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Welcome, RR! Sorry no one caught this earlier.

Your DD sounds delightful! She must keep you very busy. At this point, I would simply say love her, follow her lead, and enjoy her. As you spend time caring for and observing her, you will learn what interests her, where she needs more opportunities to explore, and where she needs more support to grow.

FWIW, if the WISC-5 was the only measure given, that's not really sufficient to rule ADHD in or out. School-based psychoed's can be very useful (but that is what I do, so I might be biased!), but schools may not have all of the resources necessary to sift through the subtleties of a twice exceptional learner. And on the other side, pediatrician-based evals for ADHD tend to be rather cursory (I also tend to be the pass-through for the teacher information that they request, so I see that data). To be clear, I am not taking a side on whether she has or does not have ADHD. Just saying that if there are functional concerns (including how she perceives herself as a learner), then it may be worth investigating further with someone who has both the skills and experience relevant to a 2e evaluation (such as clinical/neuro/school psychologist with specific 23 experience). If there are not functional concerns, then I would probably go with watchful waiting, if it were my child.

You note that she may also be bored. It's worth thinking about why you do not see the symptoms at home, but the teacher reports them in school. How are the settings different? --in structure, --in demands, --in stimulation, etc. Because it's possible that she really does not have ADHD, and the problem is not located within-child, but within-environment (the school environment). A learner significantly underplaced with regard to their actual intellectual stimulation (aka learning) needs can appear much like a learner with ADHD, even to the extent of underperforming on easy tasks. Just think about how well any of us would do on staying focused, following directions, and completing tasks with accuracy if our instructional environment as reasonably competent adults was at a kindergarten level.

And on the other hand, you may find that the home environment is subtly scaffolding executive functions (attention, organization, etc.) in ways that the teacher either cannot or does not.

Hello. I am new here. Do you still respond to this thread?

I have a 15-month old daughter now naming the organs of the body, speaking with over 300 words of vocabulary, and other cognitive advances, but she is also physically advanced. Crawling up and down stairs at 8 months. First steps at 9 months. Walking at 10mo. Running at 11mos.

I am curious as to what this may mean? How do I guide this and nurture this?

It's tough navigating the intersection of giftedness and potential ADHD concerns. Your experience echoes a common struggle - high IQ but challenges in certain areas. Have you explored alternative support strategies tailored to her unique strengths? Maybe engaging activities like run 3

Thank you for sharing

It sometimes matters, as some issues with a certain test may indicate potential further issues to explore. She does not need to have significant impairment in multiple settings as that was a DSM-IV requirement. The DSM-V and TR version simply states there is "clear evidence" of impairment or interference, and the impairment does not need to be significant.

To be clear, are you referring to issues as in impairment or issues as in symptoms?

Developmentally gifted kids may be ahead so they should be assessed against developmental age, not chronological age.

However there are many other issues that could cause forgetfulness so be sure to go to physical doctors too and other professionals as necessary.

Can anyone recommend a psychologist who specializes in gifted kids CT or NY?
We are on the CT/NY border. Thanks.

It’s true — there are very few resources for gifted adults, and many people feel that gap after aging out of DYS.