Unpacking intensities: An exploratory study of parents’ perspectives of overexcitabilities in highly to profoundly gifted children

Year 2025, Volume: 12 Issue: 2, 221 - 244

Keri Guılbault , Gregory Eckert Vanessa Wood

Abstract

This qualitative exploratory study examined parents’ observations of the prevalence of Dąbrowski’s overexcitabilities (e.g., intellectual, imaginational, emotional, psychomotor, and sensual) among young highly to profoundly gifted (HG/PG) children (IQ ≥ 145). The study also explored parents' perspectives on how these characteristics were expressed in their children’s behavior and development. Semi-structured interviews were conducted with parents of 14 HG/PG children, supplemented by ElemenOE questionnaire data. Findings revealed that these children exhibited heightened intensities across multiple domains, with half displaying profiles with all five overexcitabilities (OEs) in the “high” range and all but one child exhibiting three or more high OEs. Intellectual, emotional, and psychomotor OEs were the most prevalent. Parents most frequently described intense focus and persistence, advanced reasoning, imaginative play, strong empathy, high energy, and heightened sensory awareness. Several reported early indicators of precocity, such as advanced language, early reading, or complex problem-solving by preschool age, along with social-emotional characteristics including existential questioning, sleep disturbances, and emotional intensity. Qualitative themes illustrated the interconnected nature of overexcitabilities and their influence on development, revealing that heightened sensitivities often coexisted with frustration, perfectionism, and a profound sense of fairness. Parents also described challenges distinguishing gifted traits from possible neurodevelopmental conditions, noting frequent confusion with ADHD or autism-spectrum characteristics. Findings support the utility of the ElemenOE as a parent-report tool and underscore the importance of early recognition of multiple high overexcitabilities. Understanding these characteristics can inform appropriate educational interventions, counseling strategies, and parenting approaches that address the asynchronous development of HG/PG children. This study contributes to the growing body of literature on the early characteristics of highly and profoundly gifted children, informing educational practices, parenting approaches, and support strategies tailored to this exceptional population. Recommendations are shared for educators, counselors, and parents.

Keywords

Exploratory study , Gifted child parenting , Highly gifted , Overexcitabilities , Parents’ views on gifted children , Profoundly gifted

Ethical Statement

Research approval was granted by the Johns Hopkins University School of Education’s Institutional Review Board (IRB), and we adhered to ethical standards: (1) engaging in research best practices, (2) ensuring that there was no harm to participants, (3) maintaining informed consent, and (4) ensuring privacy and confidentiality.

Supporting Institution

Johns Hopkins University

Thanks

We would like to thank all the parents who participated in this study. Their voices will help practitioners and researchers better understand the social and emotional development and traits of this population. This research was made possible in part by generous funding from the William and Sylvia Cohen Early Childhood Education Fund, a Johns Hopkins School of Education endowment. The content is solely the responsibility of the authors and does not necessarily represent the views of the Cohen Family. There are no conflicts of interest to disclose.

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