The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and AD/HD as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with AD/HD and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and AD/HD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with AD/HD rather than serve a protective function. The findings suggested that AD/HD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed.
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