ADHD: Inaccurate, unresearched and just plain bad reporting

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I continue to be perplexed, disappointed, and angry about inaccurate, unresearched, and just plain bad reporting about ADHD.

It’s as though the writers, reporters, and personalities who manufacture this garbage have either no comprehension, or concern at all, that what they are doing might actually harm people. How does misinformation harm people?

Would you want to try medication for ADHD if you heard from a seemingly authoritative source that it wasn’t at all researched, and was almost always dangerous? (Both of which are quantifiably not true.)

Would you want to try medication for ADHD if you were told by a seemingly authoritative source that most people who take it don’t like it because it changes their personality? (Anecdotal, and when divorced from any discussion of the problems with unskillful prescription, this is completely useless information.)

Would you be interested in truly exploring treatment options if a seemingly authoritative source told…

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While on holiday, I received a phone call from my psychologist (or psychiatric nurse, to be correct) informing me that the tests I went through with a neuropsychologist had confirmed what the preliminary interviews and comparative information had revealed, so the team had agreed that I actually DO have ADHD. Somewhere, buried among other information, were also the words: “falls within the gifted spectrum”.

I have only told those closest to me so far, as I do not have written confirmation yet, but I feel so relieved to now know for sure that I’m not just a big-headed git shirking responsibilities, and that I have not been pretending to be anything I’m not. 

I AM gifted, and I HAVE got ADHD, and if the two of them have interacted to hide eachother in the past, those days are over!

I have a lot more to say about this, but there’s a bit too much going on in my life to concentrate for the time being, so I’ll be back with more once things settle down a bit.

3 ways teachers battle student’s giftedness

3 ways teachers battle student’s giftedness

“Gifted students are significantly more likely to retain science and mathematics content accurately when taught 2-3 times faster than “normal” class pace.”

“extra review and practice causes forgotten or misunderstood material! Further, research indicates that more than three drills or repetitions can be excessive!”

When your students stare blankly in response to the inevitable “but HOW do you know?” research shows that it is simply a result of their gifted thinking:

Gifted students are decontextualists in their processing, rather than constructivists; therefore it is difficult to reconstruct “how” they came to an answer.

Although it is frustrating when students simply “get it,” imagine their frustration when they are repeatedly told that understanding isn’t good enough.”

it is vital to remain aware of the traits of gifted students and remember they are not simply “smart.” As their teachers, we must remain sensitive to their unique understandings and never work against their giftedness. Let’s stop this from happening:

Gifted adolescents consistently report dramatic episodes of being pushed to the point of doubt and despair by insensitive teachers…”