• Hyperactivity: Restlessness, constant fidgeting of hands and feet, inability to sit still, running around in inappropriate situations, and talking excessively. Symptoms are more obvious in boys, who tend to be more aggressive; girls exhibit fewer disruptive behaviours, and their symptoms tend to be internalized (Rinn & Reynolds, 2012).
• Impulsivity: Frequently interrupting others’ conversations or activities, blurting out answers, easily agitated emotionally when facing frustration, and lacking patience.
• Inattention: Difficulty concentrating, acting carelessly, struggling to follow through on instructions and complete tasks, forgetting things easily, and experiencing difficulties in learning or working.

• Due to neurological deficits, they are unable to control their own behaviour (Gates & Gentry, 2009).

• Intervention through behavioural therapy, cognitive behavioural therapy, parent training, medication, and the adjustment and arrangement of daily activities. Give children more patience and support, and collaborate with professionals to help them overcome attention deficits.

• Exhibits psychomotor overexcitability (Karpinski et al., 2018): Superior cognitive abilities, strong learning capabilities, and strengths in emotional and social areas
• Socially exhibits rapid comprehension, exceptional memory, rich vocabulary, intense curiosity, and a deep desire to explore questions.
• Outstanding in specific areas, strong interests, and the ability to learn independently and autonomously.

• Because they have more cognitive resources available, they are able to retain great control over their conduct and behavior.

• Taking into account their physiological and psychological factors, their abilities can be enhanced through systematic, personalized exercises and strategies.

• General Ability Index (GAI) > Cognitive Proficiency Index (CPI) (Cornoldi et al., 2023)
• Compared to children with ADHD, they more frequently run around in inappropriate situations, talk excessively, and blurt out answers before questions have been completed.

Preview materials before learning. Use visual aids (e.g., charts, flowcharts, flashcards) to help with comprehension. Improve oral fluency through role-playing or rehearsal. Allow children to express their ideas through drawings or role-playing.

Attention and Memory

Set clear learning goals. Give clear, simple instructions. Teach memory aids (e.g., flashcards, colour-coding). Highlight key information using colours or symbols. Allow children to move around a bit before requiring them to concentrate, or use a timer to improve focus.

Emotional Regulation

Understand the triggers for the child’s emotions and provide support. Provide a “calm down corner” for them to take short breaks. Teach them ‘I-messages’ (e.g., ‘I feel… when…’). Help them reflect on how their behaviour affects others. Guide them to accept the difference between their expectations and reality.

Confidence and Resilience

Avoid comparing them with other children. Encourage peer interaction and teamwork. Let children showcase their talents (e.g., art, performance). Identify the child’s strengths outside of academics.