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Gifted Child Quarterly
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Heterogeneity Within the Gifted: Higher IQ Boys Exhibit Behaviors Resembling Boys With Learning Disabilities

Sally E. Shaywitz

Yale University School of Medicine

John M. Holahan

Yale University School of Medicine

Daniele A. Freudenheim

Case Western Reserve University

Jack M. Fletcher

University of Texas Medical School - Houston

Robert W. Makuch

Yale University School of Medicine

Bennett A. Shaywitz

Yale University School of Medicine

Previous studies of the gifted have been inconsistent, portraying them as both more and less well adjusted than the nongifted or less gifted. We examined behavioral, cognitive, attentional, and family history dimensions among four groups of 87 boys: High Gifted (IQ 140-154), Low Gifted (IQ 124-I 39), Learning Disabled, and a Normal control group. Findings indicated that High Gifted boys exhibit levels of behavior problems similar to the Learning Disabled, whereas Low Gifted boys demonstrate significantly lower levels of behavioral problems than do the Learning Disabled boys. These data provide support for the view of the gifted population as heterogeneous, with the High Gifted exhibiting more behavioral problems than the Low Gifted.

Gifted Child Quarterly, Vol. 45, No. 1, 16-23 (2001)
DOI: 10.1177/001698620104500103
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 Gifted Child QuarterlyHome page
D. J. Matthews and J. F. Foster
A Dynamic Scaffolding Model of Teacher Development: The Gifted Education Consultant as Catalyst for Change
Gifted Child Quarterly, July 1, 2005; 49(3): 222 - 230.
[Abstract] [PDF]