ERIC Number: ED407791
Record Type: RIE
Publication Date: 1997-Mar
Learning Characteristics of Boys with Attention Deficit/Hyperactivity Disorder and/or Giftedness.
Zentall, S. S.; And Others
This study investigated the different characteristics of nine fourth-grade boys, three boys with attention deficit hyperactivity disorder (ADHD), three boys with giftedness, and three boys with ADHD and giftedness. Information reported by teachers, parents, and the children were analyzed using an embedded, multiple-case design, with constant comparative procedures within and across groups. The children's characteristics, academic performances, optimal learning conditions, and effective accommodations are evaluated. Results found: (1) giftedness did not offer protection from the negative outcomes associated with ADHD, including failing to produce relative to expectations or starting and staying with assignments; (2) giftedness did confer specific benefits related to talent (free reading, mental mathematics, social skills, memory, creativity) and to liking specific subject areas; and (3) strong preferences for social stimulation for students with ADHD (with and without giftedness) and a lack of knowing how to achieve social and participation goals. Thus, markers for students with ADHD were found to be preferences for group learning, dislike of most homework, difficulties following directions, and difficulties persisting and getting stared in routines and in long-term projects. Recommendations are made for academic accommodations for children with ADHD. (Contains 24 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 1997).