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Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders
Gifted children and adults are frequently misdiagnosed, particularly those who are twice-exceptional (2e). This much-anticipated second edition of a best-selling book is your guide to help prevent that. Some of our brightest, most creative children and adults are misdiagnosed as having behavioral or emotional disorders such as ADD/ADHD, Oppositional Defiant Disorder, Bipolar Disorder, Obsessive-Compulsive Disorder, or Asperger's Disorder. Many receive unneeded medications and/or inappropriate counseling. How can this happen? Physicians, psychologists, and counselors often are unaware of characteristics of gifted children and adults that mimic pathological diagnoses. James T. Webb, Edward R. Amend, Paul Beljan, Nadia E. Webb, Marianne Kuzujanakis, F. Richard Olenchak. and Jean Goerss guide parents and professionals to distinguish between behaviors that are pathological and those that are "normal" for gifted individuals.
Topics include:
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and ICD-10 Diagnoses most commonly given to gifted children and adults Learning disabilities and other 2e issues Allergies, asthma, and hypoglycemia Addictive disorders Issues for gifted adults Advice for selecting a counselor or healthcare professional
Topics include:
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and ICD-10 Diagnoses most commonly given to gifted children and adults Learning disabilities and other 2e issues Allergies, asthma, and hypoglycemia Addictive disorders Issues for gifted adults Advice for selecting a counselor or healthcare professional
420 pages, Paperback
First published December 2, 2004
102 people are currently reading
1878 people want to read
About the author
James T. Webb
19 books45 followersJames T. Webb, Ph.D., has been recognized as one of the 25 most influential psychologists nationally on gifted education. Dr. Webb has written 16 books, over 75 professional publications, three DVDs, and many research papers for psychology conventions or for conferences regarding gifted and talented children. Six of his books are on gifted children and adults, and four have won “Best Book” awards.
• Guiding the Gifted Child: A Practical Source for Parents and Teachers - which won the National Media Award of the American Psychological Association as the best book for "significantly contributing to the understanding of the unique, sensitive, emotional needs of exceptional children.”
• Grandparents’ Guide to Gifted Children – winner of two awards
• Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders – winner of three awards
• Gifted Parent Groups: The SENG Model, 2nd Edition
• A Parent’s Guide to Gifted Children – winner of three awards
• Searching for Meaning: Idealism, Bright Minds, Disillusionment, and Hope
A frequent keynote and workshop speaker, Dr. Webb, a licensed psychologist, has appeared on Good Morning America, CBS Sunday Morning, The Phil Donahue Show, CNN, Public Radio International, and National Public Radio.
In 1981, Dr. Webb established SENG (Supporting Emotional Needs of Gifted Children, Inc.), a national nonprofit organization that provides information, training, conferences, and workshops, and he remains as Chair of SENG’s Professional Advisory Committee. In 2011, he was recognized with the Lifetime Achievement Award from the Arizona Association for Gifted children, the Community Service Award from the National Association for Gifted Children, and the Upton Sinclair Award by EducationNews.org.
Dr. Webb has served on the Board of Directors for the National Association for Gifted Children, and was President of the American Association for Gifted Children. Currently, Dr. Webb is President of Great Potential Press, Inc.
• Guiding the Gifted Child: A Practical Source for Parents and Teachers - which won the National Media Award of the American Psychological Association as the best book for "significantly contributing to the understanding of the unique, sensitive, emotional needs of exceptional children.”
• Grandparents’ Guide to Gifted Children – winner of two awards
• Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders – winner of three awards
• Gifted Parent Groups: The SENG Model, 2nd Edition
• A Parent’s Guide to Gifted Children – winner of three awards
• Searching for Meaning: Idealism, Bright Minds, Disillusionment, and Hope
A frequent keynote and workshop speaker, Dr. Webb, a licensed psychologist, has appeared on Good Morning America, CBS Sunday Morning, The Phil Donahue Show, CNN, Public Radio International, and National Public Radio.
In 1981, Dr. Webb established SENG (Supporting Emotional Needs of Gifted Children, Inc.), a national nonprofit organization that provides information, training, conferences, and workshops, and he remains as Chair of SENG’s Professional Advisory Committee. In 2011, he was recognized with the Lifetime Achievement Award from the Arizona Association for Gifted children, the Community Service Award from the National Association for Gifted Children, and the Upton Sinclair Award by EducationNews.org.
Dr. Webb has served on the Board of Directors for the National Association for Gifted Children, and was President of the American Association for Gifted Children. Currently, Dr. Webb is President of Great Potential Press, Inc.
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Displaying 1 - 30 of 69 reviews
October 3, 2009
Very eye-opening. Every parent who has quirky or intense kids should read this. And copies that are worn from use need to be on every teacher's shelf. The main idea: Being bright is not the summation of giftedness. It is pervasive; it effects almost every aspect of a gifted child or adults life - from the way they interact with people, to the way they learn, to the way they behave and experience emotions. The idea that gifted people have it easier than the rest is a myth - and a potentially damaging mindset for a parent or teacher of a gifted child to have.
July 14, 2016
Because psychologists and teachers very often are not trained about gifted children, and because the quirky behavior traits of giftedness resemble symptoms of various disorders, gifted children are often misdiagnosed as having disorders they don't actually have. Conversely, because gifted children can compensate for learning disabilities and still perform satisfactorily, they often have their learning disabilities go undetected. This book was written to help parents, teachers, and psychologists understand what behaviors are merely typical of gifted children, and which rise to the level of disorder or disability.
When I was going through school, there was no "dual labeling" of students as both gifted and LD (now "special needs"). You were either LD, normal, or gifted. When the school system wanted to put me in an LD class in first grade, my parents declined because I was doing acceptably academically. Although I continued to do well academically (with the exception of handwriting and spelling), it apparently never occurred to anyone that I might also be gifted until mandatory, universal IQ testing of the 6th grade class. At that point, I went on to more advanced classes and continued to do well academically, and I did not hit a wall with my visual-spatial disability until college mathematics, at which point I simply gave up the idea of majoring in math. So this book was of interest to me because it helped me confirm the learning disability that was never officially confirmed, and it helped me to find some comfort in observing that some of my quirky traits are "typical" of gifted people. It was also interesting for me to learn that my horrible handwriting is part and parcel of my visual-spatial issues.
I thought this book provided valuable and through information about a variety of disorders, though I would have liked considerable more detail in the Asperger's section.
When I was going through school, there was no "dual labeling" of students as both gifted and LD (now "special needs"). You were either LD, normal, or gifted. When the school system wanted to put me in an LD class in first grade, my parents declined because I was doing acceptably academically. Although I continued to do well academically (with the exception of handwriting and spelling), it apparently never occurred to anyone that I might also be gifted until mandatory, universal IQ testing of the 6th grade class. At that point, I went on to more advanced classes and continued to do well academically, and I did not hit a wall with my visual-spatial disability until college mathematics, at which point I simply gave up the idea of majoring in math. So this book was of interest to me because it helped me confirm the learning disability that was never officially confirmed, and it helped me to find some comfort in observing that some of my quirky traits are "typical" of gifted people. It was also interesting for me to learn that my horrible handwriting is part and parcel of my visual-spatial issues.
I thought this book provided valuable and through information about a variety of disorders, though I would have liked considerable more detail in the Asperger's section.
September 17, 2012
This book was extremely helpful to me. I am a homeschooling parent of a very bright child who has had some developmental and sensory issues and is frankly just exhausting! Everyone is always commenting on how very bright my child seems and though I have mostly agreed I always wondered, "Then why does she have so many 'issues'!?!" I loved that they discussed physical symptoms sleep issues, food allergies/sensitivities, and reactive hypoglycemia, and sensory sensitivity and explain that this is a very common "constellation of behaviors that generally co-occur". One thing that concerned me a little is that in the chapter about ADHD the only treatment they discuss is prescription medication. They remedy this a bit in the later chapter discussing food sensitivities but I think more could be said about this. Also I am curious why there was no chapter about Asperger's Syndrome or Autism.
October 20, 2021
Of the three books I have recently read about giftedness and gifted people, I would have to say this one was probably my favorite. Ongeleide projectielen op koers was somewhat interesting, but had some focuses (on work settings and social clashes) that did not particularly concern me, and Trop intelligent pour être heureux? L'adulte surdoué was a tad elementary, although I appreciated the focus on the gifted adult for a change. This book, however, in attempting to clarify how the presentation of giftedness differs and can be distinguished from certain other psychological or, sometimes, physiological diagnoses, necessarily went a bit more in depth, which was fantastic. And this focus on differences and uniquely distinctive traits gives a much more thorough understanding of what it really means, or can mean, to be gifted.
The book is nicely divided into chapters, at first by possible alternative diagnosis, later on by certain aspects of being gifted or seeking assistance with giftedness, so that you can read especially about those aspects that are relevant to your particular situation. For me too, some parts were more relevant than others, but I read the book in full and greatly enjoyed it all the way through.
If there's one minor criticism I can give, it's that even in spite of their effort to include the gifted adult in their discussion, there was still a rather big, matter-of-course focus on the gifted child in particular. But at least they explicitly refer to gifted adults many times, too, and even include some sections that are of specific relevance to this often overlooked group.
The book is nicely divided into chapters, at first by possible alternative diagnosis, later on by certain aspects of being gifted or seeking assistance with giftedness, so that you can read especially about those aspects that are relevant to your particular situation. For me too, some parts were more relevant than others, but I read the book in full and greatly enjoyed it all the way through.
If there's one minor criticism I can give, it's that even in spite of their effort to include the gifted adult in their discussion, there was still a rather big, matter-of-course focus on the gifted child in particular. But at least they explicitly refer to gifted adults many times, too, and even include some sections that are of specific relevance to this often overlooked group.
September 22, 2015
This is a detailed study of how gifted characteristics can appear to be different disorders, such as ADD, ODD, mood disorders, etc. That's not to say that your gifted child doesn't have ADHD (it's possible!), but all too often a child is diagnosed with a disorder when in reality the symptoms are just the quirks of being gifted. The book also discusses learning disabilities, such as dyslexia, and how they can be masked by a child's giftedness.
This book is not a substitute for an evaluation if your child is having trouble at home or at school. It won't tell you if the problem is ODD, ADD, or boredom. But it will arm you with some valuable information with which to question a system that prefers that you use medication to fix a problem that could better be solved with situational or behavioral changes.
This book is not a substitute for an evaluation if your child is having trouble at home or at school. It won't tell you if the problem is ODD, ADD, or boredom. But it will arm you with some valuable information with which to question a system that prefers that you use medication to fix a problem that could better be solved with situational or behavioral changes.
July 27, 2011
Seemed to be more about misdiagnosis and not enough about the challenges of a correctly dually-diagnosed (AKA "special twice" or "twice exceptional") gifted and LD children. Not very helpful to me.
August 31, 2019
This is a two-part review. The beginning will present what is included in the book and why it is valuable. Afterward, I have included an explanation about why and how I came to find this book in case someone is looking for validation, understanding and further resources.
This book was vital in completing my understanding of my gifted child and myself. It is written by six professionals with extensive experience and expertise when working with gifted individuals. This book is useful for gifted individuals, parent's of gifted children, teachers who want to know how to meet the needs of gifted children in their classrooms, and health professionals/therapists wanting or needing to provide services to gifted individuals.
The breakdown of each chapter made the reading straightforward and applicable. General characteristics of giftedness are explained to lay a groundwork for what is typical for this population. Then each following chapter covers a specific diagnosis or group of diagnoses. I found it particularly helpful that each chapter specifically addresses the similarities and differences of gifted behavior and the other diagnoses ending with "incompatible or contradictory features." Essentially breaking down process of elimination or identification.
For example: If your child displays these behaviors . . . they may have ADHD but these behaviors can also found in gifted individuals for these reasons . . . If the individual can sometimes . . . they most likely do not have ADHD because that quality is rare in that population.
The chapters cover: ADD/ADHD; Anger Diagnoses (Oppositional Defiant Disorder, Conduct disorder, Intermittent Explosive Disorder, Narcissistic Personality Disorder); Ideational and Anxiety Disorders (OCD, Asperger's, Schizoid Personality Disorder, Schizotypal Personality Disorder, Avoidant Personality Disorder); Mood Disorders (Bipolar disorder, Cyclothymic Disorder, Depressive Disorder, Dysthymic Disorder, Existential Depression); Learning Disabilities (Dyslexia & other Language-Based Disorders, Nonverbal Learning Disabilities, Sensory-Motor Integration Disorder, Auditory Processing Disorder); Sleep Disorders; Allergies, Asthma and Reactive Hypoglycemia.
Testing, medication, relationship issues and how to select a Health Care Professional/Counselor are also covered throughout the book.
The fact that the book is nearly 15 years old at my reading doesn't affect the content.
My child's story of being identified as gifted did not begin with common signs such as self-taught learning at age 2 or a prodigious talent in a specific area. We knew he was smart and ahead of his peers, sometimes he would even astound us with his knowledge, but we felt that a spectrum of intelligence exists for all people so we didn't think this remarkable. He was smart. We could handle that.
Then, he began school and everything went wrong. He was fortunate enough to have some patient teachers to begin with but by the end of first grade an assessment was called for and it was suggested he was on the autism spectrum. I felt ambushed and blind-sided. It was like he was Dr. Jekyll at home and Mr. Hyde, who I'd never met, at school. In the end they found that he didn't fit on the autism spectrum but his emotional and social skills were behind and he maxed out on their IQ test. (It would be a while before I learned of the asynchronous development of gifted children.) School continued to be a huge struggle in spite of services provided so we eventually turned to homeschooling where I finally met the Mr. Hyde side of my child. I was overwhelmed. We went to a therapist and by the end of the first appointment she helped me understand what was at the root of everything. What we struggled with everyday was because our child was gifted. Not just smart, which is what society implies giftedness is. He thinks differently and sees and experiences the world differently.
I was reading everything I could about giftedness A Parent's Guide to Gifted Children (the best starting point, in my opinion), Living with Intensity, hoagiesgifted.org, sengifted.org, and other various blogs. Suddenly I was understanding and feeling validated.
It was when I read Differently Wired: Raising an Exceptional Child in a Conventional World by Deborah Reber where I laughed at her parenting coach who said, "I've never had a parent come to see me and excitedly exclaim that their child is gifted. If they do then I know the child probably isn't actually gifted. Because highly gifted children are typically very challenging. In fact, being highly gifted is actually a special need in its own right." As I was reading Ms. Reber's book, new questions surfaced. Her son's story (Who is Autistic -Aspergers - and has ADHD) and some of the other vignette's seemed too similar to our own. Was something more going on with my son in addition to his giftedness? Ms. Reber is an advocate with experience but she is not a researcher or mental health professional. That's where this book, Misdiagnosis and Dual Diagnoses of Gifted Children and Adults, came in. It completed the picture for me for the reasons listed in my review above. I encourage you to look to support groups, blogs, websites, and other books for validation but come here for mental health and diagnosis advice.
This book was vital in completing my understanding of my gifted child and myself. It is written by six professionals with extensive experience and expertise when working with gifted individuals. This book is useful for gifted individuals, parent's of gifted children, teachers who want to know how to meet the needs of gifted children in their classrooms, and health professionals/therapists wanting or needing to provide services to gifted individuals.
The breakdown of each chapter made the reading straightforward and applicable. General characteristics of giftedness are explained to lay a groundwork for what is typical for this population. Then each following chapter covers a specific diagnosis or group of diagnoses. I found it particularly helpful that each chapter specifically addresses the similarities and differences of gifted behavior and the other diagnoses ending with "incompatible or contradictory features." Essentially breaking down process of elimination or identification.
For example: If your child displays these behaviors . . . they may have ADHD but these behaviors can also found in gifted individuals for these reasons . . . If the individual can sometimes . . . they most likely do not have ADHD because that quality is rare in that population.
The chapters cover: ADD/ADHD; Anger Diagnoses (Oppositional Defiant Disorder, Conduct disorder, Intermittent Explosive Disorder, Narcissistic Personality Disorder); Ideational and Anxiety Disorders (OCD, Asperger's, Schizoid Personality Disorder, Schizotypal Personality Disorder, Avoidant Personality Disorder); Mood Disorders (Bipolar disorder, Cyclothymic Disorder, Depressive Disorder, Dysthymic Disorder, Existential Depression); Learning Disabilities (Dyslexia & other Language-Based Disorders, Nonverbal Learning Disabilities, Sensory-Motor Integration Disorder, Auditory Processing Disorder); Sleep Disorders; Allergies, Asthma and Reactive Hypoglycemia.
Testing, medication, relationship issues and how to select a Health Care Professional/Counselor are also covered throughout the book.
The fact that the book is nearly 15 years old at my reading doesn't affect the content.
My child's story of being identified as gifted did not begin with common signs such as self-taught learning at age 2 or a prodigious talent in a specific area. We knew he was smart and ahead of his peers, sometimes he would even astound us with his knowledge, but we felt that a spectrum of intelligence exists for all people so we didn't think this remarkable. He was smart. We could handle that.
Then, he began school and everything went wrong. He was fortunate enough to have some patient teachers to begin with but by the end of first grade an assessment was called for and it was suggested he was on the autism spectrum. I felt ambushed and blind-sided. It was like he was Dr. Jekyll at home and Mr. Hyde, who I'd never met, at school. In the end they found that he didn't fit on the autism spectrum but his emotional and social skills were behind and he maxed out on their IQ test. (It would be a while before I learned of the asynchronous development of gifted children.) School continued to be a huge struggle in spite of services provided so we eventually turned to homeschooling where I finally met the Mr. Hyde side of my child. I was overwhelmed. We went to a therapist and by the end of the first appointment she helped me understand what was at the root of everything. What we struggled with everyday was because our child was gifted. Not just smart, which is what society implies giftedness is. He thinks differently and sees and experiences the world differently.
I was reading everything I could about giftedness A Parent's Guide to Gifted Children (the best starting point, in my opinion), Living with Intensity, hoagiesgifted.org, sengifted.org, and other various blogs. Suddenly I was understanding and feeling validated.
It was when I read Differently Wired: Raising an Exceptional Child in a Conventional World by Deborah Reber where I laughed at her parenting coach who said, "I've never had a parent come to see me and excitedly exclaim that their child is gifted. If they do then I know the child probably isn't actually gifted. Because highly gifted children are typically very challenging. In fact, being highly gifted is actually a special need in its own right." As I was reading Ms. Reber's book, new questions surfaced. Her son's story (Who is Autistic -Aspergers - and has ADHD) and some of the other vignette's seemed too similar to our own. Was something more going on with my son in addition to his giftedness? Ms. Reber is an advocate with experience but she is not a researcher or mental health professional. That's where this book, Misdiagnosis and Dual Diagnoses of Gifted Children and Adults, came in. It completed the picture for me for the reasons listed in my review above. I encourage you to look to support groups, blogs, websites, and other books for validation but come here for mental health and diagnosis advice.
July 8, 2023
Veel en heldere informatie over mogelijke misdiagnoses bij hoogbegaafdheid. Belangrijke informatie en een boek wat elke hulpverlener en ggz begeleider/therapeut/psycholoog gelezen zou moeten hebben. Goed onderbouwt met heel veel onderzoeken artikelen en boeken. Fijn om te lezen dat er in dit boek verder gekeken wordt dan de DSM-5 richtlijnen en er worden voorbeelden en kenmerken genoemd die kunnen helpen. Uitgebreid boek wat zelfs de fysiologie van hoogbegaafdheid betrekt.
Er wordt wel veel herhaald maar denk dat je daar niet aan ontkomt bij het schrijven van zo’n uitvoerig boek. Ook erg veel gericht op kinderen maar zoals ze schrijver in het begin aangeeft zijn er te weinig onderzoeken en gegevens over hoogbegaafdheid bij volwassenen. En dat was nou net wél iets waar ik naar op zoek ben.
Er wordt wel veel herhaald maar denk dat je daar niet aan ontkomt bij het schrijven van zo’n uitvoerig boek. Ook erg veel gericht op kinderen maar zoals ze schrijver in het begin aangeeft zijn er te weinig onderzoeken en gegevens over hoogbegaafdheid bij volwassenen. En dat was nou net wél iets waar ik naar op zoek ben.
July 10, 2011
I only read this for the ADHD parts and skipped over the parts that didn't apply. Overall very good. I think there are a lot of idiots (and not necessarily idiots but overworked doctors) out there handing out diagnosis. This is a good book to read if you think your child is gifted but has also received another label.
Read
May 20, 2012This book was recommended to me by the school counselor. I didn't read the entire book, only the four chapters that interested me the most (introduction, adhd, anger, relationships). It certainly gave me something to think about, but also highlighted the limitations of our public school system.
August 10, 2018
This book is a thorough treatment of the ways in which giftedness can affect the diagnoses of people. Recommended for all interested in gifted people.
September 8, 2021
An amazing resource for providers, parents, and those interested in neuroscience! This was an Amazon suggestion, and my jaw actually dropped reading the introduction when the authors discussed how little time is spent on gifted learners during med school (literal advice given: when cognitive testing, go ahead and stop after you hit an IQ of 130). Obviously there are real consequences to being too far off the bell curve.. we’re talking 140s or god help them 160s (like the 9 yr old who’s in college and insulted his peers on TV—super smart and the emotional intelligence of an elementary student… ouch).
It’s easy to skip around to the sections of interest and get right to specific information. I will be fully re-reading in detail as there was tons of useful information and details to absorb here and will be a useful reference for all those interested in this field!
Although this book is a helpful first step, I think the authors will have lots of material for a follow up on how this relates to the healthcare system and insurance. For example, children may benefit from behavioral interventions even if they don’t meet criteria for a diagnosis. However, our medical system is set up so that a diagnosis is REQUIRED for that to occur. I’m sure that contributes to an overwhelming number of misdiagnosed kiddos—doctors approach all assessments like a “where’s Waldo”—find the underlying disorder so they can bill for the their time. Until that changes, I see many kids and families dealing with labels and confusion when what they really need is advice on living with a kid who is the equivalent of a 16yr old stuck in a 7 yr olds body.
It’s easy to skip around to the sections of interest and get right to specific information. I will be fully re-reading in detail as there was tons of useful information and details to absorb here and will be a useful reference for all those interested in this field!
Although this book is a helpful first step, I think the authors will have lots of material for a follow up on how this relates to the healthcare system and insurance. For example, children may benefit from behavioral interventions even if they don’t meet criteria for a diagnosis. However, our medical system is set up so that a diagnosis is REQUIRED for that to occur. I’m sure that contributes to an overwhelming number of misdiagnosed kiddos—doctors approach all assessments like a “where’s Waldo”—find the underlying disorder so they can bill for the their time. Until that changes, I see many kids and families dealing with labels and confusion when what they really need is advice on living with a kid who is the equivalent of a 16yr old stuck in a 7 yr olds body.
August 28, 2008
This book was amazing for me to read. I have a gifted son who has learning issues and other issues as well. I am struggling to understand him.
I honestly think for me this book has answered SO many of my questions about him.
The book is written for doctors, teachers or parents who are working with or trying to understand gifted children.
The book goes over different diagnoses that children may get. It talks about how often gifted children have "symptoms" that may lead to diagnosis which are incorrect. It gives guidelines to figure out if they fit or not.
For me it confirmed a diagnosis, but helped me feel reassured he does not have a different diagnosis as well. Often gifted kids are misdiagnosed and doctors don't realize how their giftedness can mimic ADHD, OCD, etc.
I honestly think for me this book has answered SO many of my questions about him.
The book is written for doctors, teachers or parents who are working with or trying to understand gifted children.
The book goes over different diagnoses that children may get. It talks about how often gifted children have "symptoms" that may lead to diagnosis which are incorrect. It gives guidelines to figure out if they fit or not.
For me it confirmed a diagnosis, but helped me feel reassured he does not have a different diagnosis as well. Often gifted kids are misdiagnosed and doctors don't realize how their giftedness can mimic ADHD, OCD, etc.
June 9, 2008
Very informative book. Helps parents know when to ignore a "pediatrician diagnosed" issue when the child *really* needs a comprehensive psychological or neuropsychological evaluation. I knew that many learning disabilities and gifted qualities can mimic ADHD but was shocked at how many different things can be mistaken for ADHD by an untrained eye (parent OR untrained professional..the ped for example).
All in all though, this book did help confirm our son's diagnosis (by the ped AND nueropsychologist) and I am thankful I'm informed and totally confident in the label.
I would highly recommend this book to any parent or family member who suspects ADHD in someone they love. Also a great read for teachers who deal with these kids often.
All in all though, this book did help confirm our son's diagnosis (by the ped AND nueropsychologist) and I am thankful I'm informed and totally confident in the label.
I would highly recommend this book to any parent or family member who suspects ADHD in someone they love. Also a great read for teachers who deal with these kids often.
May 5, 2013
Very good read. There is an amazing amount of things that are common to gifted children that I would never have paired with gifted traits. You go away from this book feeling like someone is making it all make sense and laying out a map for you. However to get 5 stars I would need them to tell me what I actually could do about it all.
March 11, 2008
This book is one of the best books I have read that explains how gifted childrent can be misdiagnosed or have overlapping symptoms with other problems. Everyone I have loaned this to has also said it was worth reading.
September 14, 2018
Quite a good book. Unfortunately mainly about gifted children. Probably (partly) caused by the lack of knowledge about gifted adults. Nevertheless interesting read. Skipped the paragraphs and chapters which were irrelevant to my research.
January 4, 2020
I read only the sections that were relevant to me, but I was impressed by this book. I'd recommend it to anyone who is trying to untangle the web of giftedness and frequently diagnosed mental disorders.
January 5, 2008
Constant reference book
June 15, 2008
I recommend that all psychologists read the first chapter, because it provides a very comprehensive profile of gifted children. The chapter on comorbidity with ADHD was excellent, too.
October 23, 2010
This book is really opening my eyes and teaching me a lot about my daughter Emily. This has been a LONG journey and I think I'm finally getting some answers.
June 23, 2010
A fascinating look at how children who are ahead can still be left behind. A must read for anyone associated with Gifted people.
February 7, 2011
This is one of the most valuable texts I own. A must have for every educator in the field of gifted education!
July 11, 2012
After reading two chapters I ordered a copy for my bookshelf. I can see handing sections of this book to well-meaning teachers and other adult figures in the next few years.
August 14, 2011
The book that will make you say, "Why the fuck didn't my parents read this when *I* was a kid!??!"
April 16, 2025
(English review below)
Ik ben blij dat de bibliotheek dit boek had, want als ik 60 euro had betaald, was ik achteraf erg boos geweest.
Stel dat je al een paar decennia geregeld over hoogbegaafdheid leest. Of stel dat de hoofdstukken over kinderen niet interessant zijn voor jou. In beide gevallen is het overgrote deel overbodig.
Ik denk dat dit boek een goede en complete introductie is van hoogbegaafdheid en de verschijningsvormen van hoogbegaafde bijzonderheden. De structuur is erg duidelijk en de tussenkoppen maken het erg gemakkelijk om snel te zien wat je wel en niet wilt lezen.
De tendens wordt echter al snel repetitief. Kenmerken van hoogbegaafdheid, zoals obsessie voor details, kunnen als een stoornis worden geïnterpreteerd. Na de standaard test moeten alle kenmerken worden onderzocht en uitgevraagd, om te zien of er een andere, normale reden kan zijn die het gedrag verklaart.
Daarbij komt nog de hoeveelheid aan bronnen en statistieken die je kunt overslaan, en de uitleg wat DSM is, dat verschillende keren terugkomt voor de mensen die maar 1 hoofdstuk lezen.
De gevolgen van een verkeerde diagnose zijn vervelend als iemand niet-passende adviezen krijgt of helemaal geen hulp krijgt.
Maar ik denk dat het overgrote deel van de mensen moet leren leven met zijn eigen karakter en eigenschappen, en daarom maakt het niet uit welk label je hebt. Stel je bent tactloos, dan zijn er manieren om daarmee om te gaan. Die kun je leren als je ASS hebt, én als je hoogbegaafd bent.
Veel hoogbegaafden kunnen geen baan vasthouden, en toch wordt deze groep mensen gezien als zelfredzaam en succesvol. Ze hebben een even grote afstand tot de 'normale' bevolking als de laagbegaafden hebben, en toch worden ze aan hun eenzame lot overgelaten.
Persoonlijk denk ik dus dat dit boek vooral belangrijk is voor onderwijs- en zorgprofessionals, die moeten leren wat hoogbegaafdheid met een mens doet. Want als je eenmaal een afwijkend brein hebt, dan heb je meteen diverse afwijkingen. Bijvoorbeeld oog voor detail, grote focus, allergieën, risico op depressie en angsstoornissen, goede zintuigen of een leerstoornis.
Hoe en waarom je de diagnose 'hoogbegaafdheid' stelt, is de kern van dit boek.
ENGLISH
I am glad the library had this book, because if I had paid 60 euros, I would have been angry afterwards.
Suppose you have been reading about giftedness regularly for a few decades. Or suppose the chapters about children are not interesting to you. In both cases, the vast majority is superfluous.
I think this book is a good and complete introduction to giftedness and the manifestations of gifted peculiarities. The structure is very clear and the subheadings make it very easy to quickly see what you do and do not want to read.
However, the trend quickly becomes repetitive. Characteristics of giftedness, such as obsession with details, can be interpreted as a disorder. After the standard test, all characteristics must be investigated and questioned, to see if there can be another, normal reason that explains the behavior.
In addition, there is the amount of sources and statistics that you can skip, and the explanation of what DSM is, which is repeated several times for people who only read 1 chapter.
The consequences of a wrong diagnosis are annoying when someone receives inappropriate advice or no help at all.
But I think the vast majority of people have to learn to live with their own character and characteristics, and that is why it does not matter which label you have. Suppose you are tactless, then there are ways to deal with that. You can learn these if you have ASD, and if you have a high IQ.
Many gifted people cannot hold a job, and yet this group of people is seen as self-reliant and successful. They are just as far removed from the 'normal' population as the low-gifted, and yet they are lonely and left alone to deal with their problems.
Personally, I think that this book is especially important for education and healthcare professionals, who have to learn what high intelligence does to a person. Because once you have an abnormal brain, you immediately have various abnormalities. For example, an eye for detail, great focus, allergies, risk of depression and anxiety disorders, good senses or a learning disability. How and why you diagnose 'giftedness' is the core of this book.
Ik ben blij dat de bibliotheek dit boek had, want als ik 60 euro had betaald, was ik achteraf erg boos geweest.
Stel dat je al een paar decennia geregeld over hoogbegaafdheid leest. Of stel dat de hoofdstukken over kinderen niet interessant zijn voor jou. In beide gevallen is het overgrote deel overbodig.
Ik denk dat dit boek een goede en complete introductie is van hoogbegaafdheid en de verschijningsvormen van hoogbegaafde bijzonderheden. De structuur is erg duidelijk en de tussenkoppen maken het erg gemakkelijk om snel te zien wat je wel en niet wilt lezen.
De tendens wordt echter al snel repetitief. Kenmerken van hoogbegaafdheid, zoals obsessie voor details, kunnen als een stoornis worden geïnterpreteerd. Na de standaard test moeten alle kenmerken worden onderzocht en uitgevraagd, om te zien of er een andere, normale reden kan zijn die het gedrag verklaart.
Daarbij komt nog de hoeveelheid aan bronnen en statistieken die je kunt overslaan, en de uitleg wat DSM is, dat verschillende keren terugkomt voor de mensen die maar 1 hoofdstuk lezen.
De gevolgen van een verkeerde diagnose zijn vervelend als iemand niet-passende adviezen krijgt of helemaal geen hulp krijgt.
Maar ik denk dat het overgrote deel van de mensen moet leren leven met zijn eigen karakter en eigenschappen, en daarom maakt het niet uit welk label je hebt. Stel je bent tactloos, dan zijn er manieren om daarmee om te gaan. Die kun je leren als je ASS hebt, én als je hoogbegaafd bent.
Veel hoogbegaafden kunnen geen baan vasthouden, en toch wordt deze groep mensen gezien als zelfredzaam en succesvol. Ze hebben een even grote afstand tot de 'normale' bevolking als de laagbegaafden hebben, en toch worden ze aan hun eenzame lot overgelaten.
Persoonlijk denk ik dus dat dit boek vooral belangrijk is voor onderwijs- en zorgprofessionals, die moeten leren wat hoogbegaafdheid met een mens doet. Want als je eenmaal een afwijkend brein hebt, dan heb je meteen diverse afwijkingen. Bijvoorbeeld oog voor detail, grote focus, allergieën, risico op depressie en angsstoornissen, goede zintuigen of een leerstoornis.
Hoe en waarom je de diagnose 'hoogbegaafdheid' stelt, is de kern van dit boek.
ENGLISH
I am glad the library had this book, because if I had paid 60 euros, I would have been angry afterwards.
Suppose you have been reading about giftedness regularly for a few decades. Or suppose the chapters about children are not interesting to you. In both cases, the vast majority is superfluous.
I think this book is a good and complete introduction to giftedness and the manifestations of gifted peculiarities. The structure is very clear and the subheadings make it very easy to quickly see what you do and do not want to read.
However, the trend quickly becomes repetitive. Characteristics of giftedness, such as obsession with details, can be interpreted as a disorder. After the standard test, all characteristics must be investigated and questioned, to see if there can be another, normal reason that explains the behavior.
In addition, there is the amount of sources and statistics that you can skip, and the explanation of what DSM is, which is repeated several times for people who only read 1 chapter.
The consequences of a wrong diagnosis are annoying when someone receives inappropriate advice or no help at all.
But I think the vast majority of people have to learn to live with their own character and characteristics, and that is why it does not matter which label you have. Suppose you are tactless, then there are ways to deal with that. You can learn these if you have ASD, and if you have a high IQ.
Many gifted people cannot hold a job, and yet this group of people is seen as self-reliant and successful. They are just as far removed from the 'normal' population as the low-gifted, and yet they are lonely and left alone to deal with their problems.
Personally, I think that this book is especially important for education and healthcare professionals, who have to learn what high intelligence does to a person. Because once you have an abnormal brain, you immediately have various abnormalities. For example, an eye for detail, great focus, allergies, risk of depression and anxiety disorders, good senses or a learning disability. How and why you diagnose 'giftedness' is the core of this book.
January 13, 2026
*A Useful Clinical Reference That Leaves Personal Questions Unanswered*
If you've stumbled across this book through neurodivergent social media groups or psychology articles and hold hope that it might finally help you understand yourself, I want to offer a gentle reality check: this book is primarily a clinical tool, not a roadmap to self-discovery. That said, it has real value, just perhaps not in the way you're hoping.
What This Book Does Well:
The authors deserve credit for acknowledging the gifted experience beyond academic achievement. The descriptions of overexcitabilities, existential despair, moral fatigue, and profound social isolation are validating to read. These aren't frivolous concerns; they're the daily reality for many of us who've spent our lives feeling like there's an unbridgeable abyss between ourselves and others.
The workplace section, in particular, made my chest ache with recognition. Giftedness in adults is rarely discussed, probably because saying "I'm gifted" sounds like claiming superiority rather than describing a neurotype. But the struggles are real. Being misunderstood for caring about excellence rather than optics, being labeled a know-it-all when you're simply trying to do excellent work that satisfies a high standard, finding that noticing connections others miss becomes a professional liability rather than an asset, being uninterested in and exhausted by "team-building". This book validates these experiences in a way few resources do, and for that alone it's worth reading.
For clinicians who are only slightly acquainted with giftedness, this is an essential reference. It will help them recognize when a child or adult who appears "gifted" might actually be a masked ADHDer or autistic person whose intellectual abilities and coping strategies hide their struggles. This is critical knowledge that can prevent misdiagnosis and ensure people get appropriate support.
Where It Falls Short for Personal Understanding
Here's my central frustration, born from lived experience rather than armchair curiosity: I don't believe this book - or perhaps any current diagnostic framework - can provide the definitive answer many of us seek.
I've concluded that "gifted" is probably a label you receive when you're neurodivergent (ADHD or autistic) but can mask well enough to get good grades and avoid triggering special ed or workplace accommodation support systems. You're called "gifted" when you're different enough to be curious about things others don't notice, make connections that seem obvious to you but invisible to everyone else, and feel perpetually exhausted from "acting normal", but are functional enough that no one thinks you need help.
I'm not convinced that giftedness, ADHD, and autism are truly separate conditions. Rather, I suspect they're manifestations of neurological characteristics that cluster in different combinations across different people. Many of us don't fit neatly into a single diagnostic column; we just have to address our quirks and our griefs as individuals who occasionally feel less alone when we find objective evidence that we were made this way, that our quirks can sometimes be adaptive, that we have human value even when we don't want or notice what everyone around us wants and notices.
This book provides helpful comparisons of similarly presenting conditions and shows how giftedness can overlay other diagnoses. But if you're hoping for that "aha!" moment of finally understanding your own neurotype, you may finish feeling as uncertain as when you started. The differential diagnosis framework assumes these are discrete categories when lived experience suggests they're overlapping spectrums.
Definitely read this if you're a clinician, educator, or parent trying to understand a gifted child or adult who doesn't quite fit the mold, a professional who needs to quickly compare similarly presenting conditions, or someone seeking validation that your struggles and social isolation are real and recognized by psychological professionals.
Temper your expectations if you're seeking a definitive answer about your own neurotype, like hoping to finally figure out whether you're "really" gifted, ADHD, autistic, or some combination, or looking for practical strategies for navigating life as a neurodivergent adult (try Dr. Devon Price's books for this last bit).
Perhaps once neuroscience advances enough to map the actual brain-based similarities and overlaps between these conditions, it won't feel so reductive or dismissive to suggest they're variations of similar human neurotypes. Until then, books like this serve an important purpose for professionals while leaving those of us living these questions still searching.
The internet and social media, for all their toxicity, at least help us see ourselves reflected and represented in ways that take the edge off the isolation. This book contributes to that representation, even if it can't provide all the answers we're seeking.
If you've stumbled across this book through neurodivergent social media groups or psychology articles and hold hope that it might finally help you understand yourself, I want to offer a gentle reality check: this book is primarily a clinical tool, not a roadmap to self-discovery. That said, it has real value, just perhaps not in the way you're hoping.
What This Book Does Well:
The authors deserve credit for acknowledging the gifted experience beyond academic achievement. The descriptions of overexcitabilities, existential despair, moral fatigue, and profound social isolation are validating to read. These aren't frivolous concerns; they're the daily reality for many of us who've spent our lives feeling like there's an unbridgeable abyss between ourselves and others.
The workplace section, in particular, made my chest ache with recognition. Giftedness in adults is rarely discussed, probably because saying "I'm gifted" sounds like claiming superiority rather than describing a neurotype. But the struggles are real. Being misunderstood for caring about excellence rather than optics, being labeled a know-it-all when you're simply trying to do excellent work that satisfies a high standard, finding that noticing connections others miss becomes a professional liability rather than an asset, being uninterested in and exhausted by "team-building". This book validates these experiences in a way few resources do, and for that alone it's worth reading.
For clinicians who are only slightly acquainted with giftedness, this is an essential reference. It will help them recognize when a child or adult who appears "gifted" might actually be a masked ADHDer or autistic person whose intellectual abilities and coping strategies hide their struggles. This is critical knowledge that can prevent misdiagnosis and ensure people get appropriate support.
Where It Falls Short for Personal Understanding
Here's my central frustration, born from lived experience rather than armchair curiosity: I don't believe this book - or perhaps any current diagnostic framework - can provide the definitive answer many of us seek.
I've concluded that "gifted" is probably a label you receive when you're neurodivergent (ADHD or autistic) but can mask well enough to get good grades and avoid triggering special ed or workplace accommodation support systems. You're called "gifted" when you're different enough to be curious about things others don't notice, make connections that seem obvious to you but invisible to everyone else, and feel perpetually exhausted from "acting normal", but are functional enough that no one thinks you need help.
I'm not convinced that giftedness, ADHD, and autism are truly separate conditions. Rather, I suspect they're manifestations of neurological characteristics that cluster in different combinations across different people. Many of us don't fit neatly into a single diagnostic column; we just have to address our quirks and our griefs as individuals who occasionally feel less alone when we find objective evidence that we were made this way, that our quirks can sometimes be adaptive, that we have human value even when we don't want or notice what everyone around us wants and notices.
This book provides helpful comparisons of similarly presenting conditions and shows how giftedness can overlay other diagnoses. But if you're hoping for that "aha!" moment of finally understanding your own neurotype, you may finish feeling as uncertain as when you started. The differential diagnosis framework assumes these are discrete categories when lived experience suggests they're overlapping spectrums.
Definitely read this if you're a clinician, educator, or parent trying to understand a gifted child or adult who doesn't quite fit the mold, a professional who needs to quickly compare similarly presenting conditions, or someone seeking validation that your struggles and social isolation are real and recognized by psychological professionals.
Temper your expectations if you're seeking a definitive answer about your own neurotype, like hoping to finally figure out whether you're "really" gifted, ADHD, autistic, or some combination, or looking for practical strategies for navigating life as a neurodivergent adult (try Dr. Devon Price's books for this last bit).
Perhaps once neuroscience advances enough to map the actual brain-based similarities and overlaps between these conditions, it won't feel so reductive or dismissive to suggest they're variations of similar human neurotypes. Until then, books like this serve an important purpose for professionals while leaving those of us living these questions still searching.
The internet and social media, for all their toxicity, at least help us see ourselves reflected and represented in ways that take the edge off the isolation. This book contributes to that representation, even if it can't provide all the answers we're seeking.
May 18, 2017
Good, with some reservations. It was helpful for me, as I've been struggling with these questions in my own life for quite a while now. But also I'm well read in the area and able to read between the lines as needed. The book was based off an old version of the DSM and is inaccurate with regards to some diagnoses (most particularly "Asperger's Disorder," with no mention of autism), and in my opinion didn't do enough to counter the potential misinterpretation of "oh my child isn't broken, they're special!" due to a portrayal of the various disorders as always-negative attributes instead of aspects of neurodiversity as they are now thought to be.
With those caveats, though, very helpful! Did a good job of differentiating between diagnosable disorder and aspect of giftedness with clear indicators in either direction and suggestions for treatment or adjustment of environment of the child. Not much focus on the adult, unfortunately, but some of that can be extrapolated. Overall, glad I read it.
With those caveats, though, very helpful! Did a good job of differentiating between diagnosable disorder and aspect of giftedness with clear indicators in either direction and suggestions for treatment or adjustment of environment of the child. Not much focus on the adult, unfortunately, but some of that can be extrapolated. Overall, glad I read it.
September 8, 2025
This is a must read for anyone raising or teaching gifted and 2e children. There are so many overlapping characteristics of gifted and other mental health disorders, and parents and caregivers have to understand the difference. Unfortunately, too many educators and medical professionals simply don't have the knowledge in this area needed to properly guide parents and properly diagnose. There are so many myths about gifted and their educational and mental health and medical needs. Dr. Webb along with the coauthors help educate the reader so that they can make better informed decisions about the needs of their gifted and 2e children.
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March 28, 2022Thorough analysis of many issues and how they relate to giftedness. Each chapter discusses a different disorder in depth and lays out how traits of giftedness can be mistaken for that disorder and specific things to consider to help figure out if the kid has the disorder in addition to giftedness. My two-word summary of this book: it's complicated. I didn't get any clear conclusions from this book, but I did pick up a lot of information that would help if pursue assessments.
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