Exploring Sensory Sensitivity and Sensory Processing in Children With Intellectual Giftedness and ADHD

Abstract

Although attention-deficit/hyperactivity disorder (ADHD) and intellectual giftedness have been associated with atypical sensory processing and heightened sensitivity, no studies have specifically examined how these neurodevelopmental conditions interact to influence sensory sensitivity and sensory processing. This study aimed to investigate the sensory sensitivity and sensory processing of children with intellectual giftedness and ADHD. Using a cross-sectional correlational design, 159 parents ( M age = 40.65; 93.29% mothers) from Quebec, Canada, of children ( n = 209; M age = 9.38; 57.20% boys) aged 6 to 16 years—with intellectual giftedness ( n = 50), ADHD ( n = 61), both intellectual giftedness and ADHD ( n = 52), or neither ( n = 46)—completed the Sensory Profile 2 to assess their child’s sensory processing. In a subsample ( n = 90), parents additionally completed the Highly Sensitive Person Scale about their child to assess the child’s sensory sensitivity. Findings revealed that the interaction between intellectual giftedness and ADHD was associated with a decrease in sensory registration, a dimension of sensory processing, whereas the presence of either intellectual giftedness or ADHD alone was linked to increased sensory registration. This suggests that children with intellectual giftedness and ADHD tend to be more attuned to sensory stimuli in their environment, potentially reflecting a reduced capacity for sensory filtering and an increased risk of sensory overwhelm. These findings align with existing evidence indicating that such children may benefit from sensory-inclusive environments that facilitate better sensory modulation, thereby promoting adaptive functioning and well-being.