Running head: ARTICLE REVIEW 1

A Review of Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

Thanushi N S Hettipathirana

Liberty University

EDUC 521 – Foundations of Exceptionality

Dr. David Gorman

ARTICLE REVIEW 2

A Review of Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

The article Self-Esteem and Self-Concept Examination among Gifted Students with

ADHD by Megan Foley-Nicpon, Heather Rickels, Susan G. Assouline and Allison Richards

(2012) presents a quantitative research conducted to examine self-esteem and self-concept

among intellectually gifted children with and without a coexisting diagnosis of Attention-Deficit

Hyperactivity Disorder (ADHD) (Foley-Nicpon, Rickels, Assouline &Richards, 2012).

Summary

Twice exceptional children with intellectually giftedness and a co-existing disability such

as attention-deficit hyperactivity disorder (ADHD), although are recognized for their cognitive

strength, face unique challenges such as display of poor peer interactions, characteristics present

in many students with an ADHD diagnosis and even struggle in academics (Foley-Nicpon et al.,

2012). The lack of understanding about these kids who are gifted and have ADHD have led to

confusion and frustration among parents and teachers and consequently to the development of

negative self-perceptions related to their social and academic performance among these twice

exceptional students (Foley-Nicpon et al., 2012).

The purpose of the study was to compare the self-esteem and self-concept of

intellectually gifted children with and without a coexisting diagnosis of ADHD to determine

whether quantitative differences exist. The study included broad definitions of key terms:

ADHD; giftedness; self-esteem and self-concept (Foley-Nicpon et al., 2012).

The review of literature was conducted across three broad topics: 1) ADHD, Self-concept

and self-esteem indicated that students with ADHD demonstrated more difficulties with school

performance and peer interaction than students without ADHD; 2) giftedness, self-concept and

self-esteem indicated that being identified as intellectually gifted had a positive influence on self-
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concept and self-esteem; and 3) self-concept and self-esteem among gifted students with ADHD

indicated that Gifted kids with ADHD despite being recognized as intellectually gifted

experienced negative perceptions self-concept and self-esteem (Foley-Nicpon et al., 2012).

The research questions were as follows: 1): Are the self-perceptions of self-esteem, self-

reliance, social stress, and interpersonal relationship status different between gifted students with

ADHD and gifted students without a coexisting diagnosis? 2): Is perceived self-concept different

between gifted students with ADHD and gifted students without a coexisting diagnosis? (Foley-

Nicpon et al., 2012).

The study included 112 participants, aged 6 years 0 months to 18 years 1month, who

were self-referred over a period of 3 years to a psychology clinic at a large Midwestern

university (Foley-Nicpon et al., 2012). All participants were identified as intellectually gifted

based on a standard score of 120 (91st percentile) or above on at least one of the identified

indices from the age-appropriate Wechsler Intelligence Scale (the Wechsler Intelligence Scale for

Children-Fourth Edition [WISC-IV; Wechsler, 2003] or the Wechsler Adult Intelligence Scale-

Third Edition [WAIS-III; Wechsler, 1997]). Of the 112 study participants, 54 were identified as

high ability with ADHD (gifted/ ADHD group) and 58 as gifted without a diagnosis (Foley-

Nicpon et al., 2012). In the gifted with ADHD group, 26 (67%) were male and 18 (33%) were

female. In the gifted group without ADHD, 38 (66%) were male and 20 (35%) were female

(Foley-Nicpon et al., 2012).

Data analysis was conducted using statistical techniques such as MANOVA, ANOVA and

R2 to determine whether self-esteem and self-concept varied between the two groups :

intellectually gifted students with and without ADHD (Foley-Nicpon et al., 2012).
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The key findings from this study included the following: despite having similar IQs,

intellectually gifted students without a coexisting diagnosis reported higher self-esteem than did

high-ability students with coexisting ADHD; the gifted students without ADHD reported more

positive impressions of their behavior and overall happiness than those identified as gifted and

ADHD; perceptions of interpersonal relationships, self-reliance, and social stress were the same

for both groups; perception of self-concept in the specific areas of intelligence, physical

appearance, ability to deal with anxiety, and popularity too were similar among the two groups.

All in all, the study concluded that being identified as intellectually gifted may positively

influence some aspects of self-concept for those also identified as ADHD (Foley-Nicpon et al.,

2012). A relationship between ADHD and self-esteem, was noticed regardless of the ability level

of the child - those with comorbid ADHD were twice as likely to report overall low self-esteems

than those without a diagnosis (Foley-Nicpon et al., 2012). The implications garnered from the

results showed that educators should not rule out the potential for a negative self-esteem just

because a student is identified as gifted, that educators should be aware of the potential for co-

existing disorders/conditions among gifted students and be able to identify and focus on the

difficulties faced by twice exceptional students related to overall self-esteem and specific aspects

of self-concept (behavioral and overall happiness) and address these issues in educational and

clinical environments (Foley-Nicpon et al., 2012).

Some limitations of the study included: the use of convenience sampling instead of

random sampling; limitations on generalizability due to non-random sampling; the comparisons

not being made with non-gifted students with ADHD; limitations in the sample size in detecting

differences among the groups; lack of ethnic diversity among the participants due to sample

being predominantly white and drawn only from the mid-western United States (Foley-Nicpon et
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al., 2012). Directions for further research included: the impact of self-perception; how a gifted

child perceives being identified as ADHD; the relationship between self-esteem, self-concept

among gifted students with ADHD in different cultural contexts (Foley-Nicpon et al., 2012).

Discussion

Foley-Nicpon et al. (2012) offers valuable quantitative empirical evidence on the

perception of self-esteem and self-concept among gifted students with ADHD through a

comparing these between gifted students with and without ADHD. This is a somewhat scantly

explored area of educational research and therefore, it makes a profoundly significant

contribution to the existing body of special educational research.

The threefold literature review provided in the study gives the reader a deeper

knowledge and understanding of the existing body of research based evidence on perception of

issues related to self-identity among students with ADHD, gifted students and gifted students

with ADHD. The broad definition of the key terms and the explanation on why research on this

particular scarcely investigated area of special education research, rationalizes the importance of

the matter to the general educators, special educators as well as parents of twice exceptional

students.

The providence of in detail descriptions of each and every step in the research such as

how and where the researchers obtained information on the participants, how the participants

were approached, the criteria for assessment and identification, the data collection procedures

and the statistical techniques used in analysis. These are profoundly important in conducting

future research or replication studies. This contributes immensely in validation of the research.
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The suggestions and recommendations of Foley-Nicpon et al. (2012) for educators of

gifted students to focus on potential for co-existing disorders/conditions among gifted students

and assist in resolving any existing issues related to perception of self-identity through referral to

appropriate educational and clinical environments is vital for the accurate identification of

strengths and areas for growth among the twice-exceptional students.

The limitations and directions for further research pointed out by Foley-Nicpon et al.,

(2012) provide the reader with a clear understanding of the limitations of generalizability of the

research and provides ample guidance for future researchers on how to approach the research

topic in a more inclusive and generalizable manner in future.

All in all, Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

by Megan Foley-Nicpon, Heather Rickels, Susan G. Assouline and Allison Richards (2012)

provides valuable evidence based information for general educators, special educators as well as

parents of twice exceptional students on the importance of identification and addressing of issues

related to self-concept and self-esteem among gifted students with ADHD and in some cases to

alleviate the already existing confusions and frustrations among the relevant parties. The proper

identification of co-existing conditions and disorders among gifted students helps in remedying

the any problematic issues through appropriate interventions while facilitating these gifted

individuals further sharpen and optimize their gifted abilities.

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References

Foley-Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A. (2012). Self-Esteem and Self-

Concept Examination among Gifted Students with ADHD. Journal for the Education of the

Gifted, 35(3), 220-240. Retrieved from doi: I O.I 177/0162353212451735