For such a child, this program can be very useful and influence the child’s life. To fully comprehend what needs to be done to help, parents and teachers need to know the characteristics of ADHD and “giftedness.” Then they can support, assist, and find the curriculum that will meet the child’s needs.

•Definitions of Giftedness and ADHD

•Characteristics to determine professional evaluation

•Characteristics of gifted ADHD children vs. normal ADHD children

•ADHD vs. Giftedness Characteristics

•What Teachers and Parents Can Do To Help

•Curricular Needs

“High intellectual abilities or potential, rather than specific accomplishments. Most commonly depicted as having exceptional abilities or potential for learning and problem solving.”

“A condition (mostly in boys) characterized by behavioral and learning disorders. A disorder in which hyperactivity is present.”

The 14 diagnostic characteristics are as follows:1. often fidgets with hands or feet and squirms in seat2. has difficulty remaining seated when required to3. is easily distracted by extraneous stimuli4. has difficulty awaiting turns in games or group situations5. often blurts out answers to questions before they have been completed6. has difficulty following through on instructions from others7. has difficulty sustaining attention in tasks or play activities8. often shifts from one uncompleted activity to another9. has difficulty playing quiet10. often talks excessively11. often interrupts or intrudes on others12. often does not seem to listen to what is being said to him or her13. often loses things necessary for tasks or activities at school or at home14. often engages in physically dangerous activities without considering

possible consequences.

BEHAVIORS ASSOCIATED WITH ADHD(BARKLEY, 1990)

BEHAVIORS ASSOCIATED WITHGIFTEDNESS (WEBB, 1993)

1. Poorly sustained attention in almost allsituations

1. Poor attention, boredom, daydreaming inspecific situations

2. Diminished persistence on tasks nothaving immediate consequences

2. Low tolerance for persistence on tasks thatseem irrelevant

3. Impulsivity, poor delay of gratification3. J udgment lags behind development ofintellect

4. Impaired adherence to commands toregulate or inhibit behavior in social contexts

4. Intensity may lead to power struggles withauthorities

5. More active, restless than normal children 5. High activity level; may need less sleep

6. Difficulty adhering to rules and regulations 6. Questions rules, customs and traditions

SIGNS OF GIFTEDNESS SIGNS OF LEARNING DISABILITIES

Excellent long-term memory Extensive vocabulary Excels in reading comprehension Excels in mathematical reasoning Advanced verbal skills in discussions Facile with computers Grasps abstract concepts Performs better with challenging work Thrives on complexity Highly creative, imaginative Reasons well Is a keen observer May have acute hearing Has very interesting ideas, extremely

curious Had high degree of energy Perceptive Insightful (seems “wise”) Excellent sense of humor May excel at art, science, geometry,

mechanics, technology, or music

Poor short-term memory Speaking vocabulary more sophisticated than

written Struggles with decoding words Does poorly at computation Refuses to do written work Handwriting is illegible Has difficulty with spelling and phonics Struggles with easy, sequential material Difficulty with rote memorization Often inattentive in class Emotions can overpower reasoning Poor auditory memory Poor listening skills Weak in language mechanics May be unable to learn unless interested Performs poorly on timed tests Hopelessly disorganized Finds clever ways to avoid weak areas May fail at foreign languages and subject

emphasizing audition, sequencing, memory

Ways a teacher can be a support to their students:

1. recognize and nurture behaviors usually demonstrated by gifted students

2. create a learning environment in which all students will be stretched to learn

3. allow students to demonstrate and get credit for previous mastery of concepts

4. provide opportunities for faster pacing of new material

5. incorporate students’ passionate interests into their independent studies

6. facilitate sophisticated research investigations

7. provide flexible grouping opportunities for the entire class

•Howard needs a professional evaluation to determine whether he has giftedness or ADHD.

•The first step in helping a child is observing the characteristics for a period of time and which settings they display those characteristics.

•Teachers and parents need to cooperate with one another and set curricular standards that the student will benefit from.

•Children need the best support from parents and teachers.

•Having an unmet learning need can make growing up even harder for a child.