Introduction
Intellectual Giftedness
Twice-Exceptionality
Methods
Eligibility Criteria
Search Strategy
Selection Process
AUTHORS | PARTICIPANTS | Non-gifted CONTROL GROUP | RECRUITMENT | COUNTRY | GIFTEDNESS CUT-OFF | BEHAVIORAL ASSESSMENT | BEHAVIORAL OUTCOMES | ||||
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Antshel et al. (2007) | 2 groups: gifted (n = 92; 34% females; M.age = 11.6 y, SD = 3.6); gifted with ADHD (n = 49; 29% females; M.age = 10.6 y, SD = 3.4). | No | Massachusetts General Hospital Longitudinal Family Studies of ADHD; Pediatric Psychopharmacology Clinic; Harvard Community Health Plan. | America | IQ ≥ 120 | K-SADS-PL (Parents); SAICA (Parents); CBCL (Parents). | CBCL: compared to the gifted group without ADHD, the gifted group with ADHD had higher scores in all subscales. | SAICA: compared to the gifted group without ADHD, the gifted group with ADHD reported more problems at school, in spare time, with peers, with the opposite sex, and with parents. Furthermore, the gifted group with ADHD carried out more activities in spare time and with father. | K-SADS: compared to the gifted group without ADHD, the gifted group with ADHD reported more symptoms of mood disorders (i.e., major depressive, bipolar), anxiety disorders (i.e., generalized anxiety phobias, social phobia, separation anxiety), and disruptive behavior disorders (oppositional defiant, conduct). The disorders with the highest prevalence were major depressive and oppositional defiant. | ||
Antshel et al. (2008) Follow-up of Antshel et al., 2007 | 2 groups: gifted (n = 79; 46% females; age range = 10–24 y, M.age = 16.4); gifted with ADHD (n = 49; 51% females; age range = 10–24 y, M.age = 16.9). | No | Massachusetts General Hospital Longitudinal Family Studies of ADHD; Pediatric Psychopharmacology Clinic; Harvard Community Health Plan. | America | IQ ≥ 120 | K-SADS-PL (Parents); SAICA (Parents); CBCL (Parents). | CBCL: compared to the gifted group without ADHD, the gifted group with ADHD had higher scores in all subscales, except “thought problems”. | SAICA: compared to the gifted group without ADHD, the gifted group with ADHD has more problems at school, in spare time, with peers, with the opposite sex, and with parents. Furthermore, the gifted group with ADHD carried out more activities in spare time. | K-SADS: compared to the gifted group without ADHD, the gifted group with ADHD reported more symptoms of mood disorders (i.e., major depressive), anxiety disorders (i.e., phobias, social phobia, separation anxiety), and disruptive behavior disorders (oppositional defiant). | ||
Antshel et al. (2009) | 2 groups: gifted (n = 53; 49% females; age range = 18–55 y, M.age = 27.9); gifted with ADHD (n = 64; 44% females; age range = 18–55 y, M.age = 33.4). | No | Psychiatric clinics; advertisements in the city area. | America | IQ ≥ 120 | Q-LES-Q (Self-report); SAS-SR (Self-report); SCID (Parents). | Q-LES-Q: compared to gifted group, gifted group with ADHD had lower scores in mood, work, household activities, social relationships, family relationships, leisure time, daily life functioning, economic status, living/housing situation and overall life satisfaction. | SAS-SR: compared to the gifted group, the gifted group with ADHD reported being less likely to connect with friends, to talk with friends about their feelings/problems, and were more likely to have their feelings hurt by friends, feel lonely and feel bored. Conversely, they were just as likely as controls to go out socially with others, spend time on hobbies/interests, get in arguments with friends, and feel shy/uncomfortable with others. | SCID: compared to the gifted group, the gifted group with ADHD showed highest prevalence of major depressive disorders, obsessive-compulsive disorder, and generalized anxiety disorder. | ||
Chae, Kim, & Noh (2003) | 2 groups: gifted (n = 106; 10 ADHD; 33 females; age range = 6–9 y, M.age = 7.7); non-gifted (n = 71; no of ADHD not specified; 31 females; age range = 6–9 y, M. age = 7.7). | Yes | Educational institute for gifted children | Korea | IQ ≥ 130 | CBCL (Parents) | CBCL: social skills of gifted children, with and without ADHD, were rated significantly poorer than non-gifted children; gifted children with ADHD were poorer that gifted children without ADHD. | ||||
Chung et al., (2011) | 2 groups: gifted (n = 22; 6 females; age range: 13–15 y, M.age = 14); non-gifted (n = 26; 11 females; age range: 13–14 y, M.age = 14). | Yes | Private institute for special education for the gifted | Korea | IQ > 130 | Public goods (PG) game | The two groups had the most significant cooperation difference in condition in which cooperation was rewarded, with the gifted group showing significantly higher cooperation. | ||||
Doobay, Foley-Nicpon, Ali, & Assouline (2014) | 2 groups: gifted (n = 41; 20 females; age range = 5–17 y, M.age = 9.4); gifted with ASD (n = 40; 6 females; age range = 5–17 y, M.age = 10.7). | No | University-based clinic | America | IQ ≥ 130 | BASC-2 (Parents, Teachers, Self-report); Vineland-II (Parents). | BASC-2 parents: compared to gifted group without ASD, the gifted group with ASD had lower mean scores on the ASI, whereas they had higher scores on the BSI, and higher scores on the aggression, attention problems, atypicality, hyperactivity, somatization, and withdrawal scales. | BASC-2 teachers: compared to gifted group without ASD, the gifted group with ASD had higher mean scores on the BSI, and higher scores on the aggression, attention problems, atypicality, conduct problems, hyperactivity and the withdrawal scales. | BASC-2 self-report: the gifted group with ASD had higher mean scores on the ESI than gifted group without ASD. | Vineland-II: compared to gifted group without ASD, the gifted group with ASD had lower scores in the communication, daily living skills, and socialization domains. | |
Eren, Cete, Avcil, & Baykara (2018) | 2 groups: gifted (n = 49; 22 females; age range = 9–18 y); non-gifted (n = 56; 25 females; age range = 9–18 y). | Yes | Academic Science Art Center | Turkey | IQ ≥ 130 | PedsQL (Children); SDQ (Parents, Children); STAI-C (Children); CDI (Children); CDRS-R (Clinician). | PedsQL: the gifted group obtained lower scores than the non-gifted group. | SDQ child: the gifted group had a significant higher score on inattention/ hyperactivity subtest. Males reported more frequent peer problems, whereas females reported higher social behaviors. | SDQ parent: no significant difference between groups. | STAI and CDI: no significant difference between groups. | CDRS-R: no significant difference between groups; males in the gifted group had higher depressive scores than females in gifted group. |
Foley-Nicpon et al. (2012) | 2 groups: gifted (n = 58; 20 females; age range = 6–16 y); gifted with ADHD (n = 54; 18 females; age range = 6–18 y). | No | Psychology clinic | America | IQ ≥ 120 | BASC-2 (Children); PH-2 (Children). | BASC-2: The gifted group without ADHD reported higher positive self-esteem than the gifted group with ADHD. No differences between the two groups were found with regards to their perceptions of relationships with others, self-reliance, or social stress. | PH-2: The gifted group without ADHD reported higher self-concept about their behavior and greater overall happiness, compared to the gifted group with ADHD. No differences were found regarding their perceptions of their intelligence, physical attributes, self-reported symptoms of anxiety, or popularity. | |||
Gomez et al. (2019) | 4 groups: gifted (n = 15; 5 females; M.age = 12.1 y, SD = 3.11); non-gifted (n = 124; 50 females; M.age = 10.8 y, SD = 3); gifted with ADHD (n = 18; 5 females; M.age = 10, SD = 3.7); non-gifted with ADHD (n = 350; 88 females; M.age = 10. 5, SD = 3). | Yes | Academic Child Psychiatry Unit | Australia | IQ ≥ 120 | SWAN (Parents) | SWAN: Both gifted and non-gifted groups with ADHD had higher average scores (lower performance) in inattention, hyperactivity/impulsivity, and total ADHD scores compared to the two gifted and non-gifted groups without ADHD. The non-gifted group with ADHD reported higher scores than the gifted group with ADHD for all inattention symptoms, while for some hyperactivity/impulsivity symptoms (motor activity, verbal activity and reflect on question), the picture was reversed. The two groups without ADHD did not differ from each other in inattention, hyperactivity/impulsivity, and total ADHD scores. | ||||
Guénolé et al. (2013) | 2 groups: gifted (n = 143; 114 low-gifted; 29 high-gifted; 42 females; age range = 8–11 y, M.age = 9.3); non-gifted (n = 144; 42 females; age range = 8–11, M.age = 9.3). | Yes | Department of child and adolescent psychopathology; private practice pediatricians. | Australia | IQ ≥ 130 | CBCL (Parents) | CBCL: the gifted group reported higher scores in all subscales, compared to the non-gifted group. The high-gifted subgroup reported higher percentages of externalizing disorders compared to the low-gifted subgroup (34.5% versus 14%), whereas the low-gifted subgroup reported higher percentage of mixed syndrome (24.5% versus 6.9%). | ||||
Guignard, Jacquet, & Lubart (2012) | 3 groups: gifted 6th graders (n = 61; M.age = 10.9 y, SD = 0.8); non-gifted 6th graders (n = 51; M.age = 11.6 y, SD = 0.6); non-gifted 5th graders (n = 20; M.age = 113 y, SD = 0.4). | Yes | Special classes | France | IQ ≥ 130 on at least one of the Index scores from the Weschler’s intelligence scales. | R-CMAS (Children); CAPS (Children). | R-CMAS: the 6th graders gifted group showed higher scores on Worry/Overexcitability and Social Concerns compared to 5th graders non-gifted group. | CAPS: the 6th graders gifted group had higher scores than the 6th graders non-gifted group on the Total Score and on self-oriented perfectionism. | |||
Karpinski et al. (2018) | 2 groups: gifted (n = 3715; 1472 females; age range = 18–91 y, M.age = 53, SD = 15.2). | National average | American Mensa, Ltd., society | America | IQ ≥ 130 (as reported in a previously collected large dataset). | Online survey (participants were asked to indicate whether they have been either diagnosed or suspected they should be diagnosed with a variety of disorders). | The gifted group showed a higher number of diagnoses of all psychological disorders (mood, anxiety, ADHD, ASD) relative to the national average. As regards ASD, an increase of diagnoses was observed when considering the broad DSM-5 category as well as when isolating the Asperger’s Syndrome (DSM-IV). | ||||
Kermarrec, Attinger, Guignard, & Tordjman (2020) | 2 groups: gifted (n = 211; 36 females; age range = 6–11 y, M. age = 10.7); non-gifted (n = 397; 64 females; age range = 6–11 y, M. age = 10.5). | Yes | National Center for Assistance to children and adolescents with High Potential (CNAHP) | France | IQ ≥ 130 | R-CMAS (Children); psychiatric and parental evaluation. | R-CMAS: scores on total anxiety, physiological anxiety and worry/oversensitivity were significantly higher in the VCI gifted group (VCI ≥ 130) compared with the VCI non-gifted group (VCI < 130); conversely, they were significantly lower in the PRI gifted group (PRI ≥ 130) compared with the PRI non-gifted group (PRI < 130). | Parents’ observation: no significant differences between groups. | Psychiatrist’s DSM-5 evaluation: anxiety disorders were diagnosed more often in the gifted group. | ||
Lacour & Zdanowicz (2019) | 2 groups: gifted (n = 15; age range: 12–16 y); non-gifted (n = 20; age range: 12–16 y). | Yes | Specialized associations, social networks on the Internet. | France | IQ > 130 on at least one of the Index scores from the WISC-IV. | K-SADS-PL; SRAS-R (Adolescents); FACES III (Adolescents). | K-SADS-PL: the gifted group compared to the non-gifted group had fewer phobias, and thus less avoidance behaviors, was more shy, and had fewer friends, both in the real world and in the virtual world. | SRAS-R: the gifted group had fewer friends in real life, fewer virtual friend, and fewer virtual relations than the non-gifted group. | FACES III: shy gifted adolescents had a greater cohesion in their family than non-shy gifted adolescents. | ||
McCoach, Siegle, & Rubenstein (2020) | 2 groups: gifted (n = 212; 25% female; age range: 9–17 y, M.age = 12). | Non-gifted normative sample for the ADHD-IV rating scales | National Association for Gifted Children | America | IQ ≥ 120 | ADHD-IV rating scales (Parents, Teachers); SAAS-R (Adolescents). | ADHD-IV rating scales: higher scores in the gifted group for inattention versus hyperactivity, according to both parents and teachers; inattentive behaviors were reported more frequently in school settings than in home settings. | SAAS-R: gifted with elevated home inattention scores had lower scores on SAAS-R self-efficacy, goal valuation, and self-regulation subscales. The largest difference, compared with non-gifted group, emerged on the self-regulation subscale. | |||
Peyre et al. (2016) | 3 groups: gifted (n = 23; age range = 5–6 y, M.age = 67.9 months); non-gifted (n = 1058; age range = 5–6 y, M.age = 67.9 months); IQ < 70 (n = 19; age range = 5–6 y, M.age = 67.9 months). | Yes | EDEN prospective mother–child cohort | France | IQ > 130 | SDQ (Parents) | SDQ: no significant differences were found in behavioral, emotional and social problems between gifted and non-gifted groups; only one specific item (“many worries or often seems worried”) was significantly more frequent in gifted group. | ||||
Richards, Encel, & Shute (2003) | 2 groups: gifted (n = 33; 12 females; grades 7–10; M.age = 14.5); non-gifted (n = 25; 11 females; grades 7–10; M.age = 14.6). | Yes | College catering for students of all academic abilities | Australia | IQ ≥ 127 on at least one of the cognitive assessment measures. | BASC (Parents, Teachers, Children) | BASC parents: the mean score on the BSI of the gifted group was significantly lower than that of the non-gifted group, indicating better overall psychological adjustment in the gifted group. The gifted group scored lower on the Anxiety Scale and on Attention problems than the non-gifted group. | BASC Teachers: no significant differences were found between the two groups. | BASC self-report: the gifted group showed better adjustment than non-gifted group, that is, fewer depressive symptoms, a better attitude towards teachers, greater self-reliance and a greater sense of adequacy. | ||
Rommelse et al. (2017) | n = 2221; age range = 10–12 y | Yes | General population cohort study | Netherlands | IQ > 130 | CBCL (Parents); TRF (Teachers); YSR (Self-report). | CBCL: higher IQ scores were associated with lower levels of attention and hyperactivity-impulsivity problems. | TRF: higher IQ score was related to lower levels of attention problems and hyperactivity-impulsivity problems. | YSR: higher IQ score was related to lower levels of attention problems and hyperactivity-impulsivity problems. | ||
Shaywitz et al. (2001) | 4 groups (boys): low-gifted (n = 17; grades 4–7; M.age = 11.6 y); high-gifted (n = 18; grades 4–7; M.age = 11.1 y); learning disabilities (n = 26; grades 4–7; M.age = 11.5 y); non-gifted (n = 26; grades 4–7; M.age = 11.3 y) | Yes | Special program for gifted students | America | IQ > 130 | YCI (Parents) | YCI: no significant differences between the gifted and the non-gifted group in withdraw/depressive symptoms, in attention problems, or in externalizing behaviors. The gifted group reported more negative affect than the non-gifted group. The high- vs. and low-gifted subgroups did not significantly differ. The learning disabilities groups were poorer in both behavioral and cognitive scale relative to the low-gifted group, and in the behavioral scale only relative to the high-gifted group. |