User Name:

Password:
Welcome Guest
Journals Home > Journal For The Education Of The Gifted > Volume 24 |  Issue 3 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
  • Baldwin, A. Y., & Vialle, W. (1999). The many faces of giftedness: Lifting the masks. Belmont, CA: Wadsworth.
  • Barkley, R. A. (1987). Home Situations Questionnaire. Worcester: University of Massachusetts Medical Center.
  • Barkley, R. A. (1990). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford.
  • Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford.
  • Barkley, R. A., & Edelbrock, C. S. (1987). Assessing situational variation in children’s behavior problems: Home and School Situations Questionnaires. In R. Prinz (Ed.), Advances in behavioral assessment of children and families (Vol. 3, pp. 157–176). Greenwich, CT: JAI Press.
  • Baum, S. (1988). An enrichment program for gifted learning disabled students. Gifted Child Quarterly, 32, 226–230.
  • Baum, S., & Owen, S. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32, 321–326.
  • Baum, S. M. (1994). Meeting the needs of gifted/learning disabled students. Journal of Secondary Gifted Education, 5(3), 6–22.
  • Baum, S. M., Olenchak, F. R., & Owen, S. V. (1998). Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees? Gifted Child Quarterly, 42, 96–104.
  • Baum, S. M., Owen, S. V., & Dixon, J. (1991). To be gifted and learning disabled: From identification to practical intervention strategies. Mansfield Center, CT: Creative Learning Press.
  • Bickett, L., & Milich, R. (1990). First impressions formed of boys with learning disabilities and attention deficit disorder. Journal of Learning Disabilities, 23, 253–259.
  • Birely, M. (1995). A sourcebook for helping children who are gifted and learning disabled. Reston, VA: Council for Exceptional Children.
  • Birely, M., Languis, M., & Williamson, T. (1992). Physiological uniqueness: A new perspective on the learning disabled/gifted child. Roeper Review, 15, 101–107.
  • Borden, K. A., Brown, R. T., Jenkins, P., & Clingerman, S. R. (1987). Achievement attributions and depressive symptoms in attention deficit-disordered and normal children. Journal of School Psychology, 25, 399–404.
  • Brown, R. T., Borden, K. A., Clingerman, S. R., & Jenkins, P. (1988). Depression in attention deficit-disordered and normal children and their parents. Child Psychiatry and Human Development, 18, 119–132.
  • Cohen, R., Duncan, M., & Cohen, S. L. (1994). Classroom peer relations of children participating in a pull-out enrichment program. Gifted Child Quarterly, 38, 33–37.
  • Coleman, M. R. (1992). A comparison of how gifted/LD and average/LD boys cope with school frustration. Journal for the Education of the Gifted, 15, 239–265.
  • Conners, C. K. (1989). Conners’ Rating Scales Manual. North Tonawanda, NY: Multi-Health Systems.
  • Conners, C. K. (1997). Conners’ Rating Scales–Revised: Technical manual. North Tonawanda, NY: Multi-Health Systems.
  • Cornell, D. G., Delcourt, M. B., Bland, L. D., Goldberg, M. D., & Oram, G. (1994). Low incidence of behavior problems among elementary school students in gifted programs. Journal for the Education of the Gifted, 18, 4–19.
  • Cramond, B. (1994). Attention-deficit hyperactivity disorder and creativity: What is the connection? Journal of Creative Behavior, 28, 193–210.
  • Cramond, B. (1995). The coincidence of attention deficit hyperactivity disorder and creativity. Storrs, CT: National Research Center on the Gifted and Talented.
  • Cramond, B., & Gollman, S. M. (1994, November). The cross-identification of ADHD in creative children. Paper presented at the annual meeting of the National Association for Gifted Children, Salt Lake City, UT.
  • Culbertson, J. L., & Silovsky, J. F. (1996). Learning disabilities and attention deficit disorders: Their impact on children’s significant others. In F. E. Kaslow (Ed.), Handbook of relational diagnosis and dysfunctional family patterns (pp. 186–209. New York: Wiley.
  • Cunningham, C. E. (1990). A family systems approach to parent training. In R. A. Barkley (Ed.), Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp. 432–461). New York: Guilford.
  • Cunningham, C. E., & Siegal, L. S. (1987). Peer interactions of normal and attention-deficit disordered boys during free-play, cooperative task, and simulated classroom situations. Journal of Abnormal Child Psychology, 15, 247–268.
  • Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of extremely talented adolescents. Gifted Child Quarterly, 34, 10–15.
  • deHaas, P. A., & Young, R. D. (1986). Attention styles and peer relationships of hyperactive and normal boys and girls. Journal of Abnormal Child Psychology, 14, 457–467.
  • Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179–184.
  • DuPaul, G. J. (1990). The Home and School Situations Questionnaires–Revised: Normative data, reliability, and validity. Worcester: University of Massachusetts Medical Center.
  • DuPaul, G. J., & Barkley, R. A. (1992). Situational variability of attention problems: Psychometric properties of the Revised Home and School Situations Questionnaire. Journal of Child Psychology, 21, 178–188.
  • Eisenberg, N., Fabes, R., & Losoya, S. (1997). Emotional responding: Regulation, social correlates, and socialization. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 129–163). New York: Basic Books.
  • Eisenberg, N., Gutherie, I. K., Fabes, R. A., Reiser, M., Murphy, B. C., Holgren, R., Maszk, P., & Losoya, S. (1997). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295–311.
  • Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14, 532–550.
  • Estrada, A. U., & Pinsof, W. M. (1995). The effectiveness of family therapies for selected behavioral disorders of childhood. Journal of Marital and Family Therapy, 21, 403–440.
  • Everett, C. A., & Everett, S. V. (1999). Family therapy for ADHD: Treating children, adolescents, and adults. New York: Guilford.
  • Feldhusen, J. F., & Moon, S. M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 65, 63–67.
  • Fischer, M. (1990). Parenting stress and the child with attention deficit hyperactivity disorder. Journal of Clinical Psychology, 19, 337–346.
  • Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
  • Fox, L. H., Brody, L., & Tobin, D. (1983). Learning-disabled/gifted children. Baltimore: University Park Press.
  • Gagné, F. (1998). A proposal for subcategories within gifted or talented populations. Gifted Child Quarterly, 42, 87–95.
  • Galluci, N. T., Middleton, G., & Kline, A. (1999). Intellectually superior children and behavioral problems and competence. Roeper Review, 22, 18–21.
  • Garland, A. F., & Zigler, E. (1999). Emotional and behavioral problems among highly intellectually gifted youth. Roeper Review, 22, 41–44.
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Goldstein, S. (1995). Understanding and managing children’s classroom behavior. New York: John Wiley & Sons.
  • Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects: The Fullerton longitudinal study. New York: Plenum.
  • Gresham, F. M., & MacMillan, D. L. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Educational Research, 67, 377–415.
  • Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
  • Hannah, C. L., & Shore, B. M. (1995). Metacognition and high intellectual ability: Insights from the study of learning-disabled gifted students. Gifted Child Quarterly, 39, 95–108.
  • Heatherington, E. M., Bridges, M., & Insabella, G. M. (1998). What matters? What does not? American Psychologist, 53, 167–184.
  • Hoge, R. D., & Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63, 449–465.
  • Hubbard, J. A., & Newcomb, A. F. (1991). Initial dyadic peer interaction of attention deficit-hyperactivity disorder and normal boys. Journal of Abnormal Child Psychology, 19, 179–195.
  • Indiana Department of Education. (1996, Fall). Indiana Statewide Testing for Educational Progress: Program Manual. Indianapolis: Center for Assessment, Research, and Information Technology, Indiana Department of Education.
  • Janos, P. M., Marwood, K. A., & Robinson, N. M. (1985). Friendship patterns in highly intelligent children. Roeper Review, 8, 46–49.
  • Janos, P. M., & Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: developmental perspectives (pp. 149–195). Washington, DC: American Psychological Association.
  • Jenkins-Friedman, R. (1991). Families of gifted children and youth. In M. J. Fine & C. Carlson (Eds.), The handbook of family-school intervention (pp. 175–187). Boston: Allyn & Bacon.
  • Johnston, C., Pelham, W. E., & Murphy, H. A. (1985). Peer relationships in ADDH and normal children: A developmental analysis of peer and teaching ratings. Journal of Abnormal Child Psychology, 13, 89–100.
  • LaFrance, E. B. (1995). Creative thinking differences in three groups of exceptional children as expressed through completion of figural forms. Roeper Review, 17, 248–252.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Lind, S. (1993, May-June). Are we mislabeling overexcitable children? Understanding Our Gifted, 5, 1, 8–10.
  • Madan-Swain, A. J., & Zentall, S. S. (1990). Behavioral comparisons of liked and disliked hyperactive children and behavioral accommodations by their classmates. Journal of Consulting and Clinical Psychology, 58, 197–209.
  • Maker, C. J., & Nielson, A. B. (1996). Curriculum development and teaching strategies for gifted learners (2nd ed.). Austin, TX: PRO-ED.
  • McGuire, K. L., & Yewchuk, C. R. (1996). Use of metacognitive reading strategies by gifted learning disabled students: An exploratory study. Journal for the Education of the Gifted, 19, 293–314.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Minner, S. (1990). Teacher evaluations of case descriptions of LD gifted children. Gifted Child Quarterly, 34, 37–39.
  • Montague, M. (1991). Gifted and learned-disabled students’ knowledge and use of mathematical problem-solving strategies. Journal for the Education of the Gifted, 13, 393–411.
  • Moon, S. M. (1991). Case study research in gifted education. In N. K. Buchanan & J. F. Feldhusen (Eds.), Conducting research and evaluation in gifted education (pp. 157–178). New York: Teachers College Press.
  • Moon, S. M., & Dillon, D. R. (1995). Multiple exceptionalities: A case study. Journal for the Education of the Gifted, 18, 111–130.
  • Moon, S. M., & Hall, A. S. (1998). Family therapy with intellectually and creatively gifted children. Journal of Marital and Family Therapy, 24, 59–80.
  • Moon, S. M., Jurich, J. A., & Feldhusen, J. F. (1998). Families of gifted children: Cradles of development. In R. C. Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives on giftedness (pp. 81–99). Washington, DC: American Psychological Association.
  • Moon, S. M., & Trepper, T. S. (1996). Case study research. In D. H. Sprenkle & S. M. Moon (Eds.), Research methods in family therapy (pp. 393–410). New York: Guilford.
  • Moos, R. H., & Moos, B. S. (1981). Family Environment Scale manual. Palo Alto, CA: Consulting Psychologists Press.
  • Moos, R. H., & Moos, B. S. (1994). Family Environment Scale manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Neihart, M. (1999). The impact of giftedness on psychological wellbeing: What does the empirical literature say? Roeper Review, 22, 10–17.
  • Nielsen, M. E., Higgins, L. D., Hammond, A. E., & Williams, R. A. (1993). Gifted children with disabilities. Gifted Child Today, 16(5), 9–12.
  • Nielsen, M. E., & Mortoff-Albert, S. (1989). The effects of special education services on the self-concept and school attitude of learning disabled/gifted students. Roeper Review, 12, 29–36.
  • Olenchak, F. R. (1994). Talent development: Accommodating the social and emotional needs of secondary gifted/learning disabled students. Journal of Secondary Gifted Education, 5(3), 40–52.
  • Olenchak, F. R. (1995). Effects of enrichment on gifted/learning disabled students. Journal for the Education of the Gifted, 18, 385–399.
  • Otis, A. S., & Lennon, R. T. (1989). Otis-Lennon School Ability Test–6th edition. San Antonio, TX: The Psychological Corporation.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park: Sage.
  • Peterson, J. S. (1999). Gifted–Through whose cultural lens? An application of the postpositivistic mode of inquiry. Journal for the Education of the Gifted, 22, 354–383.
  • Reis, S. M., Neu, T. W., & McGuire, J. M. (1997). Case studies of high ability students with learning disabilities who have achieved. Exceptional Children, 63, 463–479.
  • Rimm, S. B., & Lowe, B. (1988). Family environments of underachieving gifted students. Gifted Child Quarterly, 32, 353–359.
  • Robinson, N. M., & Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Research and practice (Vol. 4, pp. 57–76). Oxford: Pergamon Press.
  • Sandel, A. (1993, August). Symptom patterns of attention-deficit disorder in underachieving gifted children. Paper presented at the 10th World Congress on Gifted Education, Toronto, Canada.
  • Shaw, G. A. (1992). Hyperactivity and creativity: The tacit dimension. Bulletin of the Psychonomic Society, 30, 157–160.
  • Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love.
  • Silverman, L. K. (1998). The highly gifted. In J. VanTassel-Baska (Ed.), Excellence in educating gifted and talented learners (pp. 115–128). Denver, CO: Love.
  • Stormont, M. (1997). Social outcomes of children with AD/HD. Unpublished manuscript.
  • Stormont, M. (1998). Family factors associated with externalizing disorders in preschoolers. Journal of Early Intervention, 21, 232–251.
  • Stormont-Spurgin, M., & Zentall, S. S. (1995). Contributing factors in the manifestation of aggression in preschoolers with hyperactivity. Journal of Child Psychology and Psychiatry, 36, 491–509.
  • Stormont-Spurgin, M., & Zentall, S. S. (1996). Child-rearing practices associated with aggression in youth with and without ADHD: An exploratory study. International Journal of Disability, Development, and Education, 43, 135–146.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage.
  • Tallent-Runnels, M. K., Olivarez, A., Lotven, A. C., Walsh, S. K., Gray, A., & Irons, T. R. (1994). A comparison of learning and study strategies of gifted and average-ability junior high students. Journal for the Education of the Gifted, 17, 143–160.
  • Touliatos, J., Perlmutter, B. F., & Straus, M. A. (Eds.). (1990). Handbook of family measurement techniques. Newbury Park, CA: Sage.
  • VanTassel-Baska, J. (1992). Planning effective curriculum for gifted learners. Denver, CO: Love.
  • VanTassel-Baska, J. (1998). Excellence in educating gifted and talented learners. Denver, CO: Love.
  • Vespi, L., & Yewchuk, C. (1992). A phenomenological study of the social/emotional characteristics of gifted learning disabled children. Journal for the Education of the Gifted, 16, 55–72.
  • Waldron, K. A., Saphire, D. G., & Rosenblum, S. A. (1987). Learning disabilities and giftedness: Identification based on self-concept, behavior, and academic patterns. Journal of Learning Disabilities, 20, 422–432.
  • Walker, J. L., Lahey, B. B., Hynd, G., & Frame, C. (1987). Comparison of specific patterns of antisocial behavior in children with conduct disorder with and without coexisting hyperactivity. Journal of Consulting and Clinical Psychology, 55, 910–913.
  • Wallach, M. A. (1985). Creativity testing and giftedness. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 99–124). Washington, DC: American Psychological Association.
  • Wallander, J. L., & Hubert, N. C. (1987). Peer social dysfunction in children with developmental disabilities: Empirical basis and a conceptual model. Clinical Psychology Review, 7, 205–221.
  • Webb, J. T. (1993). Nurturing social-emotional development of gifted children. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 525–538). Oxford, UK: Pergamon Press.
  • Whalen, C. K., & Heneker, B. (1985). The social worlds of hyperactive (ADDH) children. Clinical Psychology Review, 5, 447–478.
  • Whitmore, J. R., & Maker, C. J. (1985). Intellectual giftedness in disabled persons. Rockville, MD: Aspen Publications.
  • Yates, C. M., Berninger, V. W., & Abbott, R. D. (1995). Specific writing disabilities in intellectually gifted children. Journal for the Education of the Gifted, 18, 131–155.
  • Yin, R. K. (1989). Case study research: Design and methods (2nd ed.). Newbury Park, CA: Sage.
  • Yin, R. K. (1993). Applications of case study research. Newbury Park, CA: Sage.
  • Zentall, S. S., Moon, S. M., Hall, A. M., & Grskovic, J. A. (in press). Learning and motivational characteristics of Boys with AD/HD and/or giftedeness: A multiple case study. Exceptional Children.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 24
  •  Issue 3
  • Publication Date: Spring 2001



Emotional and Social Characteristics of Boys With AD/HD and Giftedness: A Comparative Case Study

Sidney M. Moon, Sydney S. Zentall, Janice A. Grskovic, Arlene Hall, & Melissa Stormont

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and AD/HD as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with AD/HD and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and AD/HD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with AD/HD rather than serve a protective function. The findings suggested that AD/HD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed.


ShoppingCart Summary

Shopping
Your cart is empty.