Gifted or ADHD? The possibilities of misdiagnosis

Abstract

This research intends to provide empirical support for the possibility of misdiagnosis of giftedness and Attention Deficit Hyperactivity Disorder (ADHD). Forty‐four graduate students enrolled in a school counseling program acted as participants. Participants were given one of two forms, both of which provided a hypothetical case study of a young boy with characteristics of both giftedness and ADHD. Participants were then asked for a diagnosis. A chi‐square analysis suggests a statistically significant difference whereby the suggestion of the diagnosis of giftedness can lead participants away from a diagnosis of ADHD. Implications for educators and graduate level counseling and psychology programs are provided.