Twice Exceptional Students With ADHD Characteristics And Strategies

Colleen Nelson
November 30, 2014
EDPY 497

Option 2: Twice –Exceptional students with ADHD: Characteristics and Strategies

Properly defining giftedness is tricky, as there is no one definitive definition of giftedness. Being gifted and talented shows itself in many different forms, and at times it is hard to distinguish. However, common definitions indicate that gifted individuals are those individuals who show promise of performing at higher levels and present advanced and/or accelerated abilities (Cukierkorn, Karnes, Manning, Houston & Besnoy, 2008, p. 3). Gifted individuals are also defined as individuals who present a high general intelligence, or IQ, measured by standardized psychometric instruments as the indicator of giftedness (Misset, 2013, p. 48). Gifted students have special needs and represent a portion of the student body who exhibit characteristics that differ from their classmates in that they are considered above average in their learning and development, also referred to as exceptional individuals. One concept shared by Renzulli (Sternberg, Jarvin & Grigorenko, 2011, p. ) is that giftedness is either shown in the form of “schoolhouse” giftedness or in “creative-productive” giftedness, and that the level of giftedness may change from childhood into adulthood (Sternberg, Jarvin & Gridgorenko, 2011, chap. 2). Some of the basic characteristics of gifted persons are: an intense unusual interest, motivation, imagination/creativity, excellent memory, early reading, highly expressive, learn quickly, effective problem-solving abilities, utilizes logic and reasoning, and often requires less practice; just to name a few (Wellisch, 2013, p.48). Gifted students also, are often inclined to have boundless energy and tend to be eclectic in their thinking. These traits can be easily confused with exceptionalities, such as “twice-exceptional”; those who possess gifted talents (being capable of a higher level of performance), but also present one or more learning disabilities that coincide with their giftedness making academic achievement challenging. Often these gifts and disabilities can mask each other (Government of Alberta. The road less travelled, 2004, p. 59) making it difficult to assess because so many of the behavioral characteristics in ADHD are similar to those associated with giftedness or creativity. Twice-exceptional students are often misunderstood and underrepresented and lack proper interventions. The purpose of this paper is to identify the characteristics and needs of our twice-exceptional students. Particularly those who have been diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD) and also to address appropriate strategies/interventions to better assist the twice-exceptional student thereby, promoting success and a higher level of engagement.
Introduction: Characteristics of ADHD. To better understand giftedness and the possible presence of Attention-Deficit Hyperactivity Disorder, there needs to be an understanding that there are characteristics in giftedness that may relate to ADHD problems, which in turn can often make deciphering the diagnosis of being ‘twice exceptional’ challenging. As already mentioned there are the positive, well-adjusted learner characteristics, but there are also emotionally negative characteristics that come into play. Some negative behavioral characteristics that may be present are lack of motivation, persistence, perfectionism, frustration, boredom, lack of confidence and anxiety or depression (Wellisch & Brown, 2013, p. 50). Such characteristics may mask or mirror the characteristics in gifted individuals who seem to be struggling, in that many of the behaviors may be in fact environmental conditions causing or influencing ADHD-like behaviors in our high-ability students (Baum, Olenchak & Owen, 1998, p. 96). Children with Attention Deficit Hyperactivity Disorder (ADHD), according to the American Psychological Association (1994), often have issues sustaining situation-appropriate attention such as: Hyperactivity, alertness, arousal and can be easily distracted (Baum, Olenchak & Owen, 1998, p. 98). Other indicators of ADHD may be the tendency to daydream, a diminished ability to listen attentively, difficulty completing independent tasks, work often appears messy or disorganized, talking excessively and behavioral problems when following rules. Attention Deficit Hyperactivity Disorder is one of the most common behavioral disorders known today and there is great debate on whether this disorder is over-diagnosed. In the case of gifted children, ADHD characteristics often tend to mask intelligence. Teachers may end up focusing more on the disruptive behaviors of gifted ADHD students and fail to see the indicators of high ability (Neihart, 2003, p.2). Research has shown that lack of challenge, boredom and little access with like-minded individuals in regards to interest, ability and drive contribute to social or emotional problems (Preckel, Gotz & Frenzel, 2010), (Little, 2012, p. 698). Gaining insight as to whether a student isn’t appropriately challenged or in fact has a behavioral disorder such as ADHD is also particularly challenging when students are placed in educational settings where proper supports are not in place. To adequately establish ADHD in gifted children there should ideally be a support team set in place. Assessment of these students must be a team effort to deliver appropriate supports and strategies to ensure the students willingness to learn and grow. To avoid instances where the student starts to fail miserably because of the fact that there is more focus being placed on what they are unable to achieve versus demonstrating their talents and strengths (Baum, 1990, p. 3).
Twice Exceptional - Gifted and ADHD. What is the correlation between ADHD and giftedness? How can we identify and educate school age children who are considered ‘twice exceptional’? A child’s area of strength also leaves areas for weakness. These areas of weakness are at times prominent in children who are gifted. Meaning that an individual can be gifted in one area and disabled in another. These individuals often go unidentified as they struggle to stay at grade level due to the compensation of their weaknesses, again ability masking disability (Baum, 1990, p. 3). Understanding these students requires awareness between the relationship of the two areas of exceptionality and the knowledge necessary to assess and identify procedures for giftedness and disabilities. Gifted students with ADHD often exhibit characteristics such as: have difficulty focusing their attention, work completion, following direction, organizing material and at the same time they mirror their gifted peers by being advanced in their abilities and being capable of higher levels of performance when engaged and appropriately challenged (Twice exceptional dilemma, 2006, p. 6). According to (Zambo & Wasserman, 2013, p. 150-151) the following table shares the strengths and weaknesses that are consistent characteristics our twice-exceptional students.
Weaknesses
Strengths Easily frustrated with either themselves or with others (due to conflicting strengths/weaknesses) They possess a talent for the retention of material and grasp ideas at a faster rate Often seem unorganized, messy and easily distracted Excellent oral and written communication skills Become easily bored while learning Show persistence, creativity, imagination, curiosity and are insightful and often sensitive Have difficulty following sequential steps Have a thirst for knowledge and are motivated to learn when engaged Issues with task completion Understand higher level of thinking Inattentiveness Early readers Difficulty with written expression Effective at problem-solving Have difficulty sitting still Tend to excel in math (i.e. geometry, spatial relationships) Often display lack of control (behavior issues) Tend to have a good sense of humor
Figure 1. Strengths and weaknesses of twice-exceptional students. Despite these contradictions a child’s academic needs should be met with an appropriate individualized curriculum. The child’s support team should develop and work with an Individual Education Plan (IEP). This is one of the strategies that will be introduced later in the paper.
Case Study (Fictional): Jordan is currently ten years old and is in grade five. In Kindergarten through the beginning of the third grade he attended a school in Edmonton. He enjoyed school, but was unable to pay attention and often daydreamed in class. When Jordan was in kindergarten his teacher decided to refer him to an assessor and he also visited his pediatrician to be tested for ADHD as well as to look into a possibility that he may have a learning disorder. The tests determined that he had attention deficit hyperactivity disorder, along with an undetermined processing disorder. In light of the test results his kindergarten teacher felt that it would be beneficial for Jordan to repeat another year of kindergarten. Eventually he continued on the first and second grades. In these grades Jordan’s attention to classwork showed little improvement, even when appropriate interventions were implemented. He also had attended a resource class a couple of times a week. His teacher also modified his class work and allowed for Jordan to take breaks between lessons. This extra time was given in order to allow him to build planes and other such models, allowing time for daydreaming and creative expression at his desk. Socially, Jordan did not interact much with other children and preferred to keep to himself when in the playground. The other children tried to include him, but Jordan didn’t share the same interest. Instead, he often chose to spend his time walking through the playground seeming to be lost in thought. Eventually when Jordan entered the third grade his parents began to realize that the extra help/modifications he was receiving where not helping him academically or socially. On a hunch Jordan’s third grade teacher advised that he should be retested at a nearby gifted and talented school. Jordan’s test scores revealed that he was working at an eighth grade level in math and that he should signs of high intelligence. Jordan’s “symptoms” of ADHD seemed to have been a result of boredom with the third grade curriculum and felt underchallenged by the material being taught. Now that Jordan is receiving level appropriate work, he has begun to feel challenged and is doing wonderfully in school. Stories such as Jordan’s are happening everyday in our school systems. Gifted students are not being identified and in turn their learning needs are not always being recognized or met. Oftentimes gifted children present learning disorder that mask intelligence and produce behavioral issues simply due to the fact that they are underchallenged by the work at grade level curriculum. Diagnosing or identifying giftedness for most educational and medical professionals is challenging, especially when a learning disorder such as ADHD is a factor.
Purpose Statement. The purpose behind this fictional case study is to illustrate the dual diagnosis of ADHD and giftedness and also to provide tools for identification. This paper presents a variety of opinions and facts about the existence of ADHD and giftedness. There is great debate about the percentage of students with ADHD and the correlation that giftedness may also co-exist with this disorder. Despite this debate, this paper assumes that the relationship does exist and our school systems need to be aware to appropriately address ‘twice exceptional’ students. The goal is to offer educators and support team members more information in regards to up to date research, suitable teaching techniques and strategies as a resource to provide meaningful educational experiences for these children.
Support in building Strategies. There is a lack of awareness in regards to the possibility of a child being both ADHD and gifted (twice-exceptional). As a result, children are being placed in schools and programs that are inappropriate to their educational needs. Students that are twice-exceptional are responding to their educational environment with boredom in subjects that interest them and struggle in their areas of need. Also, focus should be on talent development, rather than on remediation of deficits. This appears to yield more positive outcomes and minimize problems (Neihart, 2003, p. 4). To improve in the implementation of effective instruction, teachers and educational professionals need to educate themselves about the possibility that ADHD and giftedness do co-exist. They need to be and provide with the necessary tools to identify and adequately develop strategies to different populations of children.
Implementing Strategies. This section of the paper is to investigate the twice-exceptional and to explore various effective education strategies. Large populations of gifted and talented children are often being misdiagnosed with ADHD and other disabilities. Professionals make these diagnoses without considering the possibility of characteristics of giftedness being part of the equation. “This diagnosis is difficult and time consuming for medical doctors much less educational professionals. Medications are often the treatment or source of intervention for gifted learning disabled children, leaving teachers with little knowledge of the educational strategies that can effectively educate this population of students” (Baum, Olenchak & Owen, 1998, p. 97). The process of detecting a twice-exceptional student goes beyond the general identification practices. Standardized testing, observation and checklists of the characteristics of students who are gifted are not useful alone in identifying the co-existence of giftedness and ADHD. Though checklists of students strengths and weaknesses need to be collected from various locations; both in and outside of the school environment to compare the results of each child’s own average rather than to his/her age norm. Baum states that to make an appropriate referral for the co-existence of ADHD is to consider the effects of the environment on the students behavior, and the extent to which the environment and curricula are serving as getaways for the emergence of ADHD behaviors (Baum, Olenchak & Owen, 1998, p. 102). Treatment matching is crucial (Niehart, 2003, p. 3). Niehart also shares that for interventions to be effective they need to be tailored to the unique strengths and needs of the individual (2003). There are many links that occur between ADHD and giftedness that make diagnosing and intervention planning difficult. Links such as creativity, the gifted who like to move, the gifted who are not easy to teach and tend to present a sense of underachievement. The general observer/teacher they may identify or discount the possibility of ADHD when a child is absorbed or “focused” on a task so that other stimuli may fade into oblivion. But in actuality the student maybe compensating or masking their underlying disability when engaged in a specific task that is appealing (Kaufmann, Kalbfleisch & Castellanos, 2000, p. 13 xiii). Kaufmann also states that even when we emphasize solely the strengths that highlight gifts/talents, it does not eliminate the reality that the disability still exists. If not identified this will in turn lead to more difficulties, stimulating student distrust in their own personal abilities. Thus to prevent compensating, appropriate measures should be investigated.
Educational Environment. Twice-exceptional literature maintains that inappropriate learning environments, where gifted children with ADHD have become bored could lead to ADHD and ADHD like behaviors being exhibited (Baum, Olenchak & Owen, 1998, p. 96), (Preckel, Gotz & Frenzel, 2010, p. 456), (Little, 2012, p. 698). G/T children seem to present more characteristics that lead to misbehavior or distractibility when they are not engaged in the material being taught. It has been shown that if material is presented in a format or area of interest that there in an increase in their psychic energy. The child is “more capable of focusing their attention and improved concentration when the learning is meaningful” (Baum, Olenchak, 2002, p. 80). In developing student effort in regards to their environment, students who are provided stimulating material or learning strategies that incorporate their preferred learning style, through differentiated instruction, may develop a higher level of curiosity for knowledge. When appropriate assessment strategies are put into place to better understand what grade level and/or learning style (Gardner 1983, 1993) the student is at in any particular subject. Discovering competencies and modifying tasks and demonstrating self-regulated approaches to learning, will enable students such as students like Jordan to restore the balance of the demands and individual capabilities in one’s self (Pekrun, Goetz, Daniels, Stupnisky, Perry, 2002, p. 546).
Teachers’ lack of knowledge. Research concerning how to educate students who are both ADHD and gifted is minimal. Most research presents a variety of techniques to assist ADHD children or gifted children, but isolating effective interventions of co-existing exceptionalities are limited. Students such as Jordan present more characteristics of their learning disability therefore masking their intelligence. Common characteristics of gifted children can be misconstrued as indicators of pathology when the observer is unfamiliar with the differences in the development of gifted children (Niehart, 2003, p.2). It is also well known that children with ADHD tend to lag two to three years behind their peers in both their social and emotional maturity; gifted ADHD children are no exception (Kaufmann & Castellanos, 2000). As well, this particular group of students often appear disorganized, messy and disruptive. This makes it difficult for teachers to assess achievement levels as there is so much focus being placed on the behavioural issues. Diagnosis for these twice-exceptional students requires the implementation of a multidisciplinary team including a least one clinician trained in differentiating childhood psychopathologies and one professional who understands the normal range of developmental characteristics of gifted children (Niehart, 2003 p. 2). These key members of the team are important as few individuals in our school systems have the training to adequately assess and develop adequate and appropriate educational and therapeutic support that may prevent underachievement and encourage them to blossom (Wellisch & Brown, 2013, p. 50).
Tapping Creativity: Teachers may benefit from acknowledging that some gifted children do not ‘fit’ within the ‘normal’ classrooms expectations (i.e. maybe these students need movement). Making the possibility that gifted students who do not comply or follow ‘normal’ classroom expectations may no longer be viewed as gifted. Baum and Olenchak (2002) indicate that gifted children could be in fact ‘cured’ of their giftedness in exchange for compliant behavior. Could this supposed ‘curing’ of giftedness be occurring because many teachers are under the assumption that gifted students should be easy to teach and that the possibility of being twice-exceptional is very seldom discussed or diagnosed? Especially when it has been the norm for educators to view gifted students as those who exhibit positive behaviors (i.e. co-operative in nature). There is also the opposite end of the spectrum where gifted students are difficult to teach in that they tend to challenge the teacher because of their level of intelligence and/or patience with those who are not at the same level. The key in supporting these children is to be patient. It takes time. The best way to help a child is to make steady progress through consistency and supportive reminders. It is also important to recognize, for both the teacher and the student that there is a benefit to being flexible (Alberta Learning, The road less travelled, p. 63).
The gifted underachiever: Niehart (2003), and Pekrum, Goetz, Daniels, Stupnisky & Perry (2002) suggest that children who are twice-exceptional could become underachievers who often struggle with school and can drop out of school. As discussed earlier in the paper boredom plays a factor but isn’t always the intrinsic motivation for underachievement. Another factor that is often the issue is lack of stimulation and value in the students learning. Pekrum (2002) also states that monotonous repetitive tasks lacking complexity, variety and cognitive stimulation are thought to be a factor that relates to students disinterest. An effective strategy in regards to encouraging students to become goal oriented is to introduce approach versus avoidance orientations (Little, 2012, p. 696). She also suggests that exploration in the preferred learning styles or the way they tend to think about a project or assignment need to be considered. Often when tasks are implemented by utilizing self-inquiry students tend become more interested in their learning experiences. This makes the learning more authentic and meaningful to the student, including them in the decision-making process, allowing them to assist in constructing personal goals for task completion. Baum, Olenchak & Owen (2002) share Gardner’s Theory of Multiple Intelligences (1983, 1993) that offers the hypothesis for understanding the complexity of attention disorders. Gardner’s eight intellectual domains: verbal, logical-mathematical, spatial, kinesthetic, musical, naturalistic, interpersonal and intrapersonal play a key factor in how we can better differentiate our instruction to make the learning more effective for our twice-exceptional students. By introducing the student a variety of options that best address their strengths in learning, encourages creativity, and often diminishes behavioral issues. To recognize the preferred learning style discussions, checklists and opportunities for frequent feedback are effective methods to discover where a child’s strengths lie. Gardner himself has mentioned, “too many educators still hold that someone who is gifted will be good at other things” (Sousa, 2009, p. 16). With our twice-exceptional students we know that this isn’t necessarily true.
Conclusion
This paper introduced characteristics of both our gifted students and our students who present learning challenges. To explore our twice-exceptional students who deal with the co-existence of both of these exceptionalities. Also the case study was provided to bring an individual in taking a glimpse to better understand what it is to be twice-exceptional and what challenges there are in their learning experiences. These experiences not only affect the student but also the teacher, their families and their multidisciplinary team.
We can conclude that in order to make learning effective we need to make appropriate assessments, employ realistic expectations in assisting our learners, develop and encourage/praise student strengths, design effective planning strategies, teach problem-solving techniques, promote self-esteem and create meaningful interest at appropriate grade level to maintain student interest (Ramirez-Smith, 1997, p.1). All individuals involved in the learning team need to provide structure and develop effective strategies that are beneficial to student success. Taking these steps encourages opportunities for character development, greater self-esteem and opportunities for students to learn how to self-regulate their behaviors. This promotes successful and respectful members of society versus individuals who mask or compensate and lose out on an meaningful learning experience because the appropriate steps weren’t taken to adequately assist an individual who has every opportunity to overcome and achieve educational success. Gardner proposed the question for educators to consider “ask not how smart is the child, but how is the child smart?” (as cited in Sousa, 2009 p. 16). Bringing forth the thought that being twice-exceptional isn’t about being competent in one specific area but the possibility that there may be more than one area where a student excels (Sousa, 2009, p. 16). There is a need for discovering of our students strengths and assessing their weaknesses in order to make the necessary changes to make their learning more meaningful and authentic.

References:

Government of Alberta. (2004) The road less travelled. Giftedness and Learning Disabilities, Attention Disorders and Asperger 's Syndrome. in Journeys, chap 8 p. 59-65. Retrieved: November 16, 2014 https://edcuation.alberta.ca/media/448813/jouney8.pdf

Baum. S (1990). Gifted but learning disabled: A puzzling paradox. ERIC Clearinghouse on Handicapped and Gifted Children, Reston VA. (p. 1-7)

Baum, S., Olenchak, F.R., & Owen, S.V. (1998). Gifted students with attention deficits: fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42(2), 96-104.

Baum, S. M., & Olenchak, F. R. (2002). The alphabet ahildren: GT, ADHD, and more. exceptionality, 10(2), 77-91.

Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2008). Recognizing giftedness: defining high ability in young children. Dimensions of early childhood, 36(2), 3-12.

Kaufmann, F., Kalbfleisch, M. L., Castellanos, F. X., National Research Center on the Gifted and Talented, S. C., Yale Univ., N. C., & Virginia Univ., C. E. (2000). Attention Deficit Disorders and Gifted Students: What Do We Really Know? Senior Scholars Series.
Full text from ERIC available online: http://www.eric.ed.gov.login.ezproxy.library.ualberta.ca/contentdelivery/servlet/ERICServlet?accno=ED447666 Little, C. (. (2012). Curriculum as motivation for gifted (English). Psychology In The Schools, 49(7), p. 698 (695-705)

Missett, T. C. (2013). Exploring the Relationship between mood disorders and gifted individuals. Roeper Review, 35(1), 48. doi:10.1080/02783193.2013.740602

Neihart, M., & ERIC Clearinghouse on Disabilities and Gifted Education, A. V. (2003). Gifted Children with Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest. (p. 1-7)

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal Of Educational Psychology, 102(3), 531- 549. doi:10.1037/a0019243

Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: effects on academic self-concept and boredom. The British Journal Of Educational Psychology, 80(Pt 3), 451-472. doi:10.1348/000709909X480716

Ramirez-Smith, C. Mistaken identity: gifted and ADHD. (1997 9pp.). Publicaton type: Infromation analyses; report-descriptive. p. 1-9
Full Text from ERIC Available online: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED413690

Sousa. D. (2009). How the gifted brain learns. 2nd edition. Sage publications. (United States) p. 3-35

Sternberg, R.J., Jarvin, L., & Grigorenko, E.L. (2011). Explorations in giftedness. New York, NY: Cambridge University Press. This book excerpt (Chapters 1, 2, and 3)

National Education Association. The twice exceptional dilemma. (2006) [Washington D.C.]: National Education Association. First edition. Section 3 (p. 5-8). Retrieved from http://www.nea.org/assets/docs/twiceexceptional.pdf

Winebrenner, S. (2002). Strategies for teaching twice exceptional students. understanding our gifted, 14(2), 3-6.

Wellisch, M., & Brown, J. (2013). many faces of a gifted personality: Characteristics along a complex gifted spectrum. Talent development & excellence, 5(2), 43-58.

Zambo, D., & Wasserman, L. (2013). Early childhood and neuroscience-- Links to development and learning. Dordrecht: Springer. Chapter 9.

References: Government of Alberta. (2004) The road less travelled. Giftedness and Learning Disabilities, Attention Disorders and Asperger 's Syndrome p. 59-65. Retrieved: November 16, 2014 https://edcuation.alberta.ca/media/448813/jouney8.pdf Baum. S (1990). Gifted but learning disabled: A puzzling paradox. ERIC Clearinghouse on Handicapped and Gifted Children, Reston VA Baum, S., Olenchak, F.R., & Owen, S.V. (1998). Gifted students with attention deficits: fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2008). Recognizing giftedness: defining high ability in young children Little, C. (. (2012). Curriculum as motivation for gifted (English). Psychology In The Schools, 49(7), p Missett, T. C. (2013). Exploring the Relationship between mood disorders and gifted individuals Neihart, M., & ERIC Clearinghouse on Disabilities and Gifted Education, A. V. (2003). Gifted Children with Attention Deficit Hyperactivity Disorder (ADHD) Ramirez-Smith, C. Mistaken identity: gifted and ADHD. (1997 9pp.). Publicaton type: Infromation analyses; report-descriptive Sousa. D. (2009). How the gifted brain learns. 2nd edition. Sage publications. (United States) p Sternberg, R.J., Jarvin, L., & Grigorenko, E.L. (2011). Explorations in giftedness. New York, NY: Cambridge University Press National Education Association. The twice exceptional dilemma. (2006) [Washington D.C.]: National Education Association Wellisch, M., & Brown, J. (2013). many faces of a gifted personality: Characteristics along a complex gifted spectrum Zambo, D., & Wasserman, L. (2013). Early childhood and neuroscience-- Links to development and learning