The ADHD/ADD Gifted Child
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Transcript The ADHD/ADD Gifted Child
By Shannon Judge, Melissa Erwin, Sarah
Cooner
ADHD Gifted Characteristics
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