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Children with gifted intellects often earn lower scores on measures of processing speed than their nongifted counterparts. However, neuropsychological research indicates such a profile of scores is likely not due to a true innate neurocognitive processing speed deficit but is rather a statistical artifact resulting from the interference of common cognitive and behavioral idiosyncrasies inherent to giftedness, such as perfectionism and an aversion to completing paper and pencil tasks. The first aim of this study is to identify and explain the relative underperformance of children with gifted intellects on measures of processing speed. The second aim is to develop a neuropsychologically informed framework for clinically assessing processing speed in children with gifted intellects using alternative measures from the WISC–V. Clinical implications are discussed as they relate to the relative disabling effects of common gifted-related idiosyncrasies on the expression of their otherwise intact neuropsychological capabilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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For the purposes of this chapter, misdiagnosis is defined as a child who is identified as having a behavioral problem or psychological diagnosis without taking his or her gifted intellect and the normal behaviors of the gifted into consideration. The hypothesis for this chapter is that gifted Hispanic and African American children commonly served in the United States public school system often are underidentified as gifted due to behaviors related to their culture, as opposed to their level of giftedness; furthermore, the underidentification can lead to misdiagnosis. This chapter presents anecdotal evidence supporting the hypothesis that giftedness often is overlooked in culturally and linguistically diverse student populations. The children's identification is then frequently misdiagnosed or misrepresented. Some of the reasons for the misdiagnosis evidenced include: language differences, cultural norm differences, multiple school placements, institutionalized racism, and the prevailing lack of knowledge about giftedness in general. Various cultural populations likely carry more psychological diagnoses due to idiosyncratic issues that are discussed in this chapter. Carrying a psychological diagnosis further obviates overlooking giftedness in the culturally diverse population. Recommendations for identification and remediation of the misdiagnosis problem also are discussed. The author posed questions related to the stated hypothesis, which guided the collection of anecdotal information for this chapter. During individual interviews the questions were posed to educators, paraprofessionals, and parents. The members of this group included an elementary school principal, the head psychologist of a school district, an elementary school teacher, a parent-educator, a parent, a school district gifted coordinator, and a pediatric neuropsychologist. The individuals interviewed included an equal representation of Hispanics, African Americans, and Anglos, and one American Indian. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The Hartnett, Nelson, and Rinn 2004 study (see record 2004-11177-002) indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika (see reocrd 2006-11964-007) disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that suggests that such misdiagnosis does occur, with possible concurrent risks. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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