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Systematic Review Of The Misdiagnosis Of Gifted Students With ADHD (2000-2023)

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dc.contributor.advisor Al Hroub, Anies Al Hage Sleiman Haidar, Lynn Mohamad 2024-02-22T09:40:44Z 2024-02-22T09:40:44Z 2024-02-22 2024-02-20
dc.description.abstract Given the complexities required in diagnosing a gifted child with ADHD, educators, physicians, psychologists, and parents often overlook or underestimate the relationship between ADHD and giftedness. Traditional identification approaches used by school professionals and clinicians, such as standardized testing and observational checklists, are ineffective in identifying gifted individuals who also have ADHD. As a result, the incidence of misdiagnosis has become a major concern. The purpose of the study, focusing on both diagnostic issues and research methodologies, is to synthesize and evaluate the available research evidence on the misdiagnosis of ADHD and giftedness based on peer-reviewed and internationally acclaimed academic journals published between 2000 and 2023 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 6 articles were included using the study’s inclusion criteria. Some of the research conducted recently involve case studies, others are comparative studies, some are correlational in nature, and most are descriptive, focusing on participants’ characteristics and how they were identified. The results of this systematic review demonstrate a scarcity of research regarding the misdiagnosis of gifted students with ADHD. The study has uncovered a notable pattern of misclassification, indicating that gifted students often exhibit characteristics that overlap with ADHD symptoms. The analysis has unveiled the critical significance of discerning between these dual exceptionalities, recognizing that giftedness can mask or mimic ADHD traits and vice versa. The findings underscore the complexity of differentiating between ADHD symptoms and the characteristics of giftedness, urging a more individualized and careful approach in both educational and clinical settings. The study underscores the imperative need for specialized training and awareness among professionals who interact with this unique population.
dc.language.iso en_US
dc.subject ADHD
dc.subject Gifted
dc.subject Misdiagnosis
dc.title Systematic Review Of The Misdiagnosis Of Gifted Students With ADHD (2000-2023)
dc.type Thesis
dc.contributor.department Department of Education
dc.contributor.faculty Faculty of Arts and Sciences
dc.contributor.commembers El Zein, Farah
dc.contributor.commembers Khalil, Lina MA
dc.contributor.AUBidnumber 202022494

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