GIFTED STUDENTS WITH ATTENTION DEFICITS - FACT AND OR FICTION - OR, CAN WE SEE THE FOREST FOR THE TREES/

According to Gordon (1990), far too many high ability students are ref erred for problems with impulsivity, hyperactivity, and sustaining att ention. Several important issues, rarely discussed in the literature o n attention deficits, offer alternative hypotheses for the increasing incidence of hyper-activity and attention problems of gifted youngster s. These include theories on emotional development and excitability of gifted students (Dabrowski, 1938; Piechowski & Colangelo, 1984), evid ence of unchallenging curricula for high ability students (Reif, 1993) , implications of the multiple intelligences paradigm (Gardner, 1983), and adult reaction to students' extreme precocity (Rimm, 1994). These issues are examined in light of Barkley's theory of inhibition as it relates to the manifestation of ADHD. The issues represent environment al conditions that may cause or influence ADHD-like behaviors in high ability students. Diagnostic and intervention strategies are suggested to counteract environmental contributors to the problem.