The ADHD/ADD Gifted Child

Report
By Shannon Judge, Melissa Erwin, Sarah
Cooner
ADHD Gifted Characteristics
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Poorly sustained attention
Often shift from one activity to another
Impulsivity, poor delay of gratification
Impaired adherence to commands to regulate or inhibit
behavior in social contexts
More active and restless than other children
Often talk excessively
Often interrupt and intrude on others
Hard time following rules and regulations
Often looses things, unorganized
May appear inattentive to details
Highly sensitive to information
ADHD Gifted Accommodations
 Physical Accommodations:
 Preferential seating (near teacher, between well-focused
students, away from distractions)
 Post schedules on board
 Standing work station
 “Time out” spot
ADHD Gifted Accommodations
 Instructional Accommodations:
 Ask child to repeat back directions when possible
 Provide extra homework reminders
 Allow student to use tape recorder or computer
 Allow specified extended time
 Create more difficult and intriguing tasks
ADHD Gifted Accommodations
 Behavioral Accommodations:
 Provide positive verbal or written feedback
 Provide reward systems and incentives
 Give tasks that can be completed
 Develop private signals
 Be consistent with rewards and consequences
 Provide student with responsibilities
 Assign jobs that can be performed well
 Create tangible goals with timetable
 Communicate with parents through letters, meetings, and
phone calls
ADD Gifted Characteristics
 Behaves similar to other gifted students
 Inconsistent behaviors- focusing, concentration, stress
 Research suggests there are differences in their brain
structure than the average student
 Easy success in elementary, but difficulties with the
increased work load in junior high and high school
ADD Gifted Accommodations
 preferential seating in the classroom
 frequent homework reminders
 less homework
 small class sizes
 tutoring and curriculum that allows the student to
express his or her creativity
ADHD/ADD Gifted Cautions
 Teachers tend to focus on the disruptive behaviors and
fail to see indicators of high ability
 Later identified may be at risk for developing learned
helplessness and chronic underachievement
 As a group, they tend to lag 2 to 3 years behind their
age peers in social and emotional maturity.
 Keeping the focus on talent development rather than
the deficits, appears to yield more positive outcomes
and to minimize the problems of social and emotional
adjustment
Works Cited
 Http://www.ncpamd.com/Gifted_ADD.htm
 http://www.davidsongifted.org/db/Articles_id_10132.aspx
 http://giftedkids.about.com/od/giftedandld/a/gt_and_ld_3
.htm
 http://www.cec.sped.org/AM/Template.cfm?Section=Hom
e&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none&CO
NTENTID=1763
 http://www.lcps.k12.nm.us/departments/SPED/AES/Broch
ures/ADD.pdf
 http://www.ehow.com/how_5601130_gifted-child-add.html

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