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