Attention Deficit Disorders and Gifted Students: What Do We Really Know? Senior Scholars Series. [Report No.: RM00146

Autor/inn/en	Kaufmann, Felice; Kalbfleisch, M. Layne; Castellanos, F. Xavier
Institution	National Research Center on the Gifted and Talented, Storrs, CT.; Yale Univ., New Haven, CT. Child Study Center.; Virginia Univ., Charlottesville. School of Education.
Titel	Attention Deficit Disorders and Gifted Students: What Do We Really Know? Senior Scholars Series. [Report No.: RM00146
Quelle	(2000), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attention Deficit Disorders; Clinical Diagnosis; Disability Identification; Drug Therapy; Elementary Secondary Education; Etiology; Gifted; Parent Child Relationship; Student Evaluation; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Ätiologie; Begabter, Hoch Begabter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulnote; Studentische Bewertung; Psychiatrische Symptomatik
Abstract	This monograph summarizes current scientific knowledge about attention deficit hyperactivity disorder (ADHD) in children and presents issues related to ADHD in gifted students. Causes, assessment, diagnosis, educational strategies and medical intervention are discussed. A range of perspectives, including behavioral, cognitive, and neurobiological, are applied to the interaction of ADHD and giftedness. Provisional recommendations for parents and teachers are provided along with directions for future research. Recommendations include: (1) be aware that ADHD and giftedness can co-exist; (2) explore multiple perspectives in your pursuit of information about ADHD; (3) remember that the most important criterion for diagnosing ADHD is the degree of impairment experienced by the child in two or more settings; (4) utilize a multidisciplinary team to arrive at diagnoses and to develop comprehensive treatment plans; (5) become familiar with a variety of educational and behavioral strategies to determine which combinations might be effective for the individual child; (6) be cautious about promises of "quick fixes"; and (7) be aware that individuals with ADHD have their greatest difficulties in the "output" stage of cognitive processing. Appendices include the diagnostic criteria for ADHD, a glossary of neurological terms, and user-friendly references and resources about ADHD. (Contains more than 200 references.) (CR)
Anmerkungen	National Research Center on the Gifted and Talented, University of Connecticut, 2131 Hillside Rd, Unit 3007, Storrs, CT 06269-3007. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01