1
|
Syharat CM, Hain A, Zaghi AE, Gabriel R, Berdanier CGP. Experiences of neurodivergent students in graduate STEM programs. Front Psychol 2023; 14:1149068. [PMID: 37397290 PMCID: PMC10311419 DOI: 10.3389/fpsyg.2023.1149068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 05/25/2023] [Indexed: 07/04/2023] Open
Abstract
Introduction Despite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students. Materials and methods In this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data. Results The findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength. Discussion The findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students' neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.
Collapse
Affiliation(s)
- Connie Mosher Syharat
- Department of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United States
- Department of Curriculum and Instruction, University of Connecticut, Storrs, CT, United States
| | - Alexandra Hain
- Department of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United States
| | - Arash E. Zaghi
- Department of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United States
| | - Rachael Gabriel
- Department of Curriculum and Instruction, University of Connecticut, Storrs, CT, United States
| | - Catherine G. P. Berdanier
- Department of Mechanical Engineering, Pennsylvania State University, University Park, PA, United States
| |
Collapse
|
2
|
Kontakou A, Dimitriou G, Panagouli E, Thomaidis L, Psaltopoulou T, Sergentanis TN, Tsitsika A. Giftedness and Neurodevelopmental Disorders in Children and Adolescents: A Systematic Review. J Dev Behav Pediatr 2022; 43:e483-e497. [PMID: 36040826 DOI: 10.1097/dbp.0000000000001103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 03/21/2022] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Throughout the years, several myths have arisen suggesting that children diagnosed with neurodevelopmental disorders possess unusually high abilities in specific domains, depending on the disorder. On the other hand, special skills and talents in children with neurodevelopmental disorders are most commonly overshadowed by their difficulties and overlooked. The purpose of this systematic review is to examine the association between giftedness and neurodevelopmental disorders. METHODS The related articles published in PubMed, Google Scholar, PsycINFO, and Embase up to December 31, 2020, as well as their reference lists, were reviewed systematically. RESULTS A total of 6069 studies were scanned, and 32 of them (9904 subjects) were deemed eligible for this systematic review. Studies have supported associations between autism spectrum disorders and music ability. Contradictory results have been published regarding associations between giftedness, attention-deficit/hyperactivity disorder, and specific learning disorders. Diagnostic methods seemed to modify associations between giftedness and neurodevelopmental disorders. CONCLUSION The dearth of the available evidence is prominent. More research is needed to investigate the field of dual exceptionality. Longitudinal studies are needed, addressing methodological challenges pertaining to variability in the definition of giftedness.
Collapse
Affiliation(s)
- Afroditi Kontakou
- 3rd Department of Pediatrics, "Attikon" University Hospital, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Georgia Dimitriou
- 2nd Department of Pediatrics, Athens General Children's Hospital "Pan. & Aglaia Kyriakou," Athens, Greece
| | - Eleni Panagouli
- MSc Program "Strategies of Developmental and Adolescent Health," Medical School of Athens, National and Kapodistrian University of Athens, Athens, Greece
| | - Loretta Thomaidis
- MSc Program "Strategies of Developmental and Adolescent Health," Medical School of Athens, National and Kapodistrian University of Athens, Athens, Greece
| | - Theodora Psaltopoulou
- Department of Clinical Therapeutics, "Alexandra" Hospital, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Theodoros N Sergentanis
- Department of Clinical Therapeutics, "Alexandra" Hospital, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
- Department of Public Health Policy, School of Public Health, University of West Attica, Athens, Greece
| | - Artemis Tsitsika
- MSc Program "Strategies of Developmental and Adolescent Health," Medical School of Athens, National and Kapodistrian University of Athens, Athens, Greece
| |
Collapse
|
3
|
Herrera-Gutiérrez E, Gómez-Amor J, López-Ortuño J, Navarro-Noguera M, Villanueva-Blasco VJ. Cognitive and personality differences between adolescents with and without attention deficit/hyperactivity disorder. Acta Psychol (Amst) 2021; 219:103386. [PMID: 34365275 DOI: 10.1016/j.actpsy.2021.103386] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Revised: 07/30/2021] [Accepted: 08/02/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND The relationships between cognitive and personality profile in teenagers with and without ADHD were assessed. METHOD Two groups of teenagers, one with ADHD (N = 135; mean age = 13.93) and another group without ADHD (N = 199, mean age = 14.29) were evaluated using the K-BIT and 16PF-APQ tests. RESULTS In cognitive variables, the results revealed that the ADHD group returned higher scores in the Matrices subtest and the IQ test. In personality variables, the group with ADHD exhibited higher scores in Tough-Mindedness and lower scores in Self-Control than the group without the disorder. The canonical correlation analysis applied to each group revealed a differing pattern of interrelationships between the cognitive-personality variables in the two groups. In adolescents with ADHD, we observed that higher scores in cognitive variables were associated with a more extroverted personality and less self-control, while in adolescents without ADHD, higher scores in cognitive variables were associated with less tough-mindedness and lower levels of self-control. CONCLUSIONS The cognitive and personality variables of adolescents with and without ADHD differ. These results will be useful for establishing a cognitive and personality profile for this section of the population. The educational implications of the study are under discussion.
Collapse
|
4
|
Ünal D, Mustafaoğlu Çiçek N, Çak T, Sakarya G, Artik A, Karaboncuk Y, Özusta Ş, Çengel Kültür E. Comparative analysis of the WISC-IV in a clinical setting: ADHD vs. non-ADHD. Arch Pediatr 2020; 28:16-22. [PMID: 33309122 DOI: 10.1016/j.arcped.2020.11.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Revised: 09/19/2020] [Accepted: 11/15/2020] [Indexed: 11/19/2022]
Abstract
BACKGROUND The Wechsler Intelligence Scale for Children, 4th edition (WISC-IV) is a useful tool for revealing differences in cognitive ability. Using the WISC-IV, the study investigated the intelligence profile of Turkish children diagnosed with ADHD and compared their profile with that of a non-ADHD clinical sample. METHOD On the basis of the records of 257 drug-naïve patients (6-12years of age), ADHD (n=154) and non-ADHD (n=103) clinical groups were compared with respect to sociodemographic variables and WISC-IV scores. RESULTS The non-ADHD clinical group had higher full scale, index, and subtest scores, except for their scores in the Comprehension subtest. The scores on Working Memory, Processing Speed Indices, Similarities, and Matrix Reasoning subtests were especially lower in the ADHD group than in the non-ADHD group. The Similarities, Matrix Reasoning, and Digit Span subtests classified 83% of the children as having ADHD and identified 43.7% of the non-ADHD clinical controls. CONCLUSION In our study, we found differences in the WISC-IV profiles of the Turkish patients with ADHD. Moreover, the WISC-IV profile of the non-ADHD clinical group was different than that of the ADHD group. More prospective studies with larger groups of ADHD patients and further evaluations of executive function deficits can help clinicians better understand the differences in WISC-IV profiles.
Collapse
Affiliation(s)
- D Ünal
- Hacettepe University Child and Adolescent Psychiatry Department, Hacettepe University Faculty of Medicine, Ankara, Turkey
| | | | - T Çak
- Hacettepe University Child and Adolescent Psychiatry Department, Hacettepe University Faculty of Medicine, Ankara, Turkey
| | - G Sakarya
- Kocaeli Medical Park Hospital, Kocaeli, Turkey
| | - A Artik
- Kayseri City Hospital, Kocasinan/Kayseri, Turkey
| | - Y Karaboncuk
- Yamaç Karaboncuk, Ferhunde Öktem Mental Health Center, Ankara, Turkey
| | - Ş Özusta
- Hacettepe University Child and Adolescent Psychiatry Department, Hacettepe University Faculty of Medicine, Ankara, Turkey
| | - E Çengel Kültür
- Hacettepe University Child and Adolescent Psychiatry Department, Hacettepe University Faculty of Medicine, Ankara, Turkey
| |
Collapse
|
5
|
Marusiak CW, Janzen HL. Assessing the Working Memory Abilities of ADHD Children Using the Stanford-Binet Intelligence Scales, Fifth Edition. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2016. [DOI: 10.1177/0829573506295463] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study investigated the working memory abilities of children with attention deficit/hyperactivity disorder (ADHD) as measured by the Stanford-Binet Intelligence Scales, Fifth Edition (SBV). In a retrospective causal-comparative design, the archival data of 46 ADHD children were compared to 59 nondiagnosed children. The ADHD children scored significantly lower in measures of working memory compared to the control group. Within the ADHD group, working memory was the lowest factor score, significantly lower than three of the four other factors. Significant differences were also revealed within the working memory factor, with ADHD children displaying significantly lower nonverbal working memory scores than verbal working memory. No such differences were evident in the control group. The results are interpreted within Baddeley’s working memory model.
Collapse
|
6
|
Minahim D, Rohde LA. Attention deficit hyperactivity disorder and intellectual giftedness: a study of symptom frequency and minor physical anomalies. BRAZILIAN JOURNAL OF PSYCHIATRY 2016; 37:289-95. [PMID: 26692428 DOI: 10.1590/1516-4446-2014-1489] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2014] [Accepted: 12/30/2014] [Indexed: 11/21/2022]
Abstract
OBJECTIVE To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. METHODS Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven's Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self-Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs). Thirty-nine children (grades 1-5) exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV) as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV). RESULTS In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001). In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288). CONCLUSIONS The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted) children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms.
Collapse
Affiliation(s)
- Daniel Minahim
- Graduate Program in Psychiatry, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Luis A Rohde
- ADHD Outpatient Program, Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| |
Collapse
|
7
|
Kadziela-Olech H, Cichocki P, Chwiesko J, Konstantynowicz J, Braszko JJ. Serum matrix metalloproteinase-9 levels and severity of symptoms in boys with attention deficit hyperactivity disorder ADHD/hyperkinetic disorder HKD. Eur Child Adolesc Psychiatry 2015; 24:55-63. [PMID: 24633733 PMCID: PMC4291510 DOI: 10.1007/s00787-014-0533-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/18/2013] [Accepted: 02/26/2014] [Indexed: 12/18/2022]
Abstract
The serum levels of matrix metalloproteinase-9 (MMP-9) in neuropsychiatric disorders of adults have been widely investigated. So far, no studies have been conducted on the relationship of MMP-9 and cognitive domains in children with two phenotype models, attention deficit/hyperactivity disorder and hyperkinetic disorder (ADHD/HKD). The aim of this research was to evaluate and test the hypothesis that serum MMP-9 levels are associated with the severity of symptoms in children with ADHD/HKD and to compare the results in two models of this disorder. The study group comprised 37 Caucasian boys aged 7-12 years with HKD, being a subset of the combined ADHD subtype. Intellectual functions were measured using Wechsler Intelligence Scale for Children-Revised. The analysis of serum concentrations of MMP-9 was based on a quantitative sandwich ELISA. The statistical regression analysis revealed a correlation between increased serum MMP-9 levels and severity of symptoms in the ADHD (β = 0.33; p = 0.043) and HKD (β = 0.34, p = 0.037) model. According to the results, elevated levels of serum MMP-9 in boys with HKD may be associated with clinical impulsivity domain (β = 0.38; p = 0.019).
Collapse
|
8
|
Timler GR. Use of the Children's Communication Checklist-2 for classification of language impairment risk in young school-age children with attention-deficit/hyperactivity disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2014; 23:73-83. [PMID: 24018696 DOI: 10.1044/1058-0360(2013/12-0164)] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE Children with attention-deficit/hyperactivity disorder (ADHD) are at elevated risk for language impairment (LI). This study examined the feasibility of using the Children's Communication Checklist-2 (CCC-2; Bishop, 2006) to classify risk for LI in young children, ages 5-8 years, with ADHD. METHOD Parents of 32 children with ADHD and 12 typically developing peers completed the CCC-2. The Clinical Evaluation of Language Fundamentals, Fourth Edition (Semel, Wiig, & Secord, 2003) and the Test of Narrative Language (Gillam & Pearson, 2004) were administered to diagnose LI. Language samples were collected to examine clinical markers of LI. RESULTS CCC-2 General Communication Composite scores ≤ 85 correctly classified 10 participants with ADHD diagnosed with LI as defined by composite scores ≤ 85 on the Clinical Evaluation of Language Fundamentals, Fourth Edition, or on the Test of Narrative Language. Five of these participants demonstrated 1 or more clinical markers of LI in language samples. Three additional participants, who received a General Communication Composite score ≤ 85 yet scored above 85 on the language tests, demonstrated CCC-2 profiles suggestive of pragmatic impairment. Sensitivity and specificity rates were 100% and 85.29%, respectively. CCC-2 scores and most measures were significantly correlated. CONCLUSION The results support the feasibility of using the CCC-2 as a screener to identify children with ADHD who are at elevated risk for LI and need referral for comprehensive assessment.
Collapse
|
9
|
Classroom changes in ADHD symptoms following clinic-based behavior therapy. J Clin Psychol Med Settings 2013; 20:114-22. [PMID: 22678107 DOI: 10.1007/s10880-012-9307-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
This study examined classroom behavioral outcomes for children with Attention-Deficit/Hyperactivity Disorder (ADHD) following their participation in a manualized, 10-week intervention called Family Skills Training for ADHD-Related Symptoms (Family STARS). Family STARS combined behavioral parent training (BPT) and child-focused behavioral activation therapy (CBAT). Participants were children ages 7-10 diagnosed with ADHD-Combined Type. Pre- and post-treatment teacher ratings of ADHD symptoms were compared using a single group, within-subjects research design. Intervention effectiveness was analyzed using paired-samples t-tests. Results indicated statistically significant classroom improvements for externalizing behaviors and attention problems with medium and large main effects (respectively) for the intervention. Possible implications for combining CBAT with BPT for the treatment of ADHD are discussed as well as the relevance of these results for improving the effectiveness and portability of empirically supported interventions.
Collapse
|
10
|
Soo CA, Bailey JG. A Review of Functioning of Attentional Components in Children With Attention-Deficit/Hyperactivity Disorder and Learning Disabilities. BRAIN IMPAIR 2012. [DOI: 10.1375/brim.7.2.133] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractAttention is considered to be the foundation of most cognitive and neuropsychological processes and it is often the subject of study in the common childhood disorder, attention-deficit/hyperactivity disorder (ADHD). This article reviews studies on the attentional functioning of children with subtypes of ADHD and children with learning disabilities (LD). First, an overview of ADHD including current conceptualisation and cognitive theories of the disorder are outlined. Second, attention is described as a multidimensional construct consisting of a number of components. This model of attention will be used as a framework for reviewing studies in the ADHD literature. In particular, the following comparisons of children will be examined: (1) ADHD compared with non-disordered controls, (2) ADHD compared with LD, and (3) hyperactivity/impulsive forms of ADHD compared with inattentive ADHD. Finally, the implications of a multi-modal framework of attention will be discussed within the context of theory and treatment of ADHD.
Collapse
|
11
|
Ohnishi M, Okada R, Tani I, Nakajima S, Tsujii M. Japanese version of school form of the ADHD-RS: an evaluation of its reliability and validity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2010; 31:1305-1312. [PMID: 20688467 DOI: 10.1016/j.ridd.2010.07.011] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2010] [Accepted: 07/09/2010] [Indexed: 05/29/2023]
Abstract
Using the Japanese version of school form of the ADHD-RS, this survey attempted to compare the scores between the US and Japan and examined the correlates of ADHD-RS. The classroom teachers of 7414 children (3842 males and 3572 females) evaluated all the children's behaviors. A confirmed factor analysis of ADHD-RS confirmed the two-factor solution (Inattentive and Hyperactive-Impulsive) same as previous studies. ADHD-RS scores were not related to IQ, but were associated with standardized achievement test scores. Males showed stronger ADHD tendencies than did the females, and the males tended to score lower as they grew older. Our comparison of the scores between the US and Japan found the Japanese children scored lower than did their US children. Japanese version of school form of the ADHD-RS with good reliability and validity was developed. More researches of ADHD in Japanese children are required.
Collapse
Affiliation(s)
- Masafumi Ohnishi
- Research Center for Child Mental Development, Hamamastu University School of Medicine, Japan
| | | | | | | | | |
Collapse
|
12
|
Antshel KM. Attention-Deficit Hyperactivity Disorder in the context of a high intellectual quotient/giftedness. ACTA ACUST UNITED AC 2009; 14:293-9. [PMID: 19072757 DOI: 10.1002/ddrr.34] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The diagnosis of Attention-Deficit Hyperactivity Disorder (ADHD) in children with a high intellectual quotient (IQ) and/or giftedness is controversial with many opinions existing on both sides of the debate. Relationships between IQ and cognitive vulnerabilities frequently described in the ADHD population vary in strength. Data asserting the validity of ADHD in the high IQ/giftedness population are discussed with comparisons made to average IQ ADHD. Educational implications of having ADHD in thecontext of a high IQ/giftedness are presented.
Collapse
Affiliation(s)
- Kevin M Antshel
- Department of Psychiatry and Behavioral Sciences, State University of New York Upstate Medical University, Syracuse, New York 13210, USA.
| |
Collapse
|
13
|
Luo F, Timler GR. Narrative organization skills in children with attention deficit hyperactivity disorder and language impairment: application of the causal network model. CLINICAL LINGUISTICS & PHONETICS 2008; 22:25-46. [PMID: 18092218 DOI: 10.1080/02699200701627430] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Studies suggest that the oral narratives of children with attention deficit hyperactivity disorder (ADHD) are less organized than those of typically developing peers. Many studies, however, do not account for children's language abilities. Because language impairment (LI) is a frequent comorbid condition in children with ADHD, this exploratory study investigated language abilities and narrative organization skills in children with and without ADHD. Narratives were elicited using the picture-sequence task and the single-picture task from the Test of Narrative Language (Gillam & Pearson, 2004). The causal network model (Trabasso, Van den Broek, & Suh, 1989) was applied to analyse the narratives. Specifically, narratives were examined to identify complete and incomplete superordinate and subordinate Goal-Attempt-Outcome (GAO) units. The results revealed no differences among the groups in the picture-sequence task. Children with ADHD+LI produced significantly fewer complete superordinate GAO units than typical children in the single-picture task. Theoretical and clinical implications are discussed.
Collapse
Affiliation(s)
- Fei Luo
- Department of Communicative Disorders and Sciences, University at Buffalo, NY 14214, USA.
| | | |
Collapse
|
14
|
Antshel KM, Faraone SV, Stallone K, Nave A, Kaufmann FA, Doyle A, Fried R, Seidman L, Biederman J. Is attention deficit hyperactivity disorder a valid diagnosis in the presence of high IQ? Results from the MGH Longitudinal Family Studies of ADHD. J Child Psychol Psychiatry 2007; 48:687-94. [PMID: 17593149 DOI: 10.1111/j.1469-7610.2007.01735.x] [Citation(s) in RCA: 67] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
BACKGROUND The aim of this study was to assess the validity of diagnosing attention deficit/hyperactivity disorder (ADHD) in high IQ children and to further characterize the clinical features associated with their ADHD. METHODS We operationalized giftedness/high IQ as having a full scale IQ >/=120. We identified 92 children with a high IQ who did not have ADHD and 49 children with a high IQ that met diagnostic criteria for ADHD who had participated in the Massachusetts General Hospital Longitudinal Family Studies of ADHD. RESULTS Of our participants with ADHD and a high IQ, the majority (n = 35) met criteria for the Combined subtype. Relative to control participants, children with ADHD and high IQ had a higher prevalence rate of familial ADHD in first-degree relatives, repeated grades more often, had a poorer performance on the WISC-III Block Design, had more comorbid psychopathology, and had more functional impairments across a number of domains. CONCLUSIONS Children with a high IQ and ADHD showed a pattern of familiality as well as cognitive, psychiatric and behavioral features consistent with the diagnosis of ADHD in children with average IQ. These data suggest that the diagnosis of ADHD is valid among high IQ children.
Collapse
Affiliation(s)
- Kevin M Antshel
- State University of New York - Upstate Medical University, Department of Psychiatry and Behavioral Sciences, NY, USA
| | | | | | | | | | | | | | | | | |
Collapse
|
15
|
Abstract
This article examines whether various cognitive abilities are associated with symptoms of ADHD. Cognitive ability is conceptualized using Cattell-Horn-Carroll (CHC) theory as measured using the Woodcock-Johnson Tests of Cognitive Ability (3rd ed.). This article also examines whether test session behavior mediates the association between cognitive ability and ADHD. Participants are children ages 6 to 12 with (n= 33) and without (n= 19) ADHD. Results show that inattentive symptoms of ADHD are significantly related to the CHC ability of processing speed above and beyond the effect of test session behavior. Symptoms of ADHD (both inattention and hyperactivity/impulsivity) are also significantly associated with visual spatial processing, but this is completely mediated by test session behavior. It is concluded that inattentive symptoms of ADHD are associated with slower processing speed and that this relationship is not explained by test session behavior.
Collapse
Affiliation(s)
- Ann Marie Penny
- Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada B3H 4J1.
| | | | | | | |
Collapse
|
16
|
Abstract
The purpose of this study is to explore whether ADHD is associated with high creative ability. Sixty-seven children, ages 10 to 12 (33 ADHD and 34 controls) completed the Torrance Tests of Creative Thinking (TTCT), Maier's Two-String Problem, and the Block Design and Vocabulary subsets of the Wechsler Intelligence Scale for Children (WISC-III). The results show that there is no significant difference between the ADHD group's and control group's performance on either the TTCT, Maier's Two-String Problem, or WISC-III, suggesting that children diagnosed with ADHD are no more creative than children without the diagnosis.
Collapse
Affiliation(s)
- Dione Healey
- Department of Psychology, University of Canterbury, Christchurch, New Zealand
| | | |
Collapse
|
17
|
Sharp WS, Gottesman RF, Greenstein DK, Ebens CL, Rapoport JL, Castellanos FX. Monozygotic twins discordant for attention-deficit/hyperactivity disorder: ascertainment and clinical characteristics. J Am Acad Child Adolesc Psychiatry 2003; 42:93-7. [PMID: 12500081 DOI: 10.1097/00004583-200301000-00015] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Nongenetic factors and phenomenology of attention-deficit/hyperactivity disorder (ADHD) were examined in monozygotic (MZ) twin pairs discordant for ADHD. METHOD Recruitment included telephone screening (n = 297 pairs), behavioral ratings obtained from parents and teachers (n = 59 pairs), and, finally, in-person assessment (n = 25 pairs; structured classroom observation, diagnostic interview, psychoeducational evaluation, birth record review, establishment of monozygosity, and anatomic brain imaging). Affected twins were further contrasted with previously studied affected singletons. RESULTS Of the 25 MZ twin pairs qualifying for in-person evaluation, only 10 proved discordant for ADHD. Affected twins were mostly comparable with affected singletons on clinical measures, although fathers' self-ratings of childhood ADHD status were significantly lower in twins than in singletons. CONCLUSIONS Discordance for ADHD in MZ twins appears to be ascribable to greater environmental discordance and decreased familiality. Despite these differences, affected twins were phenotypically comparable with affected singletons. Thus MZ twins discordant for ADHD, while rare, can inform research on the etiology and pathophysiology of this disorder.
Collapse
|