Many people have giftedness as one part of their neurodiversity experience, and they may also have other kinds of diagnoses, for example ADHD. In the past, it's been called being gifted and twice exceptional if you have an additional diagnosis or learning difference (e.g., dyslexia).
High Intelligence is Neuroatypical.
Gifted brains have distinct brain structures-- they have double the glial cells, burn glucose more rapidly, and have faster, more efficient connections (1). They think about things in elaborate creative ways, often looking lost in thought.
A slew of research over the last few decades has shown that gifted individuals – whether children or adults – differ from their neurotypical (read: “normal”) peers in a variety of physiological and psychological ways.
In other words, just because someone is neurodiverse doesn't make them a genius. A third is intellectually impaired. Yet there are a good many geniuses who are considered neurodiverse.
About 70% of autistic people have an intellectual disability, which means they have an IQ lower than 70. The remaining 30% have intelligence that ranges from average to gifted. Autism and intelligence are two separate characteristics. A person can be autistic with any level of intelligence.
Many profoundly gifted students are likely misdiagnosed with autism, whilst many autistic children are likely undiagnosed as gifted. Given the incredibly complex, and similar, nature of both giftedness and autism, the diagnosis itself is rather unimportant.
Both giftedness and autism fall on a spectrum, so while there may be individuals who clearly fit into one box or another, some behaviors might be more ambiguous and require additional information, context, or professional opinions.
I want to emphasize that giftedness is one form of neurodiversity, and it is not exclusive. Many people have giftedness as one part of their neurodiversity experience, and they may also have other kinds of diagnoses, for example ADHD.
These people are found across all races, cultures, and socioeconomic groups, globally. Essentially, giftedness is a neurodiversity with a social-emotional and learning difference. It is highly genetic, meaning that while early experiences are influential, gifted people are essentially just born the way they are.
Most people are neurotypical meaning that the brain functions and processes in the way that society expects. 1 in 5 people are neurodivergent meaning their brain functions differently in one or more ways than is considered standard or typical.
Certain types of mental health issues present differently in gifted adults. For example, they might present as clinical or major depression, when in fact, it is existential depression. The same is true for positive disintegration as clients progress through healing and self-actualization.
Gifted kids often have advanced intellectual skills that allow them to perform at high levels and solve complex problems. But this intelligence is not always accompanied by high social and emotional skills. Socially and emotionally, gifted kids often develop at the same rate or even slower than their peers.
While gifted children may not be any more susceptible to mental health issues as other adolescents, there are certain aspects of giftedness that may influence or amplify a gifted child's experience of mental health issues.
Social development and skills: gifted and talented children
Gifted children can think faster and/or more deeply than other children their age. So they're often good at imagining what it's like to be in somebody else's situation. Sometimes these qualities mean your gifted and talented child gets along well with others.
These individuals have a desire to know complex ideas and how to generate them which enables them to create their own structure out of information or data received (Dunn & Price, 1980). This ability to create structure is what enables the gifted to be independent thinkers (Torrance, 1965).
Specifically, existing research indicates that gifted individuals have: Increased regional brain volumes. Greater connectivity across brain regions. Brains that operate more efficiently.
Gifted children have differently-wired brains that make them unique compared to their neurotypical age-mates. While most individuals think of giftedness in terms of academics alone, giftedness also applies to a child's social and emotional development.
Most high IQ people are neurodiverse in the widest sense, i.e. they may be fully functioning socially, without ADHD or ASD. They do share a pattern-seeking mind, though as well as a host of social traits with people on the spectrum: High degree of honesty (find it hard to lie)
A gifted child's IQ will fall within these ranges: Mildly gifted: 115 to 130. Moderately gifted: 130 to 145. Highly gifted: 145 to 160.
Although there are no standard IQ levels of intellectual giftedness, some experts suggest the following IQ ranges: Mildly gifted: 115 to 129. Moderately gifted: 130 to 144. ighly gifted: 145 to 159.
Sensory Issues and Affect Regulation
Because their limbic systems are so intense, gifted children may actually struggle more with stimulating environments (such as loud birthday parties) than other children of the same age.
Signs of autism can mask giftedness and giftedness can mask autism. And of course, a child can be both gifted and on the autism spectrum. To support children who are struggling with mental health, development, or social interaction, kids need a correct diagnosis and the right therapy.
ADHD AND GIFTEDNESS are sometimes described as having the same or similar characteristics. However, one diagnosis is considered a disability and one, a gift. Neither assumption is ideal in supporting the child identified with either ADHD, giftedness, or both, often referred to as twice exceptional or 2e.