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The ADHD/ADD Gifted Child

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

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The ADHD/ADD Gifted Child

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  1. The ADHD/ADD Gifted Child By Shannon Judge, Melissa Erwin, Sarah Cooner

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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=Home&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none&CONTENTID=1763 • http://www.lcps.k12.nm.us/departments/SPED/AES/Brochures/ADD.pdf • http://www.ehow.com/how_5601130_gifted-child-add.html

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