Experiences of Intellectually Gifted Students With Attention Deficit Hyperactivity Disorder: An Application of Psychological Compensation Theory

• In Event: Diverse Populations and Gifted Education

Abstract

Attention-deficit hyperactivity can co-occur with giftedness, meaning that the individual is considered twice-exceptional (2E). When 2E students enroll in college, there are a number of factors that can support or hinder their progress. Using Psychological Compensation Theory, this mixed-methods study explores the lives of eight 2E/ADHD university students. They report that primary sources of stress include grades and time management. Common challenges impacting students’ functioning in the higher education setting include organization, planning, and preparation for classes. Important coping strategies were also revealed, commonly including communication with professors, family, friends, and the disability office at the institution.

Authors

• Anna M. Payne, University of Wyoming
  Presenting Author

• Todd Kettler, Baylor University
  Presenting Author