The author describes how comprehensive neuropsychological assessments, though costly and often under-reimbursed, provide deeper understanding than brief insurance-driven visits. Short appointment slots risk misdiagnosis by overlooking learning, emotional, and medical causes. Gifted children especially reveal systemic flaws; advocacy can help address managed-care failures.
This article reviews ADHD in gifted students, distinguishing known facts from assumptions. It covers ADHD definitions, assessment, genetic and environmental contributors, diagnostic challenges unique to gifted populations, the possibility of coexistence, and calls for careful evaluation and more empirical research.
Gifted children are often unrecognized by physicians and mental health professionals, leading to misdiagnosis and unmet needs. Parents must advocate and provide information; specialists and resources (SENG, NAGC, pediatric neuropsychologists) can help. Education for providers and accessible information are essential to improve assessment and care.
The article argues gifted individuals are diverse and cautions against generalizations. It explains the ‘splitter’ versus ‘lumper’ perspective for examining individual characteristics and points readers to the SENG website for resources on topics such as giftedness levels, adolescence, introversion, intensity, attention deficits, depression, and adults.
A clinical psychologist warns that gifted children are often misdiagnosed with conditions like Asperger’s or ADHD. The article explains differences in social reciprocity and interests, stresses careful differential evaluation, and argues appropriate interventions—such as intellectual peer interaction—avoid stigma and improper treatment.
