Abstract
The purpose of this study was to replicate and extend Hartnett, Nelson, and Rinn's (2004) study using a sample of preservice teachers in order to examine the potential for the misdiagnosis of giftedness and ADHD. Participants included 132 preservice teachers enrolled in a comprehensive university in the South. A chi-square analysis indicated the suggestion of giftedness influenced the diagnosis of behaviors that can be typical of both giftedness and ADHD, as found in Hartnett et al. Conclusions and implications are discussed.
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