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Is giftedness often misdiagnosed as AD(H)D?

Is giftedness often misdiagnosed as AD(H)D?

Is giftedness often misdiagnosed as AD(H)D?

Why does giftedness often resemble AD(H)D?

  • Giftedness can present behaviours that strongly resemble ADHD or ADD — such as attention difficulties, impulsivity, boredom or hyperfocus — leading to frequent misdiagnoses.

  • Similar behaviours often arise from cognitive advancement, intensity, under-stimulation or asynchrony, whereas the underlying causes of AD(H)D are neurobiological.

  • Accurate diagnostics require expertise in both giftedness and AD(H)D, as well as attention to context, interest-driven behaviour, motivation and environmental adjustments before applying labels or medication.

The behaviors exhibited by gifted children, which closely resemble symptoms of various mental syndromes such as AD(H)D, autism, depression, narcissism, or oppositional behavior, are often due to their giftedness going unrecognized or receiving inadequate support. Consequently, some gifted children are misdiagnosed, leading to various consequences.

AD(H)D

The DSM-V (Diagnostic and Statistical Manual of Mental Disorders, fifth edition) outlines three types of AD(H)D. Individuals may experience concentration problems only (ADD), display hyperactivity and impulsivity (ADHD), or have a combination of both.

Below, you'll find the DSM-V's description of concentration disorders. This list doesn't address the causes or treatments of the condition. Diagnosis is typically made by a psychiatrist or psychologist, with medication, usually methylphenidate-based, prescribed by a physician. Such medications can mitigate symptoms, greatly improving a child's social functioning.

DSM-V

Note: This is a translation of our Dutch page and not the exact wording from the English DSM-V.

Inattention

Hyperactivity and impulsivity

  • Often fails to give close attention to details or makes careless mistakes in schoolwork or other activities
  • Often has difficulty sustaining attention in tasks or play activities
  • Often does not seem to listen when spoken to directly
  • Often fails to follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
  • Often has difficulty organizing tasks and activities.
    Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
  • Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)
  • Often easily distracted by extraneous stimuli.
    Often forgetful in daily activities
  • Often fidgets with hands or feet, or squirms in their seat
  • Frequently gets up from their seat in the classroom or in situations where staying seated is expected
  • Often runs around or climbs inappropriately
  • Finds it difficult to play quietly or engage in leisure activities
  • Frequently restless or seems "on the go"
  • Talks excessively
  • Frequently blurts out answers before questions have been completed
  • Struggles to wait their turn
  • Often interrupts or intrudes on others' activities or conversations


Let's not doubt the existence of AD(H)D as a genuine condition. However, it's often observed that the behavior of gifted children shares some notable similarities with the characteristics described above. Hence, it's crucial to recognize and acknowledge giftedness before jumping to a suspicion of AD(H)D.

Consider a scenario where a child is solely gifted but receives an AD(H)D diagnosis, leading to medication prescribed for a brain disorder it doesn't have!

In addition to alleviating AD(H)D symptoms, such medication can dampen children's creativity and curiosity. Moreover, there are potential side effects to be cautious of, including palpitations, restlessness, nausea, decreased appetite, and sleep disturbances. Long-term effects may include weight loss or stunted growth. Therefore, avoiding misdiagnosis is paramount!

Below, you'll first find common behavioral traits shared by both AD(H)D and giftedness. Following that are situations indicating that the child is more likely gifted and doesn't have AD(H)D.

Commonalities between ADD and giftedness

Commonalities between ADHD and giftedness

  • Both may experience challenges in maintaining focus
  • Occasionally, these children may act impulsively without prior reflection
  • Certain individuals may find it difficult to persist and carry on with specific tasks
  • Some individuals may struggle with adhering to rules
  • Some may display either high levels of activity or be notably quiet and contemplative
  • Certain individuals may face difficulties with social skills and interactions
  • Both groups may encounter learning difficulties and may underachieve
  • Some children exhibit high energy levels, fidget frequently, and act impulsively
  • Both may experience academic underachievement
  • They might display considerable anger and frustration, reacting emotionally and moodily
  • They tend to be highly individualistic, often described as uncooperative and stubborn
  • Some lack organization, are messy, and exhibit poor handwriting
  • Their minds may be chaotic, leading to forgetfulness, absentmindedness, or daydreaming
  • Their attention to detail may be minimal


A gifted child does not exhibit signs of AD(H)D if:

  • Behavioral issues only emerged upon starting school
  • Depending on their interest, they can concentrate on tasks while deliberately allowing attention to wane on others
  • They can sustain focus on challenging tasks for extended periods, even without external rewards
  • They remain oblivious to their surroundings during tasks that capture their interest
  • They easily lose focus during uninteresting tasks without attempting to disrupt others
  • They take a moment to consider before providing a thoughtful response when addressed
  • Their responses are immediate, yet predominantly accurate
  • They intentionally procrastinate or leave tasks unfinished, particularly those requiring rote memorization
  • Interruptions are aimed at preventing others from making mistakes
  • They can effortlessly transition from one task to another, especially if it's equally engaging
  • They perform well on attention tests and can even enhance focus when adequately motivated
  • If distracted, they can swiftly return their attention to the task at hand


Specialization in AD(H)D and giftedness at Hoogbloeier®?

The quicker we identify a child as (potentially) gifted, the lower the chance of misdiagnosis. During an intake session, our coaches can assess whether there's a suspicion of giftedness or if AD(H)D should be considered. If an IQ test or other assessments are deemed necessary, they will gladly refer you to one of our specialized psychologists.

In our partner network, you'll find coaches ready to invite you for an intake session. Alternatively, you can search for a psychologist nearby who includes AD(H)D in their services and feel free to contact them for an intake session.


Why do giftedness and AD(H)D look so similar?

Because both groups can display similar behaviours: difficulty sustaining attention, impulsivity, high energy, daydreaming, challenges with planning or following rules. In gifted children, these behaviours often stem from under-stimulation, boredom, intensity or cognitive asynchrony; in AD(H)D they arise from a neurobiological developmental disorder.


How do misdiagnoses between giftedness and AD(H)D occur?

Misdiagnoses occur when behaviour is interpreted solely through an AD(H)D framework, without considering cognitive advancement, motivation, interest-driven attention or contextual factors (such as boredom at school). Vague DSM criteria, limited observations and lack of knowledge about giftedness further increase this risk.


How can you distinguish between giftedness and AD(H)D?

Gifted children often show sustained concentration during challenging tasks, can hyperfocus without external rewards, think before responding (or give immediate yet correct answers), are mainly distracted by uninteresting tasks, and perform better when adequately challenged. In AD(H)D, attention remains inconsistent regardless of interest or task level.



Copyright © 2023 dr. Sabine Sypré, Hoogbloeier® cvba – All rights reserved. No part of this article may be reproduced, in any form or by any means, electronic or mechanical, photocopying, recording, or otherwise, without prior written permission from the author. Online sharing is permitted provided that the author is credited and a link to this article is included.



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