Common Misdiagnosis in Gifted Kids

Kids are complex. Apart from developing unique personalities within their own spheres of influence at home and on the playground, they sometimes exhibit a myriad of behaviors that can cause parents and teachers concern. Sometimes they are acting out because of the stage they are at in normal development. Sometimes children are facing pressure or are under stress so that they seem “off.” Other times they may be dealing with a developmental issue that could be helped by an accurate understanding, intervention, and targeted support. The tricky part is determining whether the behaviors your child is exhibiting are “normal,” if they are suggestive of a condition that requires a “diagnosis,” or if the behaviors point to something else, like perhaps they are gifted.

Take ADHD for example. A child with ADHD oftentimes exhibits the following symptoms:

-       unable to focus on school work and easily distracted

-       impulsive in the classroom, even to the point of being silly

-       irritating the teacher by striking out on his or her own agenda

-       being disruptive in class or overly talkative when the teacher is trying to instruct or give a particular lesson

Sometimes, this truly means the child has ADHD but sometimes these are behaviors exhibited by a gifted child who does not have an attention deficit but is somewhat intense and merely bored with the information that he already knows or has soaked in at a faster rate than his classmates.

Take Asperger’s Syndrome as another example. Think of the engineers and computer scientists you know who may be less social, but are highly adept at solving problems, designing, innovating, and being hyper-analytical. Does being highly intelligent, less social, and oriented towards designing and technology mean one has Aspergers? Not necessarily.

The same goes for a bipolar diagnosis, a condition that is very rare to begin with amongst kids and typically starts with extreme highs and lows that are also quite common in a highly intense and sensitive gifted child. Does experiencing emotional highs and lows several times a day mean a young child has bipolar disorder? Probably not.

This is where knowing your child, and being an expert on him or her is critical. Consider how your child acts in different situations. Where do they show focus and where do they show distractibility? Where do they show increased emotional and behavioral regulation and where do they fall apart? What are their triggers? Are they engaged in school and at activities out of school, or are they bored and disengaged?

These are all important questions to ask when trying to better understand the complexities of your child’s behavior, as this understanding is paramount. If questions persist and challenges are significant and enduring, seek professional consultation and guidance. Accurate diagnosis, when relevant, is critical as it guides intervention. However, labeling a gifted child should only occur after a careful examination of the totality of their development and behavior across settings and situations. Finally, beyond diagnosing and labeling, we must remember our ultimate goal is to understand the ingredients that every child needs to develop and grow to their potential. 

Dr. Dan Peters, Ph.D., is co-founder of the Summit Center,  which provides psychological and educational assessments and counseling for children and adolescents, specializing in the gifted, creative, and twice-exceptional.