Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students

2020 ◽  
Vol 64 (2) ◽  
pp. 100-116 ◽  
Author(s):  
D. Betsy McCoach ◽  
Del Siegle ◽  
Lisa DaVia Rubenstein
Keyword(s):  
Rating Scales ◽  
Self Regulation ◽  
Gifted Students ◽  
Teacher Rating ◽  
Parent Rating ◽  
Screening Criteria ◽  
Underachieving Gifted ◽  
Relationship Of ◽  
The Relationship ◽  
Gifted Underachievers

Much has been written about the relationship of giftedness and attention-deficit/hyperactivity disorder (ADHD), as well as the relationship between ADHD and underachievement. The present study examined whether students who were identified as gifted underachievers were more likely to manifest symptoms of ADHD, as measured by the ADHD-IV. Over half of the gifted underachievers met the screening criteria for ADHD based on teacher reports, and almost 30% of the gifted underachievers met the screening criteria for ADHD based on parent reports. Most of these students had elevated scores on the inattention scale. The prevalence of inattention was over 2 times as high as the prevalence in the norming sample using the teacher rating scales and over 5 times as high as the prevalence in the norming sample using the parent rating scales. Although parents and teachers rated students similarly on the hyperactivity scale, teachers rated students as more inattentive than parents did. However, elevated parent ratings of inattention negatively predicted students’ self-regulation, goal valuation, and self-efficacy. Self-regulation was most strongly related to inattention. We cannot know whether the gifted underachievers with high inattention scores have undiagnosed ADHD. However, our results suggest that a substantial percentage of gifted underachievers exhibit attentional problems at home, and that these attentional problems are severe enough to merit further examination.

scholarly journals Youth leadership: a proposal for identifying and developing creativity and giftedness

2013 ◽  
Vol 30 (2) ◽  
pp. 219-229 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Solange Muglia Wechsler
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Leadership Skills ◽  
Youth Leadership ◽  
Global Consensus ◽  
Creative Leadership ◽  
Relationship Of ◽  
The Military ◽  
The Relationship ◽  
Basic Level

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government, and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership.

scholarly journals Diagnosis Based on Parent and Teacher Rating for Attention Deficit Hyperactivity Disorder

JMS SKIMS ◽  
2010 ◽  
Vol 13 (1) ◽  
pp. 11-14
Author(s):  
Abdul Rouf ◽  
Shabnum Rivees ◽  
A Wahid Khan ◽  
A G Madhosh ◽  
Zeba Zeba
Keyword(s):  
Attention Deficit ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Parent Rating ◽  
Four Dimensions ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Adhd Children ◽  
Icd 10

Parents and teachers play a significant role in the diagnosis of ADHD in children in the clinical setting. With the same in consideration a study was conducted to compare the perception between parents and teachers on the rating scales for ADHD children. The study was conducted on a sample of parents and teachers of 100 children diagnosed as having ADHD as per ICD-10 diagnostic criteria. A newly constructed and standardized parent rating scale for parents of ADHD children and attention deficit comprehensive teacher rating scale for teachers was administered on the target sample. Results indicate that there was statistically no significant difference in the rating of perception between parents and teachers on four dimensions, viz (i) attention (ii) hyperactivity (iii) social skills (iv) oppositional behaviour of ADHD children. To verify these findings, positive correlation was found between parents and teachers perception on all the four dimensions.J Med Sci.2010;13(1);11-14

Attentional Control and Retrieval Induced Forgetting Self-regulation Perspective

2013 ◽  
Vol 44 (1) ◽  
pp. 56-69 ◽  
Author(s):  
Alina Kolańczyk ◽  
Marta Reszko ◽  
Paweł Mordasiewicz
Keyword(s):  
Attentional Control ◽  
Self Regulation ◽  
Affective Priming ◽  
Future Research ◽  
Goal Maintenance ◽  
Independent Variable ◽  
Induced Forgetting ◽  
Relationship Of ◽  
The Relationship

Abstract Retrieval Induced Forgetting (RIF) refers to the finding that the retrieval of some items from memory (RP+) impairs the retrieval of related items (RP-). The RIF effect is indicated by a comparison of RP- with unrelated but also tobe- remembered items (NRP). Since RIF appears during intentional memorizing of words, therefore we checked whether it depends on attentional control (AC) involved in goal maintenance, and also if implicit evaluations of to-be-remembered (RP) contents moderate this process (causing e.g. inhibition). In three experiments, each including AC as the independent variable, we found AC to be related to the RIF effect. Only high but not low AC subjects showed the presence of RIF. The results of the affective priming procedure showed that implicit evaluations of NRP items moderate the relationship of high AC and the RIF effect. The explanation why temporarily devaluated NRP could enhance the RIF effect and suggestion concerning future research summarize the article.

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