Psicobiología de la alta capacidad intelectual y el trastorno por déficit de atención con hiperactividad. Diagnóstico diferencial

The number of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in giftedness is higher than that of the normotypic population. This study aimed to analyze the empirical evidence that shows the coexistence, or not, of both diagnoses. The results found did not allow to affirm that ADHD is a valid construction in the context of the giftedness. When studied from a psychobiological perspective it is found that gifted children can present clinical symptoms of ADHD in the absence of specific neuronal markers to this disorder, indeed they seem to follow an different development trajectory. It suggests the need to use neuroscientific and objective approaches that help to understand giftedness and ADHD within the context of neurodevelopment and as a consequence of an integrated and multifaceted organ that is more than a simple reflection of its separate parts or the sum of specific symptoms.